SUNY Cortland Physical Education

Lesson Plan




Teacher Candidates(s):   Justin Torres

School: SUNY Cortland

Date: 10/21/2011

Grade: Middle School

# in class: 20

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

                                           Inclusion          Convergent       Divergent            Jigsaw                  Cooperative


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

Assessment Tool &

When it is used

Length of class:    10  mins


1a /1

1. During the lesson, students will be able to demonstrate their catching ability by catching the ball off the wall 5 times in a row without dropping the ball

Unit: tchoukball

Focus: Reaction


1a/ 2

2. During the lesson, students will be able to work together to score points by one partner throwing the ball against the wall and the other partner able to catch the ball after the bounce as many times as you can within 30secs  without the ball touching the ground.

Equipment: volleyballs


2b/ 2

3. After the lesson, students will be able to demonstrate understanding of the importance of reaction by answering verbal questions at the end of the lesson

References:  (e.g. Book, course packet, pg #, complete web address URL): 

Safety Statement

2  / 5

4. During the drills there will be no diving or sliding tolerated and be aware of balls and people around your area.

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)


            (Please Bold)

Cardiovascular endurance                               Muscular strength

Muscular endurance                                        Flexibility

Body composition

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

The fitness comes into play in all the tasks the students will participate in. Most of the task will take a sense of agility and hand eye coordination.

Skill-related Fitness (SRF)


            (Please Bold)

Balance                                                   Coordination


Reaction time



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

Hand eye coordination will start to develop within the multiple catching drills the students will be apart of.

(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 &



Adaptations Assessments, Reminders

Instant Activity



S      S

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The student with the ball will be throwing the ball at the wall behind a green line. The person without the ball will try to check the ball off the wall before it hits the ground.

If the task is too easy then the students can spread farther apart. If they are having trouble they can move closer together.

Introduction, Signal for Attention,






Teacher will introduce the skills with a hook, safety statement, signal for attention. Alsdo teach a little about the history of tchoukball and why is it different from other team games.


30 secs


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Reaction Drill- You have partners. Both partners need to be facing the same way. The partner behind the other will have two colored ball. When they say go the partner in front will turn to the partner and try to catch one of the balls.

If too easy the students can make the circle bigger.

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 modifications to make the tasks easier and harder according to the skill level of the students.

Adaptations Assessments, Reminders

3 mins


S       S

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1.  Reaction Drill- You have partners. Both partners need to be facing the same way. The partner behind the other will have two colored ball. When they say go the partner in front will turn to the partner and try to catch one of the balls.

1.  Knee bent

2. Hands Up

3. Eyes to target

1. Don’t drop 10 passes in a row

Easier – move farther apart so one can have more time to react.

Harder- Move closer together to one has less time to react to the ball.

Use the underhand pass to pass it to the partner not the overhand pass.





Easier –

Harder -




Easier -

Harder -  




Easier -

Harder -  

Activity close (Optional)

Lesson Closure,

Hook to Next Lesson


Review what reaction stance and why it is important to have good reaction. Tchouckball cheer

Evaluation of Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs 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 10/20/2011