You are on page 1of 11

 

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.  

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  

OPHEA  Safety  Guidelines  

   

Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013  
 

 
 

Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013  
 

Appendix  B  

Assessment  Took:  Checklist  

   

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