Lesson Plan

 
Grade/Subject: 10/Phys Ed Unit: Basketball    Lesson Duration: 40 min
 
SPECIFIC OUTCOMES LEARNING OBJECTIVES Formative &  
FROM ALBERTA Summative
PROGRAM OF STUDIES   ASSESSMENTS 
  Students will:

A10-5 Demonstrate the fundamentals of Questioning/Pre  

a bounce pass and chest pass in Assessment: Prompt
basketball (athletic stance, hand students to recall the
placement (Thumbs down), start fundamentals of
from chest, step-through, arm chest/bounce passing.
extension/follow through to Observation:
target, weight). Athletic Stance, Hand
(placement thumbs
down), start from
chest, step-through,
arm extension/follow
through to target,
weight
Self-Assessment:
Identifying one area
of strength and one
area for growth
within the skills
competition (Station
1)
-Aaron may or not
participate in this
self-assessment at
Station 1 but will
conduct a teacher
check-in at the end of
class about how he
felt he did that day
(participation, fun,
positive, skill
development).

A10-10 Demonstrate the fundamentals of Observation:  

passing a basketball through Athletic Stance, Hand
various stations/games (athletic placement (thumbs
stance, hand placement, start from down), start from
 chest, step-through, arm chest, step-through,
extension/follow through to arm extension/follow
target, weight). through to target,
weight
Self-Assessment:
Identifying one area
of strength and one
area for growth
within the skills
competition (Station
1)
Peer Feedback:
Students will give and
receive positive and
effective feedback on
the keys of passing
(Station 2)
-Aaron will most
likely communicate
this feedback through
his thumbs up
technique

C10-6 Build and maintain positive Peer Feedback:  

relationships while providing
respectful and insightful feedback
related to skills.  effective feedback on
Students will give and
receive positive and
the keys of passing
(Station 2)
Self-Assessment:
Identifying one area
of strength and one
area for growth
within the skills
competition (Station
1)

LEARNING RESOURCES CONSULTED  

Resource #1:  Alberta Program of Studies Physical Education  

https://education.alberta.ca/teachers/program/pe/programs/ 
Resource #2: Fundamentals of passing a basketball
https://www.breakthroughbasketball.com/fundamentals/passing.html

MATERIALS/ EQUIPMENT/ SET UP  

*Basketballs  
*Pylons
*Basketball hoops
*Whiteboard (with skill comp list)
*Whiteboard markers 
*Pinnies 
*Electronic score clock (noise may bother Aaron so stop time right before it buzzes to
instruct class to rotate stations)
*Station explanation sheets x3 (providing a visual and written description of each station)
*Tape
*Different types of balls (dodgeball, volleyball, beach ball, texturized balls, soccerball)
*Head Phones (Aaron can sometimes be sensitive to loud noises. Multiple basketballs
bouncing in the gym may be overwhelming)
*Videos of the skills we will be doing for Aaron to look over prior to class

PROCEDURE  

Introduction (10 min.):  

