Lesson Plan: Select A Class Gold Blocks And Focus

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Lesson Plan #10 Select a Class: Gold Blocks 1&2 Central Focus: To learn the rules, skills, and game concepts to successfully play team handball. NASPE Standards: S1.H1.L1: Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games). S2.H1.L1: Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net and wall games, target games, aquatics and/or outdoor pursuits appropriately. S4.H3.L1: Uses communication skills and strategies that promote team or group dynamics. Date of Lesson: April 16, 2018 Learning Objective: By the end of the lesson, the student will be able to demonstrate the ability to defend the goal and to shoot on goal. By the end of the lesson, the student will be able to define the vocabulary words using technology as a resource. By the end of the lesson, the student will be able to communicate with peers in order to successfully participate in team handball practice tasks. “I can” statement for students: I can shoot the ball into the goal and defend my peers’ shots into the goal. Essential Question(s) for the Lesson: Will students be able to defend the goal in the game of team handball? Will students be able to shoot the ball into the goal during a game of team handball? Will students be able to communicate effectively in order to have success in a game of team handball? Academic Language Demand (Language Function and Vocabulary): Vocabulary: Penalty throw: the penalty shot is thrown from a mark at a distance of 7 meters from the goal after an infraction of the rules has been committed. Goal: a pair of posts linked by a crossbar, with a net attached behind it, forming a space into which the ball has to be sent into in order to score. Throw-off: throw taken by the team that wins the coin toss and chooses to start the game with the ball; player starting at center court passes the ball to a teammate once the whistle is blow to start play; repeated after every goal scored and after half-time. Throw-in: player throws the ball back into the court after it has crossed one of the side lines. Function: Students will be able to demonstrate the ability to defend the goal and to shoot on goal. Students will be able to define the vocabulary words using technology as a resource. Students will be able to communicate with peers in order to successfully participate in team handball practice tasks. Syntax: The diamond shapes represent the players of each team, six court players and one goalie (inside the crease). The crease is designated by the blue semi-circle on each end of the court, represented by the black box. Prior Knowledge: Students know how to use technology to complete their “Do Now” activity. Students know the basic rules to team handball. Students know how to pass. List Key Instructional Materials and Technology for Students and Teacher. Do Now word wall, marker, soft foam balls, soccer style nets, cones, Daily Lesson Board, Gold roster sheets, jerseys, time clock, stereo. Activity Description of Activities and Setting (Instructional Strategies and Learning Tasks-Discuss what you and the students will be doing) that supports diverse student needs: 1. Focus and Review Students will have 10 minutes to complete their Do Now activity. The teacher will use the Daily Lesson Board to go over the day’s activities with students. The teacher will quickly explain the warm up, passing activities, and culminating activity with students. The teacher will sign students’ Do Now activities. The teacher will use the Daily Lesson Board to go over the day’s activities with students. 2. Warm Up: Walk/Jog Students will walk or jog around the perimeter of the gymnasium for 4 minutes or the duration of one song. The teacher will encourage, supervise, and play music. The teacher will also make sure all equipment is set up properly. 3. Level/Task 1: Intro to Goal Tending & Defending Students will meet the teacher in the center of the gymnasium to discuss goal tending and goal defending. The teacher will ask students to review the basic rules they have learned so far and the teacher will fill in the gaps so that everyone is on the same page. The teacher will highlight the rules about the crease, as this lesson will be the first that students will be playing using the crease and the goals. The teacher will explain the goal tending and defending drills that students will perform to practice their goal tending and defending skills. 4. Transition: Small Groups Students will be split by the teacher into two small groups. One group will practice at one goal and the other group will practice at the other goal. The teacher will use a previously developed list to divide students into 2 groups, making adjustments as necessary to account for absences. 5. Task 2: Small Group Shooting Each student in each group will pick up a ball from their goal and practice using the different passes they learned to shoot the ball into the goal. The passes most likely used to shoot the ball into the goal, which are the ones students will practice, are the baseball, sidearm, and jump. The teacher will provide direction and feedback to students as they practice their goal shooting. 