Unit Title: Self Defense

Teacher Name: Mr. Victor Celaya

Date: 12/04/17- 12/15/17

Grade/Class: 8th grade

Space Needed: Large gymnasium

California State Model Content Standards to be Addressed

2.1, 2.4, 3.4, 3.5, 4.6, 5.4, 5.7

California Teacher Performance Expectations Addressed

TPE 3h, TPE 5f, TPE 6e, TPE 7h, TPE 8e, TPE 9h, TPE 12b

Equipment Needed:

Padded floor mats, pads for hitting, large dummies, cones, polyspots

Provisions for Students with a Disability:

My student who has ASD (autism spectrum disorder) may find the drills involving yelling overstimulating
or otherwise distressful and thus will be allowed the option of practicing these techniques at a distance
from the other students and wearing ear plugs for the verbal self defense portions of class that involve
yelling. The student with ASD will also be allowed to perform hand to hand combat drills with dummies
as opposed to their peers to better meet their needs if physical contact with peers proves distressful.

Unit Objectives:

Psychomotor

Students will demonstrate defensive and confident postures designed to dissuade potential attackers.
Students will proficiently perform palm strikes, slap strikes, gouge strikes, and arm blocks. Students will
competently perform escape maneuvers from head, neck, body, and arm grabs. Students will
demonstrate basic understanding of techniques to grapple on the floor and escape from holds on the
floor.
How assessed:

Students will be observed in practice and provided with constructive feedback throughout unit. Students
will have a culminating practical skill exam during which students will demonstrate a list of skills learned
throughout the unit and be rated on a scale of 1 to 5 with 1 being poor or no form and 5 being excellent
form.

Cognitive:

Students will identify verbal strategies for deescalating conflict, dissuading potential attackers, and
defending themselves from further harm when attacked. Students will explain the reasons to study self
defense and demonstrate an understanding of when to apply the various techniques covered in this
unit. Students will explain factors that increase chances of attack and vulnerability and address methods
to reduce those chances.

How assessed:

Students will be quizzed using situational task cards that require students to analyze situations,
determine the best defensive strategy to use, and describe how their chosen strategy would be
implemented. Students will also be required to develop skits that represent verbal self defense
strategies and present these strategies to peers.

Affective:

Students will develop social skills that are adequate to navigate the nuances of determining situations
that put them at risk and seeking help or authorities appropriately and safely. Students will reflect on
their personal values in relation to safety and protection and determine ways to apply the concept of
self defense to their self-worth and self-image.

How assessed:

Students will use their journals to respond to the following prompts several times throughout the unit:

1) I am a valuable person who deserves to be safe: How true is this statement to you in this moment?
Why? How could I come to believe in this statement?

2) I am entitled to my personal space, regardless of how well I know the invader: How true is this
statement to you in this moment? Why? How could I come to believe in this statement?

3) What are some situations that could put people my age at risk for attack or harassment? How can
these situations be improved or avoided? Who can be contacted to help in these situations?
Scope and Sequence of Content /or Developmental Analysis

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)

Scope

This self defense unit progresses students from learning about the philosophy and reasoning behind self
defense, applying verbal and body language related techniques to avoid conflict, and strategies to
escape harm to offensive strikes and strategies to defend ones self from harm. Students in 8th grade are
growing into their identities and as a result are becoming more autonomous by this time in the year and
thus could find themselves in situations where they are out of adult supervision and potentially
vulnerable to attack or harassment. This unit will prepare these students to confidently navigate
potentially harmful situations that they may encounter out of school. Knowledge of self defense would
also improve the school environment as every student would be equipped with tools to deescalate and
avoid conflict before it erupts into violence. Identity development is a core piece of the 8th grade
experience and providing students with positive values related to themselves, their worth, and their
right to safety is paramount to holistically developing students to the best of their potential. This unit is
justified developmentally, societally, and through the fitness standards of the state standards.

Self Defense Sequence

1. Introduction to self defense

a. Purpose of self defense

b. Rules in class related to self defense

c. Statistics related to self defense (crime stats)

2. Posture

a. Defensive posture

b. Vulnerable posture

c. Other factors that produce vulnerability

d. Self defense through body language

2. Verbal Self defense

a. Yelling voice development

b. Phrases to yell

c. De-escalation techniques

3. Escape strategies

a. Escaping wrist and arm grabs

b. Escaping chest grabs

c. Escaping head and neck grabs

d. Avoiding tackles

e. Escaping from the ground

4. Striking strategies

a. Palm strike

I. Specific part of palm to strike with

II. Where to aim the strike

b. Slapping ears

c. Gouging eyes

4. Blocking strategies

a. Blocking strikes

b. Blocking vital areas

c. Deflecting strikes

5. Fighting from the ground

a. Ground positions for defense

b. Ground positions for offense

6. Combining tactics

a. Performing combinations of verbal defense, striking, and blocking/deflecting

7. Being attacked from behind

a. Definition of center of gravity

b. Strategies to control opponents center of gravity/ throw opponent off balance

8. Responsibilities associated with self defense

a. Skills must not be used to harm innocent

 Unit Block Plan

Name of Unit: Self Defense

Monday Tuesday Wednesday Thursday Friday

12/04/17 12/05/17 12/06/17 12/07/17 12/08/17
• Introduction to • Defensive • Verbal self • Combining • Escaping neck
self defense and posturing defense verbal and and head grabs
purpose of continued continued physical • Escaping
studying self • Perceived • Raising voice strategies tackles
defense vulnerability based practice • Escaping wrist • Defensive
• Examples where on posture and • Physical signs and arm grabs strategies from
self defense distracted walking of defense when • Escaping chest the ground
could help • Verbal self defense using verbal grabs • Where to
• Crime statistics cues defense report, how to
• Defensive • Practical using Standards: 2.1, 2.4, 3.4, 5.7 report, and why
posturing Standards: 2.1, 5.7 verbal self to report
defense assault
Standards: 2.1, 5.7
Standards: 5.4, 5.7 Standards: 2.1, 2.4, 3.4, 5.7

12/11/17 12/12/17 12/13/17 12/14/17 12/15/17

• Physical self • Using lower body • Combinations of • Center of • All skill
defense to put force behind strikes to gravity practicum
introduction palm strikes incapacitate exploration exam
• Palm strike drills attacker
 • Rules and • Blocking/deflecting • Applying verbal • Taking • Socio-cultural
responsibilities strikes and physical opponent off impacts of self
of self defense self defense in balance defense
• Qualities of a Standards: 2.1, 2.4, 3.4, 5.7 combination • Combination of discussion
“ready” stance • Fighting from all skills
Standards: 2.4, 3.4, 5.4, 5.7
• Palm strikes the ground practice

Standards: 4.6, 5.7 Standards: 2.1, 2.4, 3.4, 4.6, Standards: 2.1, 2.4, 3.4, 5.7
5.4, 5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 12/08/17

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

2.1, 2.4, 3.4, 5.7

COMMON CORE STANDARDS ADDRESSED:

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 3h, TPE 8e

UNIT / THEME: Self Defense ACTIVITY: Escape maneuvers for head and neck grabs, tackles, and
ground combat

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Command style GRADE: 8th grade LESSON #5 OF 10

EQUIPMENT AND FACILITIES: 5 large, thick floor mats, 55 polyspots, 1 white board with markers and eraser, 1 stopwatch, 6 child size
dummies; gymnasium or soccer field NUMBER OF STUDENTS: 55
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):
Psychomotor Domain Objectives
2.1- Describe and demonstrate how movement skills learned in one physical
activity can be transferred and used to help learn another physical activity.

3.4- Participate in moderate to vigorous physical activity a minimum of four days

each week.

Students will successfully demonstrate proficient technique in escape maneuvers

when grabbed by the head and neck. Students will demonstrate proper technique
when redirecting and avoiding tackles. Students will demonstrate correct
technique when escaping from a hold on the ground.