Transition: Students will enter the gym and line up along 3 point line.   
Transition for Aaron: This will be week 3 of Aaron following his transition plan to PE
class checklist (developed by his mother, myself, resource room teacher, Aaron, and school
admin). This plan includes a checklist of tasks (visual and written) Aaron will need to
complete in order to be organized and prepared for Physical Education class and his class
following PE class. Additionally, this package includes visual and written explanations of
what the class will be doing that particular class or week to make the transition easier for
Aaron. Furthermore, Aaron will be provided with a video of the skills we will be working
on this week that he can view and practice prior to class to make the transition easier for
Aaron as he will know what to expect. Aaron knows to hand in his checklist to the teacher
once he feels ready and has checked off all of his boxes for transitioning to PE class. Once
he has handed in his checklist, ensure he is with his proper PE peer partner for the week.
Attention Grabber: Welcome students to the Grade 10 Basketball skills TRAINing Camp
(Aaron likes trains, this is a strategy to help motivate him and engage him in the lesson)
-Address to students that this skills TRAINing camp will follow the model of Personalized
System of Instruction, meaning students can learn and develop these skills at their own pace
and comfort levels throughout the stations. When time is up to transition to the next station,
students will have the choice to stay at the station they are at if they feel uncomfortable or
would like to work on that skill more. In addition, students can go to the side of the gym to
practice basketball skills individually if they feel more comfortable. Again, highlight that
this is their opportunity to develop their skills based on their own pace and preference,
however, if students are becoming off task and abusing this freedom we will go back to a
Direct Instruction Teaching model.
Assessment of Prior Knowledge (Questioning): Review the skills of 1) Dribbling and 2)
basketball bounce pass and chest pass with students (which has been taught the past 2
lessons) by asking prompting questions:
 Show me your athletic/ready position
 What are the keys we are thinking of when we are dribbling the basketball 
 o Athletic stance, head up, protecting the ball
 What are the keys we are thinking of when we are bounce passing the basketball?
o Hand placement (thumbs down), start from chest, step-through, arm
extension/follow through to target, weight (want the ball to go to teammates
hands - don’t bounce it at their feet)
 What are the keys we are thinking of when we are chest passing the ball?
o Hand placement (thumbs down), start from chest, step-through, arm
extension/follow through to target, weight
Connection to Curriculum: A10-5: Apply and refine manipulative skills and concepts -
effort, space and relationships - to perform and create a variety of activities to improve
personal performance. A10-10: Adapt and improve activity - specific skills in a variety of
games C10-6: Identify and demonstrate positive behaviours that show respect for self and
others.
Expectations for Learning and Behaviour: Students will actively participate throughout
the lesson and properly attempt skills of passing and catching a basketball. Students will
apply their previous knowledge of dribbling while participating in discussion/ask questions
to improve their passing skills. It is expected that when the teacher is talking, students will
set the ball on the ground with one foot on top of it to prevent rolling. It is expected that
students will show respect and encouragement towards themselves and teammates during
peer and self-assessment. It is expected that students will rotate to their respective stations
once the teacher indicates to do so based off of the timer. As Aaron struggles with
transitions, he may need more transition time so avoid counting down or putting any
pressure on him to make transitions quicker. The focus of the Personalized System of
Instruction teaching model is to have students move through the stations and skills at their
own pace. If they feel uncomfortable or not ready to move on they can stay at the station
they are at or practice the skills individually at the side of the gym.
Advance Organizer/Agenda: 1. Write on Whiteboard and get basketballs out, 2. Place
station explanations at appropriate station, 3. Prior knowledge discussion, 4. Explanation of
activity stations, 5. Divide students amongst 3 stations, 6. Stations, 7. End of class
discussion
Transition to Body: After addressing housekeeping rules of student expectations, teacher
will give a brief explanation and demonstration of each station. Students will line up on the
black line and be numbered (1, 2, and 3) and will go to that numbered station. 

Body (24 min.): (8 min at each station)  

  

What are the students doing

(Station #1)?
 Students will designate a
leader for this station that
will lead them through the
What is the teacher doing? skills comp station
   Students should choose a
Learning Activity #1: (TRAINing Station 1 - Phys leader who feels competent
Ed Majors Skills Comp) and confident in leading
*Students can address station explanation/description their group through various
located at each station or ask teacher for further dribbling and passing skills
clarification. At each station there will be a sheet of  PE peer will encourage
paper that provides a visual and written explanation of Aaron to participate in the
that particular station. This is also the description and TRAINing skills
visual that Aaron has in his weekly package.  If Aaron is not interested in
Whiteboard: participating, encourage
The leader of the group will lead you through: classmates and PE peer to
Running in a circle: simulate a train formation
1. Dribble Right Hand (have Aaron be the caboose
2. Dribble Left Hand or railcar within their train)
3. Crossover Dribble while running in a circle
With a Partner: and doing the skills
4. Bounce Pass The leader of the group will lead
4. Chest Pass  students through:
 Dribbling right handed, left
Formative & Summative Assessments:  handed, and crossover in a
Observation: At station 1, teacher will observe circle
students bounce and chest passing skills (Hand  Bounce and chest passing
placement (thumbs down), start from chest, step- with a partner
through, arm extension/follow through to target,
weight).
Self-Assessment: On the whiteboard with 30 seconds
left, students will place a [check mark] using a blue
marker by the skill they feel is their strongest, and an
[X] in red by the skill they feel they could improve on.
This will act as a formative assessment to guide
teachers focus for next lesson.
Aaron may or may not participate in this self-
assessment depending on how he is handling the noise,
group work, and transitions. At the end of the class,
Aaron will partake in a discussion with the teacher
regarding his self-assessment of physical, emotional,
and social development for that class.
 
