Do you know how to write a lesson plan for high school and middle school? I need three for high school and three for elementary s

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.

Select a Class:

Blue Blocks 1&2

Central Focus:

NASPE Standards (Grade Level Outcomes):

1.-Psychomotor domain (standard 1 )

2- Cognitive domain ( standard 2/3)

3- Affective domain ( standards4/5)

Date of Lesson:

Student Learning Objective (SLO)( aligned to standards above)

1.

2.

3.

“I can” statement for students.

Essential Question(s) for the Lesson:

Academic Language Demand (Language Function and Vocabulary):

Vocabulary:

Function:

Syntax:

Prior Knowledge:

List Key Instructional Materials and Technology for Students and Teacher.

Activity

List activities to show progression from one to the other.

Description of Activities and Setting ( Instructional Cues, Strategies, and Learning Tasks, organization of students, equipment, space – ). Discuss what you and the students will be doing that supports diverse student needs.

Assessment/monitoring/ observing students

1. Focus and Review

2. Fitness Activity

3.

4.

5.

6.

7.

8.

Targeted Accommodations

Differentiated instruction, assessment & Data decisions

Student/Small Group Accommodations –

How are you grouping your students based on the assessments? How will you assess the IEP goals? List the accommodations needed to assist students with disabilities in accessing the content (e.g., having test instructions & questions read aloud; allowing a scribe to record homework or test answers, etc.).

To differentiate instruction is to recognize students’ varying degrees of background, prior knowledge, readiness levels/abilities, language, and preferences in learning, interests, and talents and to work with these differences in designing your instruction. Differentiate instruction by content (what you will teach), process (how the material will be taught and learned), product (what the students produce at the end of the lesson to demonstrate mastery), and/or learning environment (physical layout of the classroom, use of space, groupings, etc.) to account for the diversity in your classroom.

How will you measure the learning objective(s) for this lesson? How will students demonstrate mastery? What evidence of learning do you need to see?

Low-skilled students:

Medium skilled leaners

High-skilled students:

Or other type of disability needing accommodations

5. Evaluation, Review, and Closure

How will you review the standard and close the lesson?

How does today’s lesson connect to what students will be doing next (e.g., tomorrow’s lesson)? (Let students see that your lessons are connected.)

Principles, Research, or Theory

What principles, research, or theory support the activities and assessments in this lesson?

Examples: http://www.emtech.net/learning_theories.htm#Cooperative%20Learning

Type of assessment

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?

Psychomotor

Cognitive

Affective

Proposed Changes:

If you could teach this lesson again to this group of students in your class, what changes would you make to your instruction?

Whole class:

Analyzing Teaching: What changes would you make to your instruction-for the whole class and/or for students who need greater support or challenge-to better support student learning of the central focus? Assess Student Learning: Select one assessment, give feedback to at least 3 (high, medium & low) students, and discuss next steps

How will you provide specific, written feedback on assessments that will guide further learning? Be sure to address students’ individual strengths (what they did well) AND continuous needs (what they can focus on next time) relative to the learning objective.

Sources/references: examples

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.