2. CA PE Standards (Cognitive):
 Cognitive Domain Objectives:

2.4- Identify the characteristics of a highly skilled performance for the purpose of
improving one’s own performance.

Students will identify the biomechanical qualities that make escape movements
successful and unsuccessful. Students will determine the best strategies to use in
various attack scenarios.

3. CA PE Standards (Affective):
Affective Domain Objectives:

5.7- Model support toward individuals of all ability levels and encourage others to
be supportive and inclusive of all individuals.

Students will identify community resources to report acts of violence and assault
and determine the most efficient sequence for activating emergency services.
Students will discuss solutions to the issues of violence in school and bullying.
 Time Sequence of Skill Development / Practice MANAGEMENT CUE WORDS / PROMPTS
Estimate
Beginning with the first What key words will you use
transition, EACH SECTION to help students learn and
(In this section, you MUST DESCRIBE specifically how you will TEACH and should have a defined understand the content?
MANAGE your stated objectives and Arrange the class for each of the management strategy. This can
following lesson components. be described and/or illustrated.

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:

Lesson Components
(Lesson does not necessarily have to follow this order specifically):

• Transition to Learning Area

Transition
o Students will go to assigned poly spots
Transition
9:55- • Countdown from 10
9:56 will be used to • Let’s see some hustle
facilitate speedy to our spots!
transition

Introduction
• Introduction
o Instructor will introduce agenda: • Agenda will be pre-
▪ Escaping grabs and holds written on white Introduction
▪ Defending against a tackling attacker board
 ▪ Defending from the ground • I want to see safe
▪ Group discussion/ acting out a scenario behaviors today, just
9:56- like we covered in
10:06 previous lessons!
Work within the
limitations of your
body and the
comfort levels of
your partners!

Warm up
• Warm up
Warm up: Provide a list of activities and a description for each • Follow your team!
o Cardiovasuclar exercises: • Designated team of Each exercise
▪ Mountain climbers x 30 sec students will lead requires different
▪ Plank x30 sec class through pre- muscles!
▪ Burpees x15 sec planned warm up
▪ Jumping Jacks x30 sec activities
▪ Repeat x2 • Think about
• Instructor will
o Core exercises: constant core
observe and correct
▪ Crunches x 30 sec engagement to
form
10:06- ▪ Bridge x 30 sec prevent injury while
10:12 ▪ Bicycle crunches x 30 sec exercising!
▪ Mason twists x 15 sec

• Activity I: Escaping holds/grabs and possible combinations Activity I

 o Instructor will demonstrate correct technique for escaping Activity I • If you manage to
front chokehold, reverse chokehold, single arm grabbed wrist, escape using these
double grabbed wrist emphasizing: • Students seated methods, do your
▪ Moving body to lower center of gravity and protecting during best not to fight, just
neck as quickly as possible demonstration and run, get out of there,
▪ Pivoting body to gain a position of control stand shortly after. escape any way that
▪ Moving arms toward opening in hand when grabbed to • Instructor will watch you can!
escape easily for correct technique • If you must fight,
▪ Assume athletic stance after every successful escape and provide assume the athletic
o Students will practice the escapes with their small groups as corrective feedback stance to be ready
instructor provides feedback throughout this for your next move!
o Instructor will instruct students on ways to combine palm activity
strike with escapes
o Students will practice combinations of palmstrikes and escapes

• Activity II: Defending against a tackling attacker

10:12- o Instructor will demonstrate tackle defense focusing on the
10:20 following attributes: Activity II
▪ Pivoting will redirect attackers energy and get you to
safety • Pivoting is the key
▪ Attacker will be disoriented when their head is held Activity II feature for this
down so quickly, use this to escape • Students seated activity to work, if
▪ Throwing a knee is one possibility during you do not pivot you
▪ Your goal is to incapacitate the attacker and run away demonstration and will not get out of the
quickly stand shortly after. way of the tackle in
time!
• Students will be
• Transitions within activity assessed by
o Students will break into groups of 2-3 instructor with
checklist