Specific Learner Considerations:
-If a student is uncomfortable with participating in the  
skills station they can practice the skills on the side
first 
-If a student is struggling dribbling and catching the
ball (motor/physical impairment) adapt the activity to
have them use a different ball (volleyball, dodgeball,
soccerball)
-Have groups choose a leader who feels comfortable
leading their peers through various dribbling and
passing skills
-Ensure leader is comfortable with leading the group
-While students are doing the skills, suggest that they
should be encouraging one another What are the students doing
-Aaron’s group may have to represent this (Station #2)?
encouragement in other ways other than cheering as  Students will work with a
Aaron can be sensitive to noise peer on passing skills 
-If Aaron is not interested in participating, encourage  Students will provide
classmates and PE peer to simulate a train formation positive and guiding
(have Aaron be the caboose or railcar within their feedback to their partner on
train) while running in a circle and doing the skills their passing skills.
(athletic stance, hand
  placement (thumbs down),
Transition to Activity #2: start from chest, step-
Teacher will identify to students that it is time to rotate through, arm
stations (do not count down or rush transitions) extension/follow through to
-identify to students that if they do not feel target, weight)
comfortable moving stations and would like to  Students will demonstrate
continue focusing on a particular skill they can stay at the fundamentals of a
that station or rotate to the next TRAINing challenge bounce and chest pass
   Students will be actively
Learning Activity #2: (TRAINing Station 2 - Pass & participating 
Shoot)  PE Peer will provide
*Students can address station explanation/description positive feedback and
located at each station or ask teacher for further encouragement for Aaron.
clarification. At each station there will be a sheet of As Aaron doesn’t fully
paper that provides a visual and written explanation of understand emotions and
that particular station. This is also the description and feelings, he will give his
visual that Aaron has in his weekly package. peer feedback through a
thumbs up (great pass),
Formative & Summative Assessments: thumb sideways (okay pass
Observation: At station 2, teacher will observe but focus more on
students bounce and chest passing skills (Hand fundamentals), and a thumb
placement (thumb down), start from chest, step- down (pass needs some
through, arm extension/follow through to target, work)
weight) as they pass to their partners. Teacher is not
assessing shooting skills.
Peer Feedback: Students will provide ongoing peer
feedback about bounce and chest passes. Students
should refer to the keys of passing discussed in the last
class and introduction to inform their peers of proper
form and technique while remaining positive and
respectful. 
Observe that Aaron is providing his PE peer positive
and insightful feedback through his thumbs up
technique. Observe to see if he is matching this
feedback with appropriate emotions (a goal that he is
working on throughout this semester).
 
