Team Handball Lesson Plan- tech

Department of Health, Physical Education and Movement Science
LESSON PLAN FORMAT

Teacher: Ilana Greenstein
Date: 2/14/2022
Grade: 9-12
Unit: European Handball
Lesson #_______Out of________ # of Students:_________
Central Students will be able to understand how to shoot and perform the jump shot.
focus
What is
the central
focus of
the
learning
segment?
Instructional SWBAT will be able to shoot properly and implement the jumpshot with correct form
segment and technique.
focus
Standards: Standard 1: The physically literate individual demonstrates competency in a

National
variety of motor skills and movement patterns.
Identify the
standard(s)
number Standard 2: The physically literate individual applies knowledge of concepts,
and the principles, strategies and tactics related to movement and performance.
exact part
of the Standard 3: The physically literate individual demonstrates the knowledge
standard and skills to achieve and maintain a health-enhancing level of physical activity
(s) being and fitness.
addressed.
Standard 4: The physically literate individual exhibits responsible personal
and social behavior that respects self and others.
Standards:
Standard 1: Demonstrates competency in a variety of motor skills and movement
New York
State
Identify the patterns.
standard(s)
number
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics
and the
exact part related to movement and performance.
of the
standard
(s) being
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a
addressed. health-enhancing level of physical activity and fitness.
Standard 4: Exhibits responsible personal and social behavior that respects self and
others.
Standard 6: Recognizes career opportunities and manages personal and community

resources related to physical activity and fitness to achieve and maintain overall
wellness.
Learning Cognitive: SWBAT learn the jump shot and the set shot.
Objective:
DESCRIBE
what Affective: SWBAT learn the demonstrations and instructions being presented on the
students
different shooting techniques.
will: ●
Learn
● Know
● Be Psychomotor: SWBAT use the knowledge they have learned and use these skills
able when performing them in gameplay.
to do
by the
end of
this
SPECIFIC
lesson):
Theorist/
theory/
research
that
supports
this
lesson:
Theories
and/or
research
that inform
what and
how you
teach.
Language Ball, court, jump, set, shoot, shot

function(s):
What
language
function(s)
do you
want
students to
learn/
develop ?
Vocabulary: Power, strength, height, movement

What/key
phrases/
you want
students to
know and
use.
Instructional Ball, net, Plicker cards

Resources:
Materials/eq
uipment
needed for
this lesson
that
support
diverse
students'
needs.
Stop/start whistle
commands:
Safety Students should be aware of their surroundings, be careful around

guidelines: equipment, respect others' space, and make sure they do not slip on the floor.
Instructio
nal
strategy
or ies)
used in
this
lesson:
WARM UP: triangle run, shoulder external

rotation, push-up passes
Half of all handball injuries occur in
three body parts: the knee, shoulders
and the ankle. Our research suggests
that specific warm up programs can
reduce risk of injury by up to 50%.
Students will be split into two
groups. One group will be
learning the set shot, and the
other the jump shot.
This group will be learning the

TASK 1:
set shot. Students will watch a
demonstration of the standing
shot, and learn each step. After
they have learned the proper
technique, they will practice
without a ball first. Once they
have picked up the concept,
they will each grab a ball and
practice shooting into a net
using the set shot. Then there
will be a cycle of one student
throwing the ball to another
student, the student receiving
the ball will be able to take
three steps, then shoot using
the set shot. Students will then
line up and be split into two
teams. Each team shoots at a
cone at the same time and
whoever knocks down all the
cones for their team wins.
This group will be learning the
TASK 2: jump shot. Students will watch
a demonstration of the jump
shot. Once they have
comprehended the skill, they
will practice shooting using the
jumpshot. Two teams stand at
opposite ends of the area, each
player has a ball, with a line of
cones along the middle.
Standing at a distance from the
cones (increase/ decrease
distance depending on players'
ages) players take it in turns to
throw and aim at the cones.
Each cone that a player hits is a
point for their team. Once all
the cones have been hit the
team with the most points is
the winner. Ensure players put
their correct foot in front (left
handers right foot, right
handers left foot). Put the ball
onto your hand (do not squeeze
into the ball too tightly) and
when throwing the ball players'
hands should pass their heads
at ear height!
Gameplay implementing the

TASK 3:
standing shot and the jump
shot.
CLOSURE: Students will be instructed to

pick a Plicker card off of the
desk by the gym doors. They
will then sit in the center
circle. I will ask 5 questions
based on the lesson, and
students will answer with
their Plicker cards so I will
know how much they
comprehended the skills
learned that day.
Assessments
Formal Cognitive: Observing if the students understand what is being taught.
and
informal
Identify Affective: Observing if the students are able to help each other learn the activities
what is and drills discussed in class.
being
assessed
–refer to your Psychomotor: Observing if students are able to properly use the different
objectives in techniques and activities learned in class during gameplay.
regards to
what
students are
expected to
learn and do
by the end
of the class.
Make sure
you have an
assessment
instrument
for each
objective so
you can
ascertain if
students
have learned
what you
intended to
teach.
Assessment Make sure all students understand whats being asked of them
modifications:
(for students Giving them easier tools to use
with differing
abilities) Slow the pace down
Make modifications to drills!!

Assessment
criteria The students should be able to apply what they learned to the next physical
Identify education class. If they learn about different shooting techniques, they should be
what able to advance to the next lesson. This is a step by step progression for the
evidence students.
you have
(and
will gather,
that
indicates
students
have
learned
what you
intended to
teach. In
essence,
what
evidence
does the
assessm
ent
provide of
student
learning?
https://www.plickers.com/seteditor/640ba8ee2aabeb000f7ac8fd
https://docs.google.com/presentation/d/1NJkLbIdBaozHq0uxrqCyU9SnbeK7avAdyweLgavIWoQ/
edit#slide=id.p

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Department of Health, Physical Education and Movement Science

LESSON PLAN FORMAT

Standards: Standard 1: The physically literate individual demonstrates competency in a

Standard 6: Recognizes career opportunities and manages personal and community

Language Ball, court, jump, set, shoot, shot

Vocabulary: Power, strength, height, movement

Instructional Ball, net, Plicker cards

Safety Students should be aware of their surroundings, be careful around

WARM UP: triangle run, shoulder external

This group will be learning the

Gameplay implementing the

CLOSURE: Students will be instructed to

Make modifications to drills!!

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