Unit Title: Team Handball

Teacher Name: Mr. Victor Celaya

Date: 01/02/18- 01/26/18

Grade/Class: 8th grade

Space Needed: Large gymnasium with basketball court lines

California State Model Content Standards to be Addressed

1.3, 1.4, 2.1, 2.2, 2.3, 2.5, 3.3, 3.4, 3.6, 4.6, 5.1, 5.2, 5.4, 5.5, 5.6, 5.7

California Teacher Performance Expectations Addressed

TPE 3a, TPE 7g, TPE 9f, TPE 10f, TPE 13a

Equipment Needed:

Handball nets, handballs, chrome books, heart rate monitors, cones, polyspots, stopwatch, whistle,
clipboards, digital cameras, white boards, dry erase markers, erasers

Provisions for Students with a Disability:

My student who has ASD (autism spectrum disorder) would be provided with additional material such as
online videos and diagrams of drills to practice at home for additional independent practice of skills. This
student will be required to participate in an assigned role in this unit but may have the duties of that
role modified to more written based than verbal based in order to best accommodate their needs. This
student will also be provided with a written description of all the requirements of their role regardless of
what role they are assigned.

Unit Objectives:

Psychomotor

Students will become competent at performing passes overhand, underhand, laterally, and while in
motion. Students will become competent at receiving passes at various levels and from stationary and
moving positions. Students will become competent at shooting balls for goals and performing defensive
maneuvers to guard the goal. Students will gain a basic understanding of postures and movements
related to intercepting passes, blocking offensive teams, and dodging blockers.
How assessed:

Teams of students will submit formal action and training plans for skill development in all of the above
outlined psychomotor objectives and will be observed in practice. This assessment will be documented
in the form of a checklist that rates the performance of the various skills on a scale from 1 to 5 with 1
being poor form and 5 being excellent form and execution.

Cognitive:

Students will develop an understanding of all of the roles required for a sports league or organization to
function. Students will analyze and master the rules and positions of team handball. Students will plan
offensive and defensive strategies and develop justifications for each strategy that is in the context of
the objectives of team handball.

How assessed:

Students will submit research assignments based upon their assigned roles in this unit and be given
quizzes that cover all of the rules and positions of team handball. Students will also be given task card
assignments in which they are presented with a gameplay scenario and asked to write an offensive or
defensive strategy and a rationale that justifies the selected strategy.

Affective:

Students will develop individual responsibility through taking ownership of their role and defining the
value of their assigned role. Students will continue to develop social skills that are adequate to navigate
the roles of their group members in the context of team handball, respecting differences in skill level
and being supportive and inclusive to all individuals. Students will investigate and reflect on behaviors
that demonstrate appreciation and respect for game officials, game outcomes, and fellow participants.

How assessed:

Students will use their journals to respond to prompts that require students to explore the intrinsic
values and meaning of their role and how the roles of all their classmates are unique and valuable,
determine the most positive way to work with individuals of varying skill level, and determine
appropriate behaviors on the field and whether or not those behaviors should change off the field.

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 team handball unit is designed with the sports education model framework and provides that
students define the experience by filling all of the roles associated with league play or professional play.
Students will design training plans that progress them from basic ball manipulation skills like passing,
receiving, and dribbling, to offensive and defensive strategies and tournament gameplay. The curriculum
to this point has been grooming students to work in a group environment with roles that carry
responsibility with them. Students have designed exercises and saw a model of progression in ultimate
disc which has given them the requisite skills to be successful in this unit. The standards call for students
to gain a grasp of the mechanics and strategies for success in team sports and this unit has students
consider those very things. This unit is placed appropriately as students are prepared for it and they will
be prepared by this unit for more complicated units later in the curriculum.