Specific Learner Considerations:
-If a student is struggling dribbling and catching the
ball (motor/physical impairment) adapt the activity to
have them use a different ball (volleyball, dodgeball,
soccerball)
-If students are uncomfortable shooting (they haven’t
been taught this skill yet), they can take a few dribbles
and then pass the ball to their partner.  What are the students doing
-If student is uncomfortable passing with a partner, (Station #3)?
they can pass against the wall while still focusing on  Students will cooperate
the key components of a pass with a team in a game of 3
-If there are odd numbers, students can be in a group on 3
of 3  Students will act as referees
-Ensure students are being positive, respectful, and providing fairplay and
showing encouragement to one another following the rules of
-This encouragement and peer feedback does not need basketball (if there is an
to be verbal for Aaron, instead he can communicate odd number of players)
his feedback to his PE peer by using thumbs up (great  Students will practice the
pass), thumb sideways (okay pass but focus more on fundamentals of a bounce
fundamentals), and a thumb down (pass needs some and chest pass
work)  Students will be actively
participating and providing
  positive reinforcement to
Transition to Activity 3 their peers 
Teacher will identify to students that it is time to rotate  If Aaron feels
stations (do not count down or rush transitions) overwhelmed playing 3 vs.
-identify to students that if they do not feel 3 he can referee, score keep
comfortable moving stations and would like to or encourage his classmates
continue focusing on a particular skill they can stay at using his thumbs up
that station or rotate to the next TRAINing challenge technique. Teacher and/or
PE peer can prompt Aaron
  to try and use appropriate
Learning Activity #3: (TRAINing Station 3 - 3 vs. 3 verbal and facial
Scrimmage) expressions to encourage
*Students can address station explanation/description his teammates and peers.
located at each station or ask teacher for further
clarification. At each station there will be a sheet of
paper that provides a visual and written explanation of
that particular station. This is also the description and
visual that Aaron has in his weekly package.

Formative & Summative Assessments: 

Observation: At station 3, teacher will observe
students bounce and chest passing skills (Hand
placement (thumbs down), start from chest, step-
through, arm extension/follow through to target,
weight) as they engage in a 3 vs. 3 scrimmage. 
Observe to see Aaron’s interactions with his
classmates and PE partner.
 Is he engaged in the activity and/or role of
scorekeeper, referee, or team encourager?
 Are his interactions positive and respectful?
 Is he expressing these emotions verbally or
physically?
 Are his emotions matching his actions?
 
Specific Learner Considerations: 
-If teams are unequal, assign a referee and/or
scorekeeper and have students sub in and out
-If Aaron feels too overwhelmed in a 3 vs. 3 situation,
he can referee, score keep, or give his peers feedback
through his thumbs up strategy.
-Ensure students are being positive, respectful, and
showing encouragement to one another
-If a student is struggling with dribbling, can adapt the
game on the fly to only allow passing 
-Remind students to try their best and show good
sportsmanship
Transition to Closure
Teacher will have students come into a circle with
their balls on the floor and foot on top. 

Closure (6 min.):   

Consolidation/Assessment of Learning: Ask Key questions such as:   

-Who can tell me the fundamentals of passing a basketball?
-Did you find yourself focusing and applying these fundamentals throughout the 3 different
stations? 
-Did you find applying the fundamentals were harder during the 3 vs. 3 scrimmage? If so,
why?
-What were some of the positive statements you told your partner throughout the stations? 
-From the whiteboard What was difficult about ____(then improve upon skill on
whiteboard)____? - based on students formative assessment 
-Prior to class ending, hand Aaron his checklist regarding his transition out of physical
education class into his next class that he will give to his new teacher. During this time,
Aaron will check-in with the teacher and engage in a form of self-assessment that identifies
his participation and self-regulation throughout the class. The teacher will ask Aaron to pair
his thumbs up technique with an appropriate facial expression that has him reflecting on:
 If he interacted positively and respectfully with his peers
 If he felt his skills progressed
 If he had fun during these activities
 If he felt like he put in his best effort today
Goal is to have Aaron progress to verbal discussion regarding his self-assessment.

Feedback From Students: Whiteboard Assessment, prior knowledge, questioning, peer

assessment and self-assessment.  
Aaron’s self-assessment will provide the teacher with formative feedback regarding his
emotions, participation, and enthusiasm about the activities and can help guide further
teaching (change the Personalized System of Instruction Model, Aaron maybe doesn’t like
basketball because it is too loud, maybe there is too many transitions between stations that
overwhelm Aaron – even though the goal is to challenge him with transitions by providing
him with the proper supports).

