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Introduction / My Philosophy of PE
As part of the grade 6 curriculum in physical-education, students will participate in a 6-

lesson basketball unit. Prerequisite skills required to participate in this unit include proper body

coordination, locomotor skills, and object control skills. The expected ability of the students will

be beginner with the expectation that they can excel to have a basic understanding of basketball

skills and specific defined locomotor movements by the end of the unit.

My teaching philosophy is focused on building physical literacy, exploring new skills,

creating an inclusive learning environment, and creating fun experiences with a focus on

physical health, and mental health. I want my students to feel positive about physical activity

when they come to class and understand as well as feel all of the positive aspects that can arise

from a healthy balanced lifestyle. I will achieve this by giving relevant information throughout

my teaching related to these concepts and giving the students the chance to ask questions. I will

also be an active participant in my class to encourage all students to participate and have fun.

My vision is for the students to achieve their full potential through participation in the

basketball unit by working independently and collaboratively on two main skills: skill

development and social aspects. Through skill development, the aim is for students to work on

developing movement patterns and skills that can translate into other sports and areas of life. In

the social pillar, we will focus on building student confidence, self-esteem, assertion and work

on teamwork, fair-play and cooperation with other students.

The teaching styles that will be used during this unit will be Teaching Games for

Understanding (TGFU) as well as Direct Instruction. For TGFU the unit will involve different

styles of games that will explore and enforce the required skills of basketball as well as strategy
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and tactics. These skills include dribbling, shooting, sending (passing), and receiving (catching).

The TGFU method ensures the students are learning how to play the game and

apply/demonstrate the skills they have learned within a game setting. With DI the focus will be

on scaffolded lessons to work up to playing the game of basketball as a class with provided

feedback, independent practice and reviews of previously

learned material.

Assessments will be made for students based on their

ability to meet the outlined general and specific outcomes

chosen for this unit. An in-depth outline will be provided

further into the unit plan. The first general outcome is based on developing skills through

appropriate movement outcomes that include performing refined locomotor sequences and skills,

and demonstrating competence to manipulation skills such as dribbling, carrying, bouncing,

passing etc., and applying basic basketball skills within a game. The next general outcome

focuses on interacting positively with other students by demonstrating cooperation,

communication skills, fair play and teamwork.

The final general outcome for this unit will

assess the student’s effort throughout the unit.

Differentiation

- Students who require differentiation in

the basketball unit will be given the

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opportunity to partner with students on their skill level and play on a lower skill level

team during a game

- If a student requires a different level of quiz they will be given more time or an alternate

version to ensure their understanding and success is the same as their peers

- Students can use a smaller ball such as a volleyball if needed

Resources

● https://www.elementarypeteacher.com/basketball-drills-passing-and-shooting/
● https://www.ssww.com/blog/10-basketball-lesson-ideas-for-pe/
● https://www.lisdtx.org/cms/lib/TX02215761/Centricity/Shared/School%20Health/
Basketball%204-5.pdf
● https://www.primecoachingsport.com/grade3-6basketball-skills
● https://www.learningsciences.com/wp-content/uploads/2020/06/
PA.ch5Example_Basketball_Skills_Assessment_Grades_6-8.pdf

Learning Outcomes
General Outcomes (in full):
● General Outcome A: Students will acquire skill through a variety of developmentally appropriate movement
activities
● General Outcome C: Students will interact positively with others
● General Outcome D: Students will assume responsibility to lead an active way of life
●

Understandings:
Big picture/ideas after you have unpacked the outcomes
● How to handle a basketball (dribble, pass, shoot)
● The importance of teamwork, communication and fair
play in basketball
● Basketball requires an assortment of skills (running,
shooting, dribbling, observing, passing, bouncing etc.)
● The basic rules of a basketball game
Specific Outcomes (in full):
GO A:
Basic Skills: Locomotor;
e.g., walking, running, hopping, jumping
Students will:
● A6-1 select, perform and refine challenging
locomotor sequences
● A6-2 consistently and confidently perform locomotor
skills and combination of skills, by using elements of
body and space awareness, effort and relationships,
alone and with others, to improve personal
performance
Basic Skills: Manipulative: receiving
e.g, catching, collecting; retaining: e.g, dribbling, carrying,
bouncing, trapping: sending
Students will:
● A6-5 demonstrate ways to receive, retain and send an
object with increasing accuracy
Application of Basic Skills in Games
Students will:
● A6-10 demonstrate sport specific skills to create
competitive and cooperative modified games that
involve everyone
● A6-11 demonstrate basic strategies and tactics that
coordinate effort with others; e.g., team, in order to
achieve a common activity goal and moving toward
more formal games
GO C:
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Essential Questions:
These address more specifically how you will achieve the
big picture/ideas
● How can I make basketball engaging, fun and
enjoyable?
● Why is dribbling the most important skill in
basketball?
● What is the importance of different positions in a
basketball game?
● How does my instruction influence how the students
will learn and develop skills?
Prior understandings…
● Safety related to handling basketball balls and being
aware of surroundings
● What is required of basketball (nets, balls, team-
based games)
● Knowledge of skills required (dribbling, passing
shooting)
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
- develop skills to participate on team, or
just as a starting ground for new skill
development to apply to other sports
- develop basketball skills leading into
junior high / high school
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Communication
Students will:

● C6-1 
● identify and demonstrate respectful communication
skills appropriate to various physical activities and
that reflect feelings, ideas and experiences

Fair Play

Students will:

● C6-3 demonstrate etiquette and fair play

Teamwork

Students will:

● C6-5 describe and demonstrate practices that

contribute to teamwork
● C6-6 identify and demonstrate positive behaviors that
show respect for self and others

GO D:

Effort

Students will:

● D6-1 demonstrate enjoyment of participation through

extended effort in physical activity
● D6-2 identify and demonstrate strategies that
encourage participation and continued motivation

Classroom Management

Overall Plan

Classroom management techniques for this unit will commence with a student-led

discussion on day one of the unit to outline the expectations of the gym environment
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during the basketball unit so I can reinforce what they think is expected versus what is

actually expected.

Students will be expected to stop and hold the basketballs when they hear the

whistle. They will first be issued a countdown to finish up their game or skill and then the

whistle will sound, signalling to stop what they are doing. When students have a

basketball in their hands they are required to keep the ball on their hip while the teacher

is issuing directions. If this is not met, students will place the ball on the floor beside

them. If this is still not met, the student will place their ball back in the bin after each use.

Day to Day

Equipment 
✤ Students will assist in bringing out basketball cart and putting it away at the end of
class *(assigned students each class)

Start of Class
✤ Upon arrival to gym, students will grab the basketball cart from equipment room
and will be allowed to use basketball equipment freely until class starts
✤ Once everyone has completed the warm-up, students will sit in a circle around the
teacher and listen to an explanation of the day’s lesson activities

End of Class
✤ With the sound of the whistle, the students will pause and wait for next instruction
(put balls away, come in and sit)
✤ Collect all basketballs and put basketball cart away
✤ Students will get changed

Expectation
✤ Bring a positive attitude, respect to teacher and other students and a willingness to
participate to their best ability
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Grading Outline
This unit will be weighted through percentages on each assessment to total
100%.

1. Knowledge Quiz - 15%

2. Peer and self assessment - 15%
3. Participation, Cooperation, skill rubric - 30%
4. Skill Testing, self and teacher assessment - 40%

= 100%
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Unit Plan Outline

Grade: 6 Unit: Basketball Duration: 6 Days

Safety Implementations:
The safety concerns during the basketball unit correlate to special awareness, ball handling, and safety of oneself
and others while passing and catching the ball.

Date Lesson Title GL SLO’s Assessment Key Learning Instruc Equipment/ Motivation
Planned O’s Questions Activities tional Resources/
to Teach Strateg Technology
ies

Basic A A6-2  -what do the TGFU Basketballs

Day 1 Basketball Observation students Intro to the Introduction of new
Skill D A6-5  checklist previously student teacher - DI Whistle skills
Development know about name game
basketball? Basketball Using games as a
D6-1
Octopus tag Nets fun way to
-what are the introduce
D6-2 essential -Stance competition and
skills in demonstration / stimulate learning
basketball? practise of new skills

-what makes -Dribbling Music

up a good demonstration +
basketball practise
stance?
-Dribbling while
-how do you moving
correctly
dribble a
basketball?
Day 2 Dribbling A A6-1 Observation Red light, Green TGFU Basketballs Using games as a
review, A6-2  checklist -what is the light game to fun way to
learning how C A6-5  correct form practise dribbling DI Whistle introduce
to pass for passing and ball control competition and
D and holding Basketball stimulate learning
the ball? -Demonstration of Nets of new skills
C6-1  passing
C6-6 
-Partner pass
D6-1 drills
D6-2
Three man weave

