Texas State University

Video Teach Lesson Plan Format:

Secondary Block

Name: Robert Navarro Title: Hang Man Basketball Relay Gr. Level/Subject: Adaptive P.E.

Domain 1: Planning
TEKS and ELPS (include number and define the standard):

TS.4.A – The students exhibits a physically-active lifestyle that improves health and provides
opportunities for enjoyment and challenge through team sports

c.5.C – Spell familiar English words with increasing accuracy, and employ English spelling patterns and
rules with increasing accuracy as more English is acquired.

1c: Setting instructional outcomes:

Instructional Outcome(s) (what students will learn; a measurable action; not the lesson activity or
task):

Students will be able to correctly spell common fruits and vegetables with 6 errors or less as a group
while performing basketball skills individually.

Importance of Instructional Outcomes/Content (value/importance to students; reason for learning

as it relates to: (a) curriculum of the class, (b) future learning and (c) life experience).

(a) Engaging in team sports regularly promotes an active lifestyle and further develops social skills in a
group setting. (b) When the students cover nutrition in other classes, they will have already covered
basic fruits and vegetables. (c) In markets, students may not be able to identify the fruit based on
appearance alone, but reinforcing the skills to identify the fruit by name will help.

1f: Designing student assessments

(checking/monitoring for student understanding of the instructional outcome; aligned with
instructional outcomes and instruction; questions to ask; criteria):

Groups will be assessed based on their successful completion of all 8 Hang Man boards during the
course of the class.

1e: Designing coherent instruction:

Anticipatory Set (connects to the instructional outcomes; describe how you will pique students’
interest and/or tap into prior knowledge, and/or build readiness for the lesson):

Prior to the students’ getting to class, the posters will be set in their designated spots. The posters are
titled in color to better captivate the attention of the students upon arrival.
Procedures/Activities/Explanations (actions of teacher and students: explanations, scaffolding,
modeling, questions, grouping structures, management, etc. Describe the procedures with enough
detail that another teacher could easily implement the plan. Clearly name and describe the specific
strategy used and provide time guidelines for each activity.):

Upon entering the gym, students will sit in the bleachers until instruction begins. Once all students
have arrived, they will be led through a stretching routine after gathering on the three-point line (5
Minutes). Next, they will do a short jog or walk around the gym (5 Minutes). Then students will be
gathered in the middle of the court for a brief talk about the importance of fruits and vegetables (2-3
Minutes). Students will be split into two equal groups and lined up facing their respective baskets. At
the baseline near each team’s basket, there will be 4 Hang Man posters for each team and a basketball.
Once the game has begun, one student at a time will run to the baseline, guess a letter for the random
fruit or vegetable Hang Man poster they have, shoot a basket, and then run back to the end of their line.
The next student will follow and so on until the group has completed all 4 Hang Man posters. After the
first time through, the post-it notes and Velcro will need to be removed and the posters will switch
sides. Groups will repeat the same activity until they have completed their second half of Hang Man
posters (20-25 Minutes). After both groups have completed all 8 Hang Man posters, the activity will
conclude.

Closure (summing up; including students in closure; questions; students reflecting on learning; more
than “administrative closure”):

Students will be asked what fruits or vegetables they have eaten recently, plan on eating soon, or may
wish to try in order to reinforce the importance of fruits and vegetables.
1b: Demonstrating Knowledge of students

Differentiated Instruction (methods to accommodate special needs; address each item even though
your class may not have some of these students):

English Language Learners (refer to ELPS):

Students may point to the letter rather than pronouncing it and an instructor will fill it in for them.

Special Education:
Students may have an assistant walk them through each of their turns of the activity.

Gifted/Talented:
Students may shoot their shot from farther out on the court upon correctly guessing a letter.

Struggling:
Students may be given a hint letter on their hang man board or can pass the basketball to an instructor
rather than shooting.

Extension activities for all learners:

Students may continue to shoot around if waiting on the other team or if there is time left in class
concluding the lesson.
1d: Demonstrating knowledge of resources

Resources (identify supplies and technology needed by students and teacher):

Students: Appropriate athletic wear and tennis shoes.

Teacher: Easels, 8 Hang Man posters, 2 basketballs, 2 markers, small trash bag, and music.