Feedback To Students: Feedback to students will be provided through personalized

feedback, group discussion, peer feedback, and self-reflection. Students will be formatively
assessed through an observational checklist, peer feedback, and self-assessment 
Transition To Next Lesson: Next lesson we will be working on the skills people struggled
with on the board. Make sure to take a picture of the board as evidence for formative
feedback to guide teaching/focus for next lesson. 
Also consider Aaron’s anecdotal notes regarding his discussion towards the end of the
lesson to guide any further supports or change in activity for next class.
 Aaron’s PE Checklist
Semester 2
Week 3

Before PE Class After PE Class

1) Get Gym Strip out of 1. Check-in with teacher

Locker about how I am
Combo #31-05-22 feeling/participation

2) Go to Boys Change 2. Go to Boys Change Room

Room Room 110 in Gym
Room 110 in Gym

3) Change into shorts, 3. Change back into my

tshirt, gym shoes clothes

4) Go into gym 4. Put Gym Strip in Locker

Combo #31-05-22

5) Find PE Peer 5. Go to Math class

Room 209

6) Hand checklist to 6. Find Peer Tutor

teacher

7. Hand checklist to teacher

Lessons that Fit Rationale:

Individuals with ASD live in an unpredictable world where they are often unsure of what
comes next in their lives (Fittipaldi-Wert & Mowling, 2009). This happens to be the case for
Aaron as he struggles with transitions (fear of transitioning to a new school) and is unable to
cope with change. Literature suggests that strategies such as prompting, reinforcement and
antecedent-based interventions can help to facilitate positive transitions for students with ASD
(Sulek, Trembath, Paynter & Keen, 2019; Hutchinson & Specht, 2020, pp. 104-115). Teachers
should continue to support the development of these skills and engage in collaboration to
improve their awareness of students’ capabilities and acknowledge the challenge that schools
pose regarding continuous transitions between various settings. Therefore, this adapted lesson
plan is largely focused around gradual and effective transition strategies that will support
Aaron’s success in physical education, his personal life, and building social connections. As the
teachers have collaborated regarding Aaron’s transition plan/checklist between each of his
classes, we are hopeful that this order, consistency, and routine will help foster Aaron’s daily
independence and interactions.
 Aaron has been given a specific transition plan regarding how he will prepare for, enter,
and exit PE class; a checklist with visual ques; visual and written explanations of class activities;
and a video with skills that will be addressed each week as the literature supports that individuals
with ASD tend to process visual information more efficiently than auditory input (Fittipaldi-Wert
& Mowling, 2009; Hutchinson & Specht, 2020, pp. 104-115). As the physical education
environment is constantly changing with regard to class organization, task, equipment, noise, and
groups, effective communication strategies are critical when providing Aaron with specific and
direct instructions. To help support Aaron in his transition to PE class, I have included visual
supports/modelling in his checklists, personal and class activity schedules, and routines to help
establish a sense of consistency, order and expectation surrounding Aaron’s PE transitions. More
specifically, within the lesson, I have utilized a Personalized System of Instruction teaching
model to help support Aaron academically in PE. This model challenges Aaron’s comfort level
(which his parents advocate for) by transitioning through various stations, however, it also
provides the opportunity and freedom for Aaron to progress through these stations, skills, and
transitions at his own pace (or doing so individually at the side of the gym). The teacher should
observe and check-in with Aaron to identify the effectiveness of the Personalized System of
Instruction model, or if contained to many overwhelming transitions throughout the lesson for
Aaron. If so, the teacher could attempt to limit the number of stations to two and implement a
different sport, as basketball may cause Aaron to much sensory and auditory stimulation. Two
visual support strategies I used throughout the stations to help support Aaron was a visual
warning device and establishing visual boundaries (Fittipaldi-Wert & Mowling, 2009). Using an
electric score clock not only takes the pressure off of the teacher to instill transitions between
stations, but it also indicates to Aaron when the end of a station/activity is near so he can begin
preparing for the following transition in advance. In addition, I use pylons and station posters
(written and visual explanations) to establish and organize a visual boundary of where each
activity is to be performed and with what equipment.

