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ppl10 Handball 21 11 2017
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
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
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
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
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
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
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
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
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:
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Appendix A
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Appendix B
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Appendix C
Drafted by Lakehead University Orillia Faculty of Education Team-‐August 2013