Team Handball Sequence

1. Introduction to team handball

a. History of sport and country of origin

b. Rules of team handball and court dimensions

c. Player positions

d. Objectives of game

2. Sports Education

a. Roles and definitions

b. Team assignment

c. Team identity determination

3. Dribbling in team handball

a. Parts of hand to use

b. Dribbling in place with dominant hand

c. Dribbling in place with nondominant hand

 d. Dribbling while moving with dominant and nondominant hand

4. Passing in team handball

a. Overhand pass

b. Underhand pass

c. Side/ lateral pass

d. Passing while moving

5. Catching in team handball

a. Receiving short passes

b. Receiving long passes

c. Receiving lateral passes

d. Receiving passes while moving

6. Shooting the ball

a. Shooting without jump

b. Shooting with jump

7. Defending the goal

a. Player positions in relation to goal defense

b. Deflecting shots

c. Intercepting shots

8. Defensive strategies

a. Interceptions on court

b. Appropriate blocking away from goal

c. One-to-one defending while moving

c. Defensive formations
9. Offensive strategies

a. Passing while being defended

b. Formations to rush goal

c. Passing ball in game-like scenario

d. Shooting goals in game-like scenario

10. Gameplay

a. Small-sided gameplay without movement rules applied

b. Small-sided gameplay with rules applied

c. Full teams on full court with all rules applied

 Unit Block Plan

Name of Unit: Team Handball

Monday Tuesday Wednesday Thursday Friday

01/01/18 01/02/18 01/03/18 01/04/18 01/05/18

Introduction to Sports Team handball draft Determining team name and • Teams create plans for
Education model: identity pose draft: training
Holiday • Teams present training
• Definitions of •Icebreaker activities to schedules for approval
Standards: 5.5, 5.6, 5.7
roles deinhibitize teams • Teams identify any
• Rules of class • Creating team lore and unique training needs
• Rationale for identity
this style of Determining member roles in
learning team Standards: 3.3, 3.4, 5.4, 5.6
Introduction to team
handball:

• History Standards: 5.1, 5.2, 5.4, 5.5, 5.6

• Rules

Standards: 5.3, 5.5, 5.6

01/08/18 01/09/18 01/10/18 01/11/18 01/12/18

Team handball Team handball training Team handball training Team handball training camp: Team handball training camp:
training camp: camp: camp:
• Defensive strategies for • Offensive strategies for
• Types of • Dribbling drills • Goaltending team handball: team handball
passing in • Passing and technique o Interceptions o Passing with
team receiving • Passing and o Appropriate defenders
handball handball while shooting plays blocking o Formations to
• Moving moving with goaltender o Formations of rush goal
mechanics • Shooting the present and players to • Strategies for success
and step ball rules applied defend goal in team handball
rules • Passing and Standards: 1.3, 1.4, 3.4, 4.6, 5.5, Standards: 1.3, 1.4, 3.4, 4.6,
applied shooting plays 5.7 5.5, 5.7
• Dribbling Standards: 1.3, 1.4, 3.4,
drills 3.6, 4.6, 5.7
Standards: 1.4, Standards: 1.3, 1.4,
3.4, 4.6, 5.7
2.1, 2.2, 2.3, 2.4,
3.4,

4.6, 5.7

01/15/18 01/16/18 01/17/18 01/18/18 01/19/18

Holiday Team handball Team handball Team handball competition Team handball competition
competition competition

Team 2 vs 6 Brackets progress teams and

Team 1 vs 2 Team 5 vs 6 define playing match ups
 Team 5 vs 4

Team 3 vs 4 Team 1 vs 3 Nonplaying teams perform

roles
Team 1 and 3 perform roles

Team 5 and 6- perform Team 2 and 4 perform

roles roles Standards: 1.3, 1.4, 2.2, 3.4,
Standards: 1.3, 1.4, 2.2, 3.4, 5.1,
5.1, 5.2, 5.4, 5.5, 5.7
5.2, 5.4, 5.5, 5.7

Standards: 1.3, 1.4, Standards: 1.3, 1.4, 2.2,

2.2, 3.4, 5.1, 5.2, 5.4, 3.4, 5.1, 5.2, 5.4, 5.5,
5.5, 5.7 5.7

01/22/18 01/23/18 01/24/18 01/25/18 01/26/18

Team handball Team handball Team handball semi- Team handball finals Final projects due for individual
competition competition finals roles in team