Day 3 Shooting and A A6-1 Observation -what are the TGFU Basketballs
Layups A6-2  checklist cues and Sharks and
C A6-5  skills needed minnows DI Whistle Healthy
Exit slip on in shooting? competition to
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D cues for Basketball engage in specific

shooting, Demonstration Nets work on new skills
C6-1  layups, with shooting -
C6-6  passing and BEEF
dribbling
D6-1 -BUMP
D6-2
-discussion
review of
basketball game
rules
Day 4 Peer and Self- A A6-1  Peer and -how have -dribble tag TGFU Basketballs
Review on A6-2  self-review you Self-reflection as a
Skills + Skill C A6-5  sheets improved on -all star shootout DI Whistle positive way to see
Testing the learned game for shooting how far they’ve
D Observation skills? review Basketball come
C6-1 
and skill Nets
testing -what could -partner and self-
D6-1 checklist still be review skill Assessment
D6-2 improved testing at stations handouts
upon? for assessment of
skills Pencils
-how does
self and peer
evaluation
aid in
improvemen
t?
Day 5 Learning the A A6-1  Observation TGFU Basketballs
Game A6-2  and skill -how do I Noodle basketball Excitement of
C A6-5  testing properly do warmup DI Whistle playing the real
A6-10 checklist a lay-up? game with newly
D Basketball learned skills
A6-11
-how does a -partner lay-up / Nets
Exit slip on basketball shooting
C6-1  basketball game work? progression Pinnies for
C6-3  rules in competition teams
C6-5  depth
C6-6 Exit slips

D6-1 Pencils
D6-2
Day 6 Knowledge A A6-1  End of unit -end of unit TGFU Basketballs Excitement of
Test and A6-2  test -what have knowledge test playing the real
Playing C A6-5  you learned DI Whistle game with newly
Basketball A6-10 Observation from this -basketball games learned skills
Games D and skill unit? Basketball
A6-11
testing Nets
checklist
C6-1  Pinnies for
C6-3  teams
C6-5 
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C6-6 Knowledge
Test
D6-1
D6-2 Pencils

Assessment Plan
Students will be formatively and summarily be assessed throughout the basketball unit in
order to promote learning on their behalf and from the teacher’s perspective

Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
(FORMATIVE) (SUMMATIVE)
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Checklist kept of students’ progress with each

Observation/Skill skill (passing, dribbling, shooting, lay-ups)
Rubric throughout entirety of the unit specifically X
during skill learning

Students will be given a quiz at the end of the

Knowledge Quiz unit based on skill knowledge X
Students will have a partner assess on a provided
Peer and Self checklist their level of skill in dribbling,
Evaluation shooting, and passing as well as review X X
themselves

BASKETBALL SKILLS ASSESSMENT, GRADE 6

Stated learning outcomes: Students will dribble the ball with both hands, shoot the ball, perform
layups, and show competency during a game.
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Needs Fair Good

improvement

Participation / ● Student rarely shows ● Student sometimes ● Student shows up to

Cooperation / up to class shows up to class every class
Attendance ● Student rarely ● Student sometimes ● Student always
participates and participates and participates and
cooperates with others cooperates with others cooperates with others

Dribbling ● Student cannot dribble ● Student can dribble the ● Student can dribble the
the basketball with basketball while basketball with good
control while moving moving control and proper
● Dribbles with palm of ● Does not have good positioning
hand control ● Student dribbles with
● Rigid stance, knees not ● Cannot dribble with head up
bent head up ● Student dribbles with
● Sometimes dribbles finger pads, knees bent
with finger pads

Shooting ● Student cannot shoot ● Student can sometimes ● Student shoots the ball
the ball successfully shoot the ball correctly
● Student does not successfully ● Student follows through
follow through ● Student sometimes ● Student is usually
● Student uses two follows through successful in shooting
hands to shoot ● Student uses two hands
instead of one to shoot

Passing ● Student cannot pass ● Student can sometimes ● Student passes the ball
the ball successfully pass the ball correctly
● Student does not successfully ● Student follows through

follow through on pass
● Student cannot get the
pass to teammates
● Student does not make
sure the pass recipient
is ready for the ball
Layups • Student cannot demonstrate
a proper layup
• Has difficulty performing the
proper 2-step approach after
many attempts
• Loses control of the ball
Game Play ● Student does not
follow the rules of
basketball
● Student argues with
other players
● Student has little
understanding of
positioning and game
play
● Student often is not
involved in the play
Source: iRubric H95WB7, available at rcampus.com/rubricshowc.cfm?
code=H95WB7&sp=yes. Used with permission of RCampus
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● Student sometimes on pass
follows through on pass ● Student usually
● Student sometimes completes the pass to a
make sure the pass teammate
recipient is ready for ● Student usually makes
the ball sure their teammate is
ready for the pass
● Student can sometimes ● Student demonstrates
demonstrate proper proper layups
layups ● Student uses correct 2-
● Can occasionally step approach
perform proper 2-step ● Student usually finds
approach success in scoring layups
● Scoring layups is
inconsistent
● Student sometimes ● Student consistently
follows the rules of follows the rules of
basketball basketball
● Student does not ● Student is a team player
always show proper ● Student has good
defensive or offensive understanding of
skills offensive and defensive
● Student is sometimes play
not involved in the play ● Student is always
involved in the game
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