Individuals with ASD tend to display deficits in social communication and interactions
which can lead to feelings of anxiety and confusion (Fittipaldi-Wert & Mowling, 2009;
Hutchinson & Specht, 2020, pp. 104-115). Aaron display’s similar characteristics of social
communication deficits as he does not fully understand emotions and feelings, hates crowds, and
struggles to form relationships with peers. Within his resource meeting, the possibility of a peer
tutor was mentioned to help support Aaron academically and socially through his transition to a
new school. I have used this strategy for Aaron in PE class through the use of a PE peer that is
assigned to him at the beginning of each week. This peer will help support Aaron through
transitions, skills, and participation/engagement in specific lessons and will help develop
Aaron’s social communication and interactions. I have identified within the lesson that Aaron’s
social engagement is unpredictable as he tends to misunderstand emotions and struggles to
express emotions or feelings. Therefore, Aaron may choose to engage with his peers through the
non-verbal technique of ‘thumbs up’ for peer assessments and work to match his facial
expressions with his actions. In addition, after every class, Aaron will check-in with the teacher
as a form of self-assessment that identifies his participation and self-regulation throughout the
class. Aaron can partake in this discussion verbally with the teacher, or use his ‘thumbs up’
technique with appropriate facial expressions as he answers questions that encourages him to
reflect on his physical, emotional, and social development throughout the lesson. As this check-
in is towards the end of every class, Aaron may be overwhelmed with the transitions he just went
through (stations) as well as the upcoming transition to his next class. Therefore, this check-in
may not serve as an effective form of formative feedback and may need to be re-evaluated to be
implemented during a more beneficial time throughout the lesson.

When relating to and developing a relationship with students who have ASD, it is
important to identify and acknowledge their interests (Hutchinson & Specht, 2020, pp. 104-115).
Therefore, I integrated Aaron’s interest of trains throughout my PE lesson to help foster his
engagement, participation, and enjoyment. I named the lesson and stations ‘Grade 10 Basketball
skills TRAINing Camp’ to enhance Aaron’s engagement and motivation while still relating to
the mentality of a grade 10 PE class. In addition, if Aaron is struggling throughout the skills
station, students can encourage Aaron to participate and develop his skills by mimicking a train
and caboose motion. This adaptation may limit the motivation and engagement of other grade 10
students by decreasing their ‘buy-in’ and sense of competition, therefore, it would be beneficial
to have a conversation with students about leadership, relationships, and inclusion prior to this
lesson/semester. Finally, students with ASD are typically sensitive to auditory stimuli and
sensory stimulation (Hutchinson & Specht, 2020, pp. 104-115). Within this lesson, I provide
Aaron and the rest of the students the option to use various types of balls (dodgeball, beachball,
texturized ball) to accommodate to kinesthetic sensitives and encourage involvement throughout
the activity. Moreover, I provide head phones for Aaron to use throughout the lesson as he will
most likely be sensitive to the loud noises produced from multiple basketballs bouncing. It is
important to note that this adaption may limit Aaron’s social development as he will likely rely
on his ‘thumbs up’ technique when communicating with peers rather than developing verbal and
facial communication skills.

It is important to identify that no two people with autism are the same, therefore,
strategies should continually be reflected on, modified, and replaced to meet the ever-changing
needs of students with ASD (Sulek et. al., 2019; Hutchinson & Specht, 2020, pp. 104-115).
Overall, fostering an inclusive physical education program provides ALL students with the
opportunity to develop and improve their social skills and interactions with peers, fitness and
health, cooperative learning and leadership, and personal/social responsibilities.

References:

Fittipaldi-Wert, J., & Mowling, C. M. (2009). Using visual supports for students with autism in
physical education. Journal of Physical Education, Recreation & Dance, 80(2), 1-58.

Hutchinson N., & Specht J. (2020). Inclusion of exceptional learners in canada schools: A
practical handbook for teachers (6th ed.). Toronto, ON: Pearson.

Sulek, R., Trembath, D., Paynter, J., & Keen, D. (2019). Factors influencing the selection and
use of strategies to support students with autism in the classroom.  International Journal of
Disability, Development and Education, 1-17. doi:10.1080/1034912X.2019.1695755