Brackets progress Brackets progress Nonplaying teams Awards ceremony for

Nonplaying teams perform roles
teams and define teams and define perform roles participants in competition
playing match ups playing match ups

Standards: 1.3, 1.4, 2.2, 3.4, 5.1,

Standards: 1.3, 1.4, 2.2, Standards: 5.1, 5.5, 5.7
5.2, 5.4, 5.5, 5.7
Nonplaying teams Nonplaying teams 3.4, 5.1, 5.2, 5.4, 5.5,
perform roles perform roles 5.7
Standards: 1.3, 1.4, Standards: 1.3, 1.4,
2.2, 3.4, 5.1, 5.2, 2.2, 3.4, 5.1, 5.2, 5.4,
5.4, 5.5, 5.7 5.5, 5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 01/05/18

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

3.3, 3.4, 5.4, 5.6

COMMON CORE STANDARDS ADDRESSED:

ELA Reading Standard 1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 3a, TPE 10f

UNIT / THEME: Team Handball ACTIVITY: Student teams plan for training camp

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

TEACHING STYLE: Convergent Discovery GRADE: 8th grade LESSON #4 OF 19

EQUIPMENT AND FACILITIES: 55 polyspots, 8 chome books, 35 cones, 35 hand balls, 8 handball goals, 1 white board with markers and
eraser, 8 stopwatches, 55 heart rate monitors; Gymnasium with open court space 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
3.4- Participate in moderate to vigorous physical activity a minimum of four days
each week.

Students will demonstrate team handball skill development drills that are both
technically sound and developmentally appropriate.

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

3.3- Plan and implement a two-week personal physical fitness plan in collaboration
with the

teacher.
5.6- Describe leadership roles and responsibilities in the context of team games
and activities.

Students will identify training drills to develop team handball skills and create a
team plan that denotes what drills will be used to teach skills in a preset sequence.
Students will justify their drills by describing how each drill will appropriately
prepare their team for tournament gameplay.

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

5.4- Identify the contributions of members of a group or team and reward members
for accomplishing a task or goal.

Students will collaborate in teams to design drills and plan demonstrations, using
positive feedback and communication to organize toward the common goal of
presenting an approvable training plan.
 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:
• Transition to Learning Area Transition:
o Students will huddle with their assigned teams in • Count down from 10
predetermined spots will be used to • Hustle up, we have a
9:55- facilitate a speedy big task today!
9:56 transition

Pre-Activity Set Up

• Pre-Activity Set Up • Coaches will check

o Students will be provided with 2 chrome books, 5 cones, and 2 out equipment from Pre-Activity Set Up
handballs per group instructor and take it
to their teams • I want to see you
working in your
roles that we went
over the other day,
9:56- that means I only
10:06 want to talk to
coaches during
equipment check
out!
Introduction

Introduction • Remember you are

only assigned 1 skill
• Introduction • The task will be to develop with as
o Students will be assigned the following task: available written out many exercises and
▪ Use chrome books to research drills for team handball as a google doc so drills as possible!
▪ Drill must develop the following skills: that every group has Consider muscle
• Passing: Forward and lateral passes direct access to all groups, skill
• Catching parts of the task mechanics, and
• Dribbling during explanation. available supplies!
• Goaltending The google doc will Use the links I
• Shooting also include websites provided to get you
• Defensive strategies: Interceptions, shot that can help started on your
blocking, defensive formations students find drills. drills!
• Offensive strategies: Passing while being
defended, offensive formation
10:06- ▪ Students must then set drill up with provided supplies
10:16 and demonstrate drills for instructor approval