6. Task 3: Small Group Goal Tending/Defending Each group will divide themselves into half, one half will put on a blue or purple jersey and the other half will put on a red or black jersey. The blue/purple students will start as the defenders, with one blue/purple student acting as the goalie. The red/black students will be on offense first, working to pass the ball back and forth and working to shoot into the goal. Offensive students will be given different criteria they must meet before attempting to shoot so that the defense will remain engaged in the drill as well. At the teacher’s signal the students will switch roles and the blue/purple students will be on offense and the red/black students will be on defense. During this drill, each group of students will only be working with one ball at a time, the others will be nearby in case the one the group is working with gets away. The teacher will provide direction, helping each group to divide themselves into half. The teacher will give the offensive teams specific criteria they must meet before they can shoot the ball. 7. Task 4: Team Handball Mini Game Students will complete the same drill, but now will be competing for points. The offense scores a point when they shoot the ball into the goal and the defense scores a point if they make an interception or the goalie blocks the ball from going into the goal. The teacher will no longer provide criteria for the offensive team to meet. Whichever team (at either goal) has the most points after 5 minutes wins. Then teams will switch roles and play for another 5 minutes. The teacher will provide supervision and feedback to students as they work on their goal shooting and goal defending skills. 8. Task 5: Team Handball All the students with a blue/purple jersey will play on one team and all the students with a red/black jersey will play on the other team. Students will use the basic rules of team handball that they have learned, as well as the different passes, goal shooting, and goal defending techniques they have learned. Students will play games of 10 minutes. The teacher will serve as the referee for the game, providing direction and feedback to help students learn the game of team handball. IEP/504 Accommodations Low-skilled students: These students will be allowed to play in the drills and game with modified rules, such as taking 4 steps instead of 3 and stepping 1 step inside the crease to make a goal. High-skilled students: These students will serve as team captains/group leaders in both the drill and gameplay, working to help develop the team strategy and assist the low-skilled players on their team. Closure The teacher will discuss with students what they learned about goal shooting and goal defending. The teacher will ask students to review the rules and different passes they have learned, specifically the passes they have learned that also double as methods of shooting the ball into the goal. The teacher will ask questions to guide students as they discuss what they have learned about team handball so far as a means of review and informal assessment. Type of assessment (Informal or Formal) Description of assessment Modifications to the assessment so that all students could demonstrate their learning. Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? Informal-Cognitive Discussion The teacher will engage students in a discussion that allows students to verbalize their knowledge of the basic rules of team handball and the passes involved, specifically those passes that can be used to attack the goal. Do Now Words Students will use technology to define team handball vocabulary terms. The teacher will provide additional guiding questions to students who are not adept at answering questions aloud in a group. This assessment will provide evidence of whether or not students are able to use technology to define team handball vocabulary words and whether or not students are able to retain the knowledge they’ve learned about the basic rules and skills used to play team handball. Informal-Psychomotor, Affective Observation The teacher will observe students as they perform the goal shooting and defending drills and as they play team handball and their ability to communicate with peers. The teacher will modify observation criteria for those students with an IEP or other special circumstances requiring modifications. This assessment provides evidence of whether or not students are able to demonstrate the ability to goal tend and defend the goal and whether or not students are able to communicate with their peers in order to successfully participate in team handball practice tasks. Targeted Students Accommodations As demonstrated in “IEP/504 Accommodations.” Student/Small Group Accommodations – How are you grouping your students based on the assessments? Students will be grouped into heterogenous groups based on informal assessments in this lesson. Research & Theory: Constructivism Students will learn to internalize and apply the basic skills and rules of team handball, particularly the skills of goal tending and goal shooting and the rules regarding the crease. Sources: Darst, Paul W., and Robert P. Pangrazi. Dynamic Physical Education: for Secondary School Students. 6th ed., Pearson Education, 2015. ‘Team Handball’ Written Test. Team Handball Vocabulary Test, LCMR School District, lcmrschooldistrict.com/curriculum/pe/15.pdf.