• Activity II: cont.

o Students will attempt tackle defense with one another
 o Instructor will walk around and provide feedback

Activity II
Activity II • You must do this
part in slow motion,
• Students will only be I do not want to see
• Activity III: Defending from the ground permitted to try partner being
o Instructor will demonstrate technique for knocking an attacker tackle defense slowly thrown down or
10:20- off of them on the ground using a dummy and focusing on: injured!
▪ Use rotation of hips to generate force to knock attacker Activity III
10:26
off
▪ Follow through and use momentum to get to your feet • Hip rotation is the
▪ Assume an athletic stance and be prepared to run key to executing this
o In the same groups students will attempt to knock attackers off Activity III technique properly,
of them while on ground engage your core
o The dummy will be passed around for students who are • Students will work in strongly to rotate
ucomfortable with having attackers on them partners or with your hips and create
dummy and leverage to throw the
instructor will walk attacker off of you!
around and check for
form
• Proximity control
• Transition will be used and
o Students will form groups of 6 students who fail to
focus on task will be
removed from
activity
• Closure: Discussion of Self Defense over Lifespan/ Scenerios
o Groups will discuss how they feel self defense will impact their
lives in the immediate future and the distant future
10:26- o Groups will come up with and perform a scenario in which any
10:30 of the self defense techniques covered to date are used
o Students will share feedback on the scenerios presented by each Closure
group
Closure • Please raise your
hands to speak!
• Student groups will • Think about what
be called on to share self-defense could
feedback mean for you!
• Instructor will rotate • You can volunteer or
between groups and be voluntold to
speak to them as they share!
10:30- discuss and plan
10:40 their scenarios
 Evaluation / Assessment Procedures
10:40-
10:41
Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
10:41- assess the psychomotor, cognitive, and affective domain?)
10:45

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):

Students will be observed during practice and have their escape techniques
assessed via checklist.

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
Students will complete a quiz with the following questions:

• List and describe the steps to escape a chokehold from behind.

• What does center of gravity mean?
• List and describe the steps to redirect and avoid a tackle.
 • What part of your body is crucial to escaping when fighting from the
ground?

3. Affective Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):

Students will complete a journal entry on the following prompt:

• What is the value of learning self-defense in school?

• Do you feel like you are worth protecting, why or why not.

Modifications

• (Include a method and strategy to modify the activity to include

students with disabilities)
The student with ASD (autism spectrum disorder) will not be required to make
physical contact with classmates and instead have the option of practicing all
techniques with a dummy. This student will also be allowed to participate in
group discussion through writing instead of speaking and be provided with
extra time to complete the quiz.

• Include a strategy to address the learning needs of an ESL student.

Students who are learning English would be placed near the front of the class
for each technique demonstration to ensure maximal exposure to visual
instruction. These students would also have as many repeat visual
demonstrations as they need to grasp what is required of them. Ideally these
students will be partnered with native speakers of their language for
translation purposes, but this is only if a speaker is available.

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.

In the event that this lesson is unable to continue due to inclement weather or a
change in facility availability, then students will engage in a lecture on the
values of self defense and discuss the techniques being covered in the lesson
without demonstrating them. Students would also consider how much they
value their safety.
Unit: Self Defense Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student successfully escaped head and neck grabs:
0= does not initiate
1= initiates or partially completes task with poor form Student successfully escaped write grabs: Y/N
2= partially completes task with proper form
3= completes task with proper form Student successfully escaped grabs from the ground:

Student demonstrated appropriate tackle defense strategy:

Other Notes:

Unit: Self Defense Name:

Cognitive Assessment
Quiz

1. List and describe the steps to escape a chokehold from behind.

2. What does center of gravity mean?

3. List and describe the steps to redirect and avoid a tackle.

4. What part of your body is crucial to escaping when fighting from the ground?

Unit: Self Defense Name:

Affective Assessment
Journal Entry
Prompt: What is the value of learning self defense in school? Do you feel like you are worth protecting? Why or
why not?