Lesson Plan | NYS/NASPE Standards | |||
Teaching Style: Command Practice Reciprocal Self-Check Guided Discovery | ||||
Domains | Objectives (Be sure to include Situation, Task and Criteria for each objective) | Assessment Tool & When it is used | ||
Psychomotor | 1. By the end of the class students will be able to retrieve one object, cross the midline, and maintain their flags while doing so. | Teacher Checklist Assessment | ||
Affective | / | 2. Throughout the lesson students will be able to work together and perform each of the tasks and respect each other's boundaries. | Visual Check by Teacher. | |
Cognitive | / | 3. By the end of the lesson students will have a brief understanding of the culture integrated with Kabaddi and know the basic fundamentals of the sport. | Checked by Teacher. | References: (e.g. Book, course packet, pg #, complete web address URL): |
Safety Statement | 2 / 5 | 4. Students will be expected to be aware of their surroundings, in a crowded environment with their fellow peers running around as well. | Instructed and enforced by Teacher. | |
NYS Learning Standard 1 – Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition NYS Learning Standard 2– A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. NYS Learning Standard 3– Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports | NASPE Content Standards – A physically educated person: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction |
What is the ongoing fitness theme or emphasis in this lesson? | |||
Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition | Explain how it is developed and where in the lesson it occurs: The raids, the sprinting, and movements. | Skill-related Fitness (SRF) Balance Coordination Agility Reaction time Speed Power | Explain how it is developed and where in the lesson it occurs: The movements throughout the lesson. Reacting to partners movements. Sprinting from side to side. |
(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.) | (i.e. Concepts taught, goals, FITT, etc.) |
Lesson Components | Time (mins) | Organization & Transitions | Description | Adaptations Assessments, Reminders | |||
Instant Activity | 2 min | S S S T S S S S S S S | Mirror Tag: Just like real tag, but when you get tagged, you freeze, get into a goofy pose, and to be untagged someone must come up to you and mimic or mirror the pose. | Safety. | |||
Introduction, Signal for Attention, Hook | 3 min | T S S S S S S S S S S S S S S S | Has anyone ever played capture the flag as a kid? A game where you need to evade the defender, and try to run back to your base. Well today we are going to be learning a game where skills that we use in Capture the Flag can come in handy, a game called Kabaddi. I'm Mr. Renzo, and I'm sure you are all thinking to yourselves, what is Kabaddi? Well we are going to find out soon! Before we get started though, throughout class listen for my whistle for instructions. The game of Kabbadi is one of the oldest games of Indian origin. Kabaddi is basically an outdoor team game played on level and soft ground which requires both skill and power and combines the characteristics of wrestling and rugby. Now obviously we will not be doing any wrestling, for safety issues. Kabaddi is the only sport where offense is an individual effort while defense is a team efffort. | Check for Understanding. | |||
Demonstration | 1 | S S S T S S S S S S S | For Kabaddi you are going to need to be focused and quick and this next game covers both of that. It's simple find a partner and with him or her, pick who will the the mirror, and who will be the mover. (Demonstrate). | ||||
Body of Lesson (Lesson Focus) | Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class. | ||||||
Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times. | Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high | Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner. | Modifications – Add modificationx to make the tasks easier and harder according to the skill level of the students. | ||||
1 | S S S S S S S S S S S S T | 1. Mimic the moves of your partner. | 1. See how long you can mimic your partner without losing a step. | Easier - can only make one sudden movement. Harder -can go all over! | |||
3 | T SS SS SS SS SS SS | 2. Chant Kabaddi for as long as you can then call someone elses name. If player doesn’t start or skips a beat then he or she is out and must count to ten in Bengali | Easier - Harder - | ||||
2 | T S S S SS SS S SS SS S SS | 3. Free for all tag, with flags, half court | concentration, agility | Easier - when you get out, just put your flags back on and you're still in! Harder - | |||
3 | T SS S S S S S S S S S S SS S | 4. Dodge, duck, pivot, spin away from partner, while staying in small circle | agility | Easier - Turn the people trying to snag your flags into objects, like cones Harder -More people, or let stationary people move | |||
3 | T SSS S S S S S SS S S S S S | 5. Start by sitting on floor, raider behind the anti raider. On go the raider gets up, has to avoid the anti-raider and cross the midline | 5. Sprint, dodge, pivot, duck, deke, spin | 5. As the raider see if you can get around the anti raider and cross the midline | Easier - Put the raider in front othe anti raider instead Harder -Two anti raiders | ||
Activity close (Optional) | |||||||
Lesson Closure, Hook to Next Lesson | 30 Sec | T S S S S S S S S S S S S S S S | Okay guys that was great, now I'm going to hand it over to Greg and he will take it from here. Greg will be teaching more game like situations, and if theres time will even get a game in. | ||||
Evaluation of Lesson | Pre-planning: Previous instruction in this activity (earlier grade levels) Post-planning: “Assessment Drives Teaching:” future needs based on assessment results Teacher Reflection Notes: |
"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime." Last updated on 11/9/2010