Lesson Plan

2   of  2 

NYS/NASPE

Standards

Teacher Candidates(s):   Ryan Carpenter               

School: SUNY Cortland

Date: 10/27/2010

Grade: Middle School

# in class: 14

Teaching Style:  X Command      X Practice              Reciprocal        Self-Check         Guided Discovery

                              Inclusion        Convergent    Divergent         Jigsaw                 Cooperative

Domains

Objectives (Be sure to include Situation, Task and Criteria for each objective)

Assessment Tool &

When it is used

Length of class: 20 mins

Psychomotor

1A / 1

1. During the lesson, students will perform throwing the handball through hula hoops and a backboard while making passes to teammates. These skills should be met best out of 5 times.

Teacher and peer evaluation towards end of lesson.

Unit: Tchoukball

Focus: Learning game from Switzerland

Affective

2 / 5

2. Throughout the class, students will demonstrate respect to others by playing with no physical contact as well following teacher's instructions at all times.

Visual check by teacher throughout class.

Equipment: Handballs, hula hoops, cones

Cognitive

1A / 2

3. In the lesson closure, students will be able to recite important rules of Tchoukball when asked by the instructor.

Verbal check by teacher at end of class.

References:  (e.g. Book, course packet, pg #, complete web address URL): http://www.tchoukball.net/

Safety Statement

2  / 5

4. Throughout the entire class, students will demonstrate safety at all times by following instructions from teacher, and by not playing defense in order to reduce risk of injury.

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 2A 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 3Resource 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?

Health-related Fitness (HRF)

NYS LS 1B

 Cardiovascular endurance                                Muscular strength

 Muscular endurance                                         Flexibility

 Body composition

Explain how it is developed and where in the lesson it occurs:  Elevate HR by running

Strength to throw ball

Repetitive throwing

Using flexibility to catch balls at different levels

Skill-related Fitness (SRF)

NYS LS 1A

 Balance                                                    Coordination

 Agility                                                  

 Reaction time

 Speed                                                  

 Power

Explain how it is developed and where in the lesson it occurs:  

Sufficient throughout entire lesson

Within all tasks of catching

Used throughout lesson

Reasonable response time throughout lesson

Used during gameplay

Used during gameplay

(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

Introduction, Signal for Attention,

Hook

30  sec

T

SS      SS

SS

Good morning class. My name is Mr. Carpenter, and today we are going to be continuing our lesson in Tchoukball.

My signal of attention will be my whistle--when you hear it, please stop and listen for further instruction.

By the end of class today, you will all be able to understand the game of Tchoukball and play in a full game.

Please demonstrate self-control and be aware of others around you to ensure everyone's safety.

Check for attention and dress. Count numbers for organization.

Demonstration

1 min

T-S

SS    SS

SS  SS  SS

Semi circle w/ T in front w/ S demonstrator

Talk breifly about the rules of Tchoukball (not crossing line, no more than 3 passes, throwing at target, and NO DEFENSE)

Demonstrate running and jumping to shoot, throwing off backboard, and catching off backboard.

Remind about safety and non-physical aspect of tchoukball.

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 min

Hoop

S      S

S

1. Task Number 1: Run, jump, shoot/pass

1. Task Number 1: Have class get into groups of 3 at basketball hoop.

1. Run towards line

2. Jump before crossing line

3. Pass to group member or throw off backboard. 

1. Task Number 1: See if they can make the pass or shot with a different throwing technique (overhand, underhand, etc.)

Easier - Just throw overhand

Harder - Have them make underhand or behind-the-back throw

1 min

Hoop

S     S

S

2. Task Number 2: Complete 3 passes before shooting 

2. Task Number 2: This will help students understand they cannot make more than 3 passes before shooting.

2. Walk around and make sure students are making 3 passes within group

Easier -Have them stand in place and pass 

Harder - Have them move around to make passes

1 min

Hoop

S       S

S

3. Task Number 3: Throwing off backboard at unpredictable spot

3. Task Number 3: Students must step toward backboard and throw at any spot

3. Task Number 3: Walk around and make sure students are hitting backboard at various spots in order to score point

Easier - Allow them to step closer.

Harder - Have them throw from farther distance

1 min

Hoop

S      S

S   S

S

S      

4. Task Number 4: Small gameplay 3 v 3

4. Task Number 4: 1. Offense will shoot at backboard

2. Defense will catch rebound

3. Defense will make outlet pass  

4. Task Number 4: See if the defense can catch and make outlet pass atleast 3 times in a row

Easier - Limit the movement of players

Harder - Allow offense to try and retrieve shot

4 min

Using full basketball court

5. Task Number 5: 7 v 7 Full gameplay

5. Task Number 5: Students will participate in a full game of Tchoukball using learned techniques

5. Task Number 5: See who can score the most points in the given amount of time.

Easier -

Harder -

Activity close (Optional)

Lesson Closure,

Hook to Next Lesson

1 min

Students return to one group with T in front

"So what did you all think of Tchoukball? I thought this would be an awesome game to teach you because not a lot of people know about it, and now you can all share it with your future classes."  

Closure Question #1: What did you find was a good technique of scoring?

Closure Question #2: Do you think it is better to not incorporate defense? Why or why not?

Hand out brief Homework Assignment/Quiz

"I hope you all had as much fun as I had today. Please return this assignment next class."

Ask pre-planned questions and allow questions from students.

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: