ppl10 Handball 21 11 2017

Lesson Plan

st
Course: PPL10 Grade: 9 Date: November 21 , 2017
Subject: Handball Strand/Concept: Active Living/Movement Competence: Skills, concepts, and strategies
Location: Gym
Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

This is a beginning lesson for handball. We are specifically looking at the three phases of movement: preparation,
execution, and follow-‐through for both throwing and receiving a ball. The general warm-‐up is to get students moving
and to get their heart rates up. This warm-‐up all students should know as they have been doing it since September. To
start handball there will be a discussion, popcorn style, on the phases of movement and what you should be doing
during each phase for sending (throwing) a ball as well as receiving a ball. They will then practice throwing to each
other while slowly increasing the distance so they can see what they have to change to make the ball go further.
Students will then be in small groups to play a game to practice throwing a ball to their teammates with pressure from
another player. Finally there will be a mini version of handball where students will split into team and play a game of
ultimate handball. There will be a focus on communicating with other players and proper throwing and receiving
techniques.

CURRICULUM CONNECTIONS
Safety Precautions / Considerations
*Appendix A
Equipment
-‐ Fully stocked first aid kit is readily accessible (have emergency action plan prepared)
-‐ A working communication device must be accessible (e.g., cellphone)
-‐ All equipment is safe for use
Clothing/Footwear
-‐ Appropriate clothing and footwear to be worn
-‐ No exposed jewelry
Facilities
-‐ Playing surface and surrounded area free of all obstacles
-‐ Playing surface provides safe footing and traction
-‐ Modify the rules of the game if the facility does not allow for safe play
Supervision
-‐ On-‐site supervision during instruction

-‐ Warm-‐up properly before participation an cool-‐down properly after participation
-‐ Students need to be aware of balls rolling around the gym
-‐ Students need to place balls on their hips when the whistle blows
-‐ *When receiving passes, students must be aware of balls coming to them and to pay attention at all times
-‐ *When passing, be sure the other student is alert and anticipating the pass to come to them

Ontario Curricular Overall Expectations that this lesson builds towards (numbers from documents and details)

A. Active Living
-‐ Participate fully and regularly in a variety of physical activities
-‐ Demonstrate knowledge and responsibility of the safety in physical activity for him/herself and others
Drafted by Lakehead University Orillia Faculty of Education Team-‐August 2013
participating
B. Movement Competence: Skills, Concepts, and Strategies

-‐ Demonstrate an understanding of skill requirements by performing movement skills and concepts appropriately
through a variety of physical activities
-‐ Apply a demonstration of understanding the concepts by utilizing movement strategies appropriately through a
variety of physical activities
Ontario Curricular Specific Expectations that this lesson addresses

A1.1 – students demonstrate an active participation in all activities in the physical activity setting (e.g., being prepared
and equipped to participate, being engaged, striving to do their best, adapting etc.)

A3.1 – demonstrates and applies behaviors and procedures to minimize injury and maximize safety in a variety of
physical activities (e.g., wearing appropriate clothing, participating in warm-‐up and cool-‐down, using equipment
correctly etc.)

B1.3 – demonstrate and apply an understanding of the phases of movement (i.e., preparation, execution, follow-‐
through) by refining skills through participation in a variety of physical activities (e.g., sending, receiving, and retrieving
objects in target and territory games)

Learning Goals Discuss with students: What will we be learning today?

Today we are learning to…
• Differentiate the phases of movement to throw a ball
• Actively apply the skills of throwing a ball in a game setting
• Actively engage and participate in physical activity setting
• Create a safe environment

ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn?

I can: use verbal and non-‐verbal communication
I can: participate to the best of my ability
I can: apply appropriate force to an object with a full range of motion
I can: receive an object by keeping my eye on it and creating a target
I can: move while receiving a pass
I can: move to open space to receive

Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?
* Appendix B
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)
Assessment Mode: Assessment Strategies: Assessment Tools:

Written, Oral, Performance check out books 1-‐3 for suggested strategies Instrument used to record data
(Write, Say, Do) i.e., rubric, checklist, observation sheet, exit card, etc.
Please attach tools.
Doing Activities/drills Observation
Doing Handball game Observation
Saying/Doing Thumbs up/Thumbs down Observation
Saying Discussion/debriefing Discussion
CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
• Each student will have a variety of experiences with handball and different throwing and receiving techniques

Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-‐regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-‐regulation

New Vocabulary
• Preparation
• Execution
• Follow-‐through

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate. Include any relevant web links.
•Materials
• Soft skinned balls (enough for half of the class)
• Handballs if available
• Pinnies
• Rubber chicken/frog etc. (2-‐3)
• Cones
• http://safety.ophea.net/safety-‐plan/169/1936
• www.playsport.net
Learning Environment
The environment used will be the whole gym. With 34 students the whole gym is needed in order to safely run warm-‐
up activities and drills. The bleachers will be put away to have more room to move around. This space allows for
different grouping sizes: from everyone working together, working by themselves, partners, small groups or even in
big teams.
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on

Entering Class: Entering Class:
-‐ Take attendance and make note if students are -‐ Students enter gym and line up around the three
wearing their proper uniform point line in alphabetical order ready for attendance
Warm-‐up Warm-‐up
-‐ Ask a volunteer to run the predetermined/routine -‐ One or two students will run the regular warm-‐up
warm-‐up that has been done from September that has been done in class; starting with walking,
going through light stretches and ending with a mini
abs session
Team Building Team Building
-‐ Pass the frog -‐ Pass the frog
-‐ Instruct the students to get into a big circle in the -‐ Students will stand in a circle
center of the gym -‐ They will listen to instructions
-‐ Get a rub chicken or some sort of fun object that -‐ When they get the chicken they will say their
can be passed around the circle favorite sport or activity is
-‐ Start off by introducing the chicken and for the -‐ They will then pass the chicken to the next person
first round when you get the chicken you are with their hands
going to say what your favorite sport is (passing -‐ Once it goes all the way around the circle they will
the chicken with your hands) then pass the chicken around again but this time
-‐ The second round the chicken is going to be using their feet
passed around the circle again but this time only -‐ Once students split into smaller groups they will
using feet get into a circle
-‐ Depending on the number of students in class -‐ Following instructions they will pass the chicken
split students up into smaller group (max 10 around the circle without dropping it
people) and each group gets a chicken -‐ If the chicken is dropped they will have to restart
-‐ Make sure teams are as even as they can be in at the beginning
numbers
-‐ Since students are in alphabetical order the
first group would be A-‐C, D-‐K, L-‐N, P-‐half of S,
S-‐W
-‐ In the smaller group students will get into a circle
and will continue to pass the chicken around in
different ways
-‐ Knees
-‐ Elbows

Action: During /working on it

Discussing: Discussing:
-‐ In popcorn style discuss success criteria for sending -‐ Students will share ideas of what to do when
and receiving a ball preparing, executing and following through when
-‐ Sending Skills: throwing a ball
-‐ Preparation -‐ Students will listen to others ideas
-‐ Knees bent -‐ Student will then share ideas of what to do when
-‐ Keep shoulders square to target preparing, executing and following through when
-‐ Hold head up with eyes on target receiving a pass
-‐ Execution
-‐ Step toward target with opposite foot to
dominant shooting hand
-‐ Apply force in direction of target
-‐ Aim toward where target will be
-‐ Follow-‐Through
-‐ Follow through in direction of target
-‐ Return to stance with knees bent
-‐ Receiving Skills:
-‐ Preparation
-‐ Keep knees bent
-‐ Provide a target for sender
-‐ Keep head up with eyes on object
-‐ Execution
-‐ Reach out to meet the object
-‐ Receive object and absorb force
-‐ Follow-‐Through
-‐ Re-‐establish strong base of support
-‐ Prepare to make a pass or take a shot

Passing Passing
-‐ Instruct students to get into partners (their choice -‐ Students will try their best to successfully complete
because I did partners yesterday) passes from different distances
-‐ Each pair gets one soft skinned ball and line up -‐ Students will take into account what was discussed
facing each other in the center of the gym before hand and try to over exaggerate the phases of
-‐ Tell students to think about what we just talked movement
about with the phases of movement when -‐ They will try to keep the ball in control and to warn
completing this activity people if it is rolling around the gym
-‐ Instruct students to pass the ball back and forth
once they have completed 2 passes each they take a
big step back and repeat until they can no longer

Corners Corners
-‐ Pairs will find another pair and make a group of four -‐ Students will try their best to successfully complete
-‐ Each group then gets four cones and one ball passes to their group and try to avoid the person in
-‐ They will set up their cones in a square the middle
-‐ Three students will stand on a cone and one person -‐ They will use their communication skills both verbal
stands in the middle of the cones and non-‐verbal skills to call for the ball
-‐ The three students on cones will pass the ball to -‐ They will treat their classmates with kindness and if
each other trying to avoid the person in the middle someone is in the center for a long time will switch
-‐ They are a loud to move from cone to cone but they out to give them a chance at throwing the ball
have to be at a cone to catch and throw a ball
-‐ If the person in the middle gets the ball they switch
places with someone on a cone.

Consolidation & Connection (Reflect and Connect)
Handball Version Handball Version
-‐ The class will be split into two teams (pinnies and -‐ Students will participate to the best of their abilities
non-‐pinnies) -‐ They will use both verbal and non-‐verbal
-‐ To split into team students go back into partners communication to call for the ball
P1 will go to one team and P2 will go to the other -‐ They will support and encourage their teammates
team
-‐ The game begins with a jump ball
-‐ The player in possession of the ball is allowed to
take three steps before throwing the ball or 5
seconds
-‐ To score a player has to catch the ball behind the
base line
-‐ Players are allowed to use their hands to thrown
catch, push or hit the ball. They can also use their
arms, head, torso, thighs and knees. They are not
allowed to use their leg below the knee or their foot
-‐ If the ball is dropped by the player the other team
gets the ball
-‐ If the ball going out of bound the ball goes to the
other team
-‐ A player is not allowed to knock the ball out of the
other player’s hand for an intentional foul
-‐ A player is not allowed to push another player

Extension Activities/Next Steps (where will this lesson lead to next)
Handball Variations
-‐ Tell students they have to do a certain amount of throws before they can score
-‐ Each team can have an identified scorer and only that person can score (switch people every 2 mins)

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:


Appendix A
OPHEA Safety Guidelines



Appendix B
Assessment Took: Checklist



Appendix C

ppl10 Handball 21 11 2017

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

ppl10 Handball 21 11 2017

Transféré par

Droits d'auteur :

Formats disponibles

B. Movement Competence: Skills, Concepts, and Strategies

Ontario Curricular Specific Expectations that this lesson addresses

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

OPHEA Safety Guidelines

Assessment Took: Checklist

Vous aimerez peut-être aussi