Unit Plan Project

Spring 23’
Jacob Capalbo

Community/School Demographics
East Paulding High School is located in Paulding county in the city of Dallas, GA and as of

2021 just under 174k people live in this county. There are just under 1900 students

currently enrolled in EPHS with 566, 417, 461, 449 students in 9th, 10th, 11th and 12th

grade respectively. A majority of the school's population is white (61%) followed by black

(23%), Hispanic (10%) and others (6%). Though the school was founded in 1991, we have

relatively modern classrooms with touch screen interactive white boards and laptops

available for students. The weight room is new, within the last 5 years so it is very nice and

up to date. Also the main gym is in good condition, though it lacks in overall size. East

Paulding also doesn’t have a wide selection of equipment for physical education so I’ve

found myself having to get creative with the equipment we do have in order to create

different activities for the students to do each week.

Who are your learners?

Our students range in age from 14-18. For my Physical education and weight training

classes we have a mix of all ages but for my Health Education course, it is mostly freshmen

with a few sophomores, juniors, and seniors as well. East Paulding's students are primarily

white (61%), black (23%) and Hispanic (10%). For students who need it there are IEPs

developed to help them succeed both academically and physically. The students' test scores

are right in line with the national average. English is the dominant language spoken at

EPHS but there is also a small percentage of EL students. The students have a wide variety

of interests, such as social media, music and athletics. Since we are in High School, the
students have a basic understanding of physical education skills and health education

principals. Their learning styles range but most tend to be a blend of all three primary

styles of visual, auditory and kinesthetic. The students' skill levels in physical education are

mostly lacking, I find myself having to teach fundamentals before getting into tactics and

strategies.

Seek out professional support and resources

1) Facebook: Physical Education Resources - Private group

Resources
 Couturier, L. (2013). Grade level outcomes for K-12 physical education - shape
america. Shape America. Retrieved March 11, 2023, from
https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-
for-K-12-Physical-Education.pdf

Dribble - Pass and Score. Sportplan. (n.d.). Retrieved March 11, 2023, from
https://www.sportplan.net/sp/app/drills/Handball/116-passing-intercepting-
finding-space-and-defending/dribble-pass-and-score-d16.jsp

Passing game 115 Ballskill activities - Handball. Sportplan. (n.d.). Retrieved

March 11, 2023, from https://www.sportplan.net/drills/Handball/115-
ballskill-activities/Passing-game-spel50.jsp

Physical Education - Georgia standards. Georgia Department of Education .

(2018, May 3). Retrieved March 11, 2023, from
https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-
Education-9-12-Georgia-Standards.pdf

Wartalowicz, M. (2008, October 28). Lesson plans for Physical Education. PEC.
Retrieved March 11, 2023, from
https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8661

WHAT ARE THE OFFENSIVE ALIGNMENTS COMMONLY USED? Team Handball

News. (n.d.). Retrieved March 11, 2023, from https://teamhandballnews.com/?
faq-group=handball-tactics

1. https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-
K-12-Physical-Education.pdf
2. https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-
Education-9-12-Georgia-Standards.pdf
3. https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8661
4. https://teamhandballnews.com/?faq-group=handball-tactics
5. https://www.sportplan.net/drills/Handball/115-ballskill-activities/Passing-game-
spel50.jsp

6. https://www.sportplan.net/sp/app/drills/Handball/116-passing-intercepting-
finding-space-and-defending/dribble-pass-and-score-d16.jsp

Create a unit plan based upon Steps 1-3

Handball/Ringfit Unit Plan with 5 Lessons

 Ring Fit/Handball Lesson Plan 1 Teacher Name : Jacob Capalbo

VITAL INFORMATION
Date of Lesson: 1/23/2023 Class Time: 8:35am - 10:09am
School Name and Grade: East Paulding High School, 9-12 Class Ability Level: Utilization
Length of Lesson: 90min Number of Students: 45
Equipment/Supplies (be complete): gator skin balls, cones (dome, Description of Facility:
small, large), jerseys, dodgeballs Hardwood full basketball court
LEARNING OBJECTIVES
ASSESSMENTS CONDUCTED/ARTIFACTS COLLECTED
Cognitive:
Cognitive:
Teacher will ask questions at the end of every
TSWBAT understand the basic offensive strategies
activity to ensure that students’ understanding
of handball by moving into open space, with
of moving to open space and type of pass to use
effective passes, as observed by tactical gameplay.
(see questions in lesson plan below).
Psychomotor:
Psychomotor:
Teacher will ask questions at the end of every
TSWBAT participate in a variety of games to help
activity to ensure that students’ understanding
them begin to understand how offense works in
of the type of pass to use and how to make an
handball, by making effective passes (long vs. short)
effective shot (see questions in lesson plan
and shots (where to aim).
below).
Affective:
Affective: Informal assessment by teacher observation
TSWBAT become motivated to participate in (teacher will emphasize teamwork by having
activities by understanding the aspects of teamwork games where every student must touch the ball
and communicate well with teammates. to win and by explaining that it's easier to find
open space when the whole team is involved).