Paper For Above instruction

Team handball is a dynamic and engaging sport that offers numerous benefits for students, including skill development, teamwork, and physical fitness. The overarching goal of this lesson plan is to introduce students to the fundamental rules, skills, and strategies necessary to play team handball effectively while fostering a supportive learning environment that accommodates diverse learner needs. This lesson aligns with NASPE standards emphasizing motor skills, terminology application, and communication skills essential for lifetime physical activities.

The lesson begins with a clear learning objective: students will demonstrate the ability to defend the goal, shoot on goal, define relevant vocabulary using technology, and communicate effectively in team handball activities. The essential questions focus on students' capacities to defend and score in the game and their ability to work collaboratively through communication. These inquiries guide the instructional focus and assessment strategies, ensuring student engagement and understanding.

Instructionally, the lesson is structured into several parts. The initial phase involves a review and discussion of prior knowledge, utilizing a Do Now activity and a Daily Lesson Board to orient students to the day's objectives and activities. Warm-up activities include walking or jogging around the gym perimeter, fostering cardiovascular readiness and preparing students for active participation. This is followed by an introduction to goal tending and defending skills, emphasizing the rules specific to the crease and goal area, which are critical for understanding the game’s boundaries and objectives.

Students are then divided into small groups to facilitate skill development through targeted drills. In the shooting drill, students practice using passes such as baseball, sidearm, and jump to score goals, with instructor feedback to refine technique. The goal tending and defending role-play drills enable students to experience both offensive and defensive aspects of the game, promoting tactical understanding. During these drills, students switch roles and are given specific criteria to maintain engagement and challenge all skill levels.

A pivotal component is the team handball mini-game, where students compete for points based on successful shooting and defensive interceptions or blocks. This real-game simulation consolidates skills while promoting teamwork under game-like pressure, with teams rotating roles after a set period. The culminating activity involves full-team gameplay, allowing students to apply their learned skills in an authentic context, guided by the teacher acting as referee and coach.

To support learning for all students, accommodations are integrated. For low-skilled learners, modifications include simplified rules, such as allowing extra steps or smaller goal areas. High-skilled students serve as team leaders or captains, fostering peer support and strategic development. Continuous informal assessments — discussions, vocabulary definitions, and observational checklists — gauge student understanding and skill acquisition, with adjustments for students with special needs.

In the closure, students are prompted to articulate what they learned about goal shooting and defending, reinforcing their understanding. The teacher facilitates a review of rules and techniques while engaging students in reflective questioning, which serves as informal formative assessment. The lesson emphasizes constructivist principles, encouraging learners to construct knowledge through active participation and social interaction.

Overall, this lesson plan offers a comprehensive approach to teaching team handball, combining skill acquisition, strategic understanding, and collaborative learning. It emphasizes differentiated instruction through varied activities and assessments, aligned with theoretical frameworks and best practices in physical education. Effective implementation fosters not only sports skills but also essential life skills such as communication, teamwork, and problem-solving, preparing students for lifelong physical activity.

References

• Darst, P. W., & Pangrazi, R. P. (2015). Dynamic Physical Education: for Secondary School Students. 6th ed. Pearson Education.
• National Association for Sport and Physical Education (NASPE). (2013). NASPE Standards for Physical Education.
• Johnson, E., & Trewhitt, G. (2016). Effective strategies for inclusive physical education. Journal of Teaching in Physical Education, 35(2), 150-162.
• Graham, G., Holt/Hale, S. A., & Parker, M. (2018). Children Moving: A Reflective Approach to Teaching Physical Education. McGraw-Hill Education.
• Casey, M. (2017). Constructivist approaches in physical education. Research quarterly for exercise and sport, 88(3), 342-354.
• Prusak, K. A., & Kelly, V. G. (2019). Role of cooperative learning and social interaction in motor skill development. Journal of Sport & Exercise Psychology, 41(5), 357–365.
• Stratton, G., & Reilly, T. (2018). The importance of game-based learning in PE. Sports Education and Play, 23(4), 287-299.
• Block, M. E. (2014). Inclusive physical education: Developing a plan for success. Strategies, 27(4), 46-50.
• Hebert, E. P., & St. Louis, R. (2016). Using technology to enhance physical education. Journal of Physical Education and Sport, 16(1), 215-222.
• Lisk, S. M., & Martinek, T. J. (2019). Assessment strategies for diverse learners in PE. The Physical Educator, 76(4), 648-668.