• Transition
o Students begin working on assigned task

• Activity: Drill proposals for skill development

Activity
o Each team is responsible for developing drills in one of the
above categories. • I want to see you
working in your
 o Information manager(s): Primary function of this role during Activity roles! I will be
this activity is to perform research and propose information to asking what you are
the rest of the group for consideration • Each team is doing and what your
o Coach(es): Sets up drills as close to the researched description assigned one skill to role is regularly to
as possible develop with as many check for
o Media: Records drills and documents what skills are being drills as possible understanding!
developed and how they are being developed • Teams will be made
o Referees: Observe drills and check them against research prior aware that they will
to demonstrating for instructor be in charge of
o Athletes: Perform the drills for the instructor running one day of
training camp next
week and teaching
• Transitions within activity their approved drill
o Once teams work drills through the various roles, they call to the class
instructor to assess validity of proposed drills
Transitions within activities
Transitions within activity
• Keep working at
• Instructor will your drills, the less
provide corrective modifications I
feedback and suggest the closer
adjustments to drills you are to approval!
as necessary before
10:16- approving them
10:35

• Cool Down Cool Down Cool down

o Students will complete a 5 minute guided meditation session to •
cool down • Students will follow This is a time to
procedures quiet our minds, we
established in yoga pushed ourselves
today and we need to
 unit: Assume a unpack all of that
comfortable seated work mentally
or laying position • I want to see
and follow prompts breathing, but I
on guided meditation don’t want to hear
recording talking

Closure
Closure • Really consider your
role and the roles of
• Proximity control your group members
• Closure and student when you write this
o Students will complete journal entries to the following redirection will be entry!
prompt(s): used to keep students
▪ What challenges and successes did you face in your on task for journal
roles? prompts
▪ Describe at least 2 significant contributions that you or
a group member made to help the team progress
toward completing the assigned task

10:35-
10:40
10:40-
10:45
 Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)

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 technique assessed for
competency on a checklist.
 2. Cognitive Assessment Method:
(Include the Assessment Tool to be Used for this Domain Objective):

Students will be given the following quiz:

• Describe the drill(s) your team developed in terms of:

o The specific skill being developed
o The gameplay situation where that skill is needed
o The actual mechanics of the drill

3. Affective Assessment Method:

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

Students will use chrome books to write a blog post that discusses the following
prompts:

• What is my role and what does it mean for my team?

• How did I use my role in class today?
• What positive communication strategies did I observe or use in my
group today?
 Modifications

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

students with disabilities)
The student with ASD (autism spectrum disorder) will be provided with a
cheat sheet to remind them of the functions of their role in a group and provide
them with examples of how these functions can be accomplished. This student
will be allowed extra time for the quiz and journal entry as well. The student
will be placed in a team with students who show strong leadership to ensure
they have the opportunity to work with a student who has patience and
maturity to meet their unique needs.

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

Students who are learning English will be allowed to use google translate on
the chrome books in order to translate task instructions into their native
language. Students will also have their role translated to help them understand
their responsibilities. If a native speaker of their language is available in class,
they will be paired with the student learning English to function as a translator
and interpreter.
 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 case that the gymnasium is unavailable, students would conduct
research and work within their roles in a classroom setting. The athletes would
have to plan a way to demonstrate the techniques through video outside of
class. Students would determine possible drills and instructor would discuss
the validity and promise of each drill. Drills would be approved without
demonstration, but athletes would need to complete demonstration videos for
homework.
Unit: Team Handball Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student competently performed skill development drills:
0= does not initiate
1= initiates or partially completes task with poor form Student used correct prescribed technique:
2= partially completes task with proper form
3= completes task with proper form Student adjusted technique when offered feedback:

Other Notes:

Unit: Team Handball Name:

Cognitive Assessment
Quiz
1. Describe the drill(s) your team developed in terms of:
a. The specific skill being developed
b. The gameplay situation where that skill is needed
c. The actual mechanics of the drill

Unit: Team handball Name:

Affective Assessment
Blog post
Prompt: What is my role and what does it mean for my team? How did I use my role in class today? What
positive communication strategies did I observe or use in my group today?