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DATE: 11/12/2015-11/13/2015
LESSON#: 2
FACILITIES: Gymnasium
UNIT/THEME: Indoor Games
EQUIPMENT: 4 Handballs, 16 Blue Pinnies, 16 Red Pinnies, 16 Yellow Pinnies, 16 Orange Pinnies, 4
Cones, and 64 Blank Pieces of Paper
FOCUS OF LESSON: Demonstrate Setting a Pick in Handball
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Apply all of the verbal cues for setting a pick by filling out a checklist highlighting these elements in
relation to completing several consecutive passes to different peers in a game-like context. (SHAPE
S2.H2.L1; MA CF 2.17) (Taught: Introduction; Assessed: Main Opening Activity)
(C) Evaluate 1 effect that setting a pick can have on a teams success in the sport of handball by partaking
in a class role play depicting this relationship. (SHAPE S4.H4.L1; MA CF 2.17) (Taught: Introduction;
Assessed: Closure)
(A) Select 1 perception they formed for the sport of handball by writing a simple journal response about
this topic. (SHAPE S5.H3.L1; MA CF 2.19) (Taught: Main Closing Activity; Assessed: Closure)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Be conscious of all student differences by providing them with specific feedback on the verbal cues of
setting a pick.
2. Create a positive learning environment for all students by desisting off-task behaviors of these
individuals which in any way inhibit their peers capacity to master the content that is being presented to
them.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Proper attire for physical activity will be enforced at the beginning of class
The students will be made aware of any hazardous equipment for which the facility presents
If any students get tired during the lesson they will be told by the teacher to move outside of the
boundaries so that they do not get injured
REFERENCES:
Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic
physical education for secondary school students (7th ed.). San Francisco, CA: Benjamin
Cummings.
SEQUENCE OF LESSON
T will take attendance once all Ss have exited their respective locker
rooms.
Instant Activity7:00-12:00
Ss will jog around the sides of the activity area for a total of three
minutes; where when complete, three individuals will volunteer to lead
class in performing 10 jumping jacks, push-ups, and crunches.
Note: Friday classes do not partake in warm-up
Transition12:00-12:30
Ss will walk over to center of gymnasium as they wait for next series of
instructions from T.
Introduction
12:30-15:30
ORGANIZATION
REFLECTIONS
Opening-
T will inform Ss that todays class marks the second lesson of indoor
games unit.
T will tell Ss that they will be playing games of handball throughout this
lesson.
T will notify Ss that lesson focus will be the offensive strategy of setting a
pick.
T will explain to Ss that this tactic is used to help a player elude a
defender by their teammate standing upright in a stationary position to
block this opponents path of movement.
T will demonstrate the verbal cues of setting a pick with two S volunteers
using whole-part-whole instruction.
Verbal Cues:
Stand upright with feet flat on ground
Tuck arms into chest
S S S S S S S S S
S
T S
S
S
S S S S S S S S S
S
S
S
S
S
S
- Recognized that Ss
showed no motivation in
volunteering to lead
exercises, so in
succeeding lessons I
warned them about
extending their jogging
time if no one stepped up
to complete this task
Transition15:30-16:00
16:00-21:00
Ss will form groups of 16, get one handball per faction, and walk to one
half of one of the two smaller basketball courts.
Transition21:00-21:30
T will split Ss into four teams, provide these squads each with a different
color pinnie, and assign them to stand along the outside of activity area in
S S S
S S S S
T
S S S S
S S S
S S S S
S S S
the gymnasium.
* S intern will put away handballs used in previous activity
21:30-36:30
36:30-37:00
Transition
Ss will place pinnies on rack next to bleachers, walk over to take seat at
center of gymnasium, and wait for next series of instruction from T.
Closure-
S S S S S S S
S
S
S
S
S
S
S
S
S
S S
S
S S S S S S S
37:00-40:00
40:00-47:00
T will ask Ss to partake in a class role play depicting the effect that
setting a pick in the sport of handball can have on the success of a team
playing it.
T will provide Ss with a blank piece of paper so that they can write a brief
three sentence open-ended journal response to the following question:
o What is one perception that you formed about the sport of
handball upon playing it in an actual game setting?
T will thank Ss for cooperating during the lesson; however, this praise
will only be given if they behaved respectfully.
Transition
Miscellaneous Information of Lesson Student Behavior Expectations: The T will explain to the Ss that it is
essential they conduct themselves in an appropriate manner throughout
the entire duration of the lesson, whereas they will have to sit out if they
are prompted for their behavior a total of three times.
Teacher Positioning: During the entire the lesson, the T will re-position
themselves throughout each of the instructional activities when they are
not presenting content by scanning the gymnasium with their back to the
wall to provide the Ss with necessary feedback regarding their
performance.
Modifications/Accommodations:
An instructional aide will be provided to any S with an
identified learning disability in an effort to provide these
individuals with one-on-one guidance for each instructional
activity within the lesson.
All ELL Ss will be given a translator, which will be
performed by other bilingual Ss in the class, so that they can
successfully take part in the lesson.
Any chronicled IEP criteria will be complied with throughout