SHAPE America Standards/ Georgia Standards of Excellence (GSE)

Central Focus: Offensive Strategies in Handball, Georgia Standards of Excellence Aligned:
including moving to open space, making good passes, PETSTRO.1b - Demonstrates competencies in
and taking good shots. the motor skills and movement patterns
needed to participate in sports and games
involving throwing and catching.
PETSTRO.2d - Identifies sequences of
individual motor skills and movement
patterns for body position, movement in
general space, and the use of manipulatives
in various team sports.
PETSTRO.4b- Uses communication skills to
promote positive team building group
dynamics.
National Standards Aligned (SHAPE): Standard 1, 2, 5
 I. APP LEARNING TASKS TRANSI LEARNING
INTRODUCTION ROX. (Instructional Cues, Planned Supports, TION ENVIRONMENT
TIM Content Development, Assessments) TO DIAGRAM &
E NEXT DESCRIPTION
ACTIVIT
Y

Warm - up 5 Dynamic Warmup

Min Students will form lines of 10 and
complete the dynamic warm up. Select
students will lead the warmup for the
class and the rest will follow their lead.
There are eight exercises they will
complete before the lesson. They will
use the basketball court as the warmup
space, completing each exercise by
starting at the baseline, traveling to half
court then jogging from half court to the
other baseline.
1. Arm Swings across the body
2. Knee Pulls to chest
3. Frankensteins
4. Ankle Pulls to chest
5. Side to side inner leg stretch
6. Lunges
7. High Knees
8. Butt Kicks

A. Introduction A. Students will be

gathered around
coaches
 A. Introductions (name, activity for the
B. Chicken Keep next 3 lessons)
Away Transiti B.
on:
break
B. Chicken(Gatorball) Keep Away students
Tactical Focus: moving into open space into
to receive or make a pass equal
1 Skill Focus: passing/receiving teams
Min Description: by
● Students will be divided into assignin
equal teams of 6, established by g
pennies numbers
● While staying in the boundaries, (1 -7),
5-6 teams must pass the chicken they will
min (gator ball) to each other grab
● When a student has possession jerseys
of the chicken, they cannot travel
with it (must stay still) - this will Transiti
encourage teammates to move on:
into open space for receiving) After
● Chicken will be turned over to completi
the other team if it is dropped, on of
pass is made out of bounds, or activity
students maintains possession B, will
for more than 5 seconds ask
(teachers will tell students that students
they should count to 5 out loud) to
Modifications: smaller boundaries, gather
certain passes (overhand, underhand) around
Check for Understanding: Where is coaches
the best place to move? Where should I within
go to receive a pass? (answer: open 10
space) How can I make myself ready for seconds
a pass? (hand position, ready position, and wait
move toward the chicken) for
instructi
on

II. SKILL APPRO LEARNING TASKS TRANSITI LEARNING

(CONCEPT) X. TIME (Instructional Cues, Planned Supports, ON TO ENVIRONMENT
DEVELOPMEN Content Development, Assessments) NEXT DIAGRAM &
T ACTIVITY DESCRIPTION
(Time,
How,
 Where)
A. Traveling A. Traveling Chicken (Gator ball) A. A.
Chicken 5-6 min Tactical Focus: moving into open Transition:
space to receive or make a pass After
Skill Focus: passing/receiving, completion
incorporation of 3 steps before passing of activity
Description: A, students
● Students will stay in their will be
divided teams asked to
● While staying in the gather
boundaries, teams must pass around
the chicken to each other within 10
● When a student has possession seconds
of the chicken, they are allowed and listen
3 steps before passing to a to
teammate instruction
● Chicken will be turned over to
the other team if it is dropped,
pass is made out of bounds, or
students maintains possession B.
for more than 5 seconds
(teachers will tell students that
7-8 min they should count to 5 out loud)
B. End