DAILY LESSON PLAN
SCHOOL: West Covina High School_________________________ DATE: 10/15/2018 ____ TEACHER: Mr. B
CALIFORNIA STATE PE STANDARDS ADDRESSED: HSC 2: 1.3, 1.9, 1.10, 1.11__________________________________________________________
COMMON CORE STANDARDS ADDRESSED: _________________________________________________________________________________________
TEACHING PERFORMANCE EXPECTATIONS (TPE’s): 1a, 2a, 5c, 7a ______________________________________________________________________
UNIT / THEME _______ Team Handball ____________ACTIVITY_Defensive Combination, Transitions, Team Attack and Team Defense_ ____
TIME / PERIOD: 45 mins
TEACHING STYLE __Command Method________________________________________ GRADE: ____9_____ LESSON #____1______OF____20___
EQUIPMENT AND FACILITIES NEEDED: (55) Handballs, Cones, (32) Small and (55) Large Poly Spots, (8) Cones _ NUMBER OF STUDENTS: 55__
MANAGEMENT CUE WORDS / PROMPTS
Looking at Students who are off task, Proximity, Specific Student Feedback Communicate
Yelling “positions”
1.3 Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in
combative, gymnastic/ tumbling, and team activities and apply those components in performance.
1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team
activities.
1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/ tumbling, and team activities.
1.11 Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities.
TIME CONTENT & METHOD STRATEGY POINTS TO STRESS
Lesson Learning Objectives
Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.
1. CA PE Standards (Psychomotor): Quick feet and quick eyes
= quick reaction time
Warm up exercises will
Students will learn the when and the how to shift into a defensive position. incorporate some of the drills of
the lesson
Students foot work will enhance their reaction time, agility and coordination
2. CA PE Standards (Cognitive):
Students will be able to analyze a situation and quickly react to it.
Students will assess their zone and communicate to each other what needs to Certain Drills focus on showing
Talk! Yell! Talk!
happen students what happens when
communication is not happening
3. CA PE Standards (Affective):
Students will be given time to write down their thoughts about the complexity of
Team Handball. Also, they will be asked to assess their objective in the team
Defensive drills will allow
students to explore what they did
right and what they need to
improve on Assess yourself for the
benefit of the team
Beginning with the first transition,
Sequence of Skill Development / Practice EACH SECTION should have a
defined management strategy. This
can be described and/or illustrated.
What key words will you
use to help students learn
Time (In this section, you MUST DESCRIBE specifically how you will TEACH and and understand the
Estimate MANAGE your stated objectives and Arrange the class for each of the content?
following lesson components.
Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:
Command Style
Warm up with dynamic exercises that incorporate elements of the drill the
students will be doing. The diagram below shows that students will line up in a
straight line and do the following dynamic warm ups:
1-5 mins Ready….Go
1: Side shuffle 2: backward running 3: star jumps 4: criss cross 5: light jog
back to their original positions
Command Style and Practice
Students will line up near the Handball goal, the class will be divided into two
teams. One team will be defense and the other offense. Students will then be
Follow your person…keep
given the opportunity to try and locate the person they need to keep track of.
track of them…don’t lose
6-9 mins One student will carry the ball and pass it to another offensive player. Here I
them.
won’t tell the defenders anything but to the attackers, they will know that they
have to confuse the person that is tracking them to the point where the front Guided Discovery
part of the goal is left open. Within the allotted time both teams will get a
chance to run the drill at least once.
Now the students will be told the following: Talk to each other and don’t let the
front goal wide open, this is where most of the shots are taken from.
Talk to each
Students transition to the side of the court to get their new skill: Fastbreak other…defend that front
section of the goal
10-12
mins
Command Style and Practice
Left and right wing
explode to your position
13-14
mins
Both teams will each have a chance in order to get the feel of what a fast break
should look like. The diagram on the right has two students performing a
fastbreak simultaneously. This drill requires explosive power to get to the
designated spot. This has to be executed quickly for it to be effective.
You’re on defense....now
FASTBREAK!!!!
Teams will transition to the side court for the next drill: Team Attack Command Style and Practice
15-20
mins
21-22
mins
When the opposing team does a fast break, the other team has to immediately
attack as a team, individual attack is not productive. Instead, when the roles ATTACK your position
are changed, the opposing team has to get into their position, which is
defending the front portion of the goal.
23-31
mins
Transition to the last skill: Team Defense
32-33
mins
Once the students have had an opportunity to try the Team Attack they will Come up with two ways
then be told to assess the following diagram on the white board and talk as to why you would want
amongst their team as to why this is a good 6-0 Zone Team Defense. to this team defense
33-35
mins
Cool down stretch in the same layout as the dynamic warm-up.
Feel the stretch and take
your time.
35-45
mins
Evaluation / Assessment Procedures
Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)
You must describe an assessment tool that will be used for each domain
objective.
1. Psychomotor Assessment Method
(Include the Assessment Tool to be Used for this Domain Objective):
Did the students have the skills necessary to keep the front court defended,
Yes? No?
Where students able to reach the designated spot for the Fast Break if so could
they have done it faster.
2. Cognitive Assessment Method:
(Include the Assessment Tool to be Used for this Domain Objective):
Teams will analyze their scenario and as a group assess their situation and
come up with 2 ways in which they can better defend their goal.
3. Affective Assessment Method:
(Include the Assessment Tool to be Used for this Domain Objective):
Reading their answers for will assess what they have learned so far. This way the
next lesson will either be more or less difficult.
Modifications
(Include a method and strategy to modify the activity to include
students with disabilities)
This unit may be challenging for a student with Anxiety Disorder. Challenge
by choice is also granted to the student with adaptations in order to receive
participation points. During warm ups, student can participate on their own
pace or choose to follow along with the rest of the class.
Include a strategy to address the learning needs of an ESL student.
Team handball has lots of diagrams where ESL students can be shown where
they need to go.
Alternate Activity
Describe what you will do in the event of inclement weather.
Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.
The class can be put into teams and then shown team handball videos, as real
life case scenarios, and then asked, “What should the defending team do here?”
Whichever team answers correctly receives a point. Students are grouped
together and they are learning the cognitive side of Team Handball based off of
what they have already learned. This is also exposes them to different scenarios
where they can try when the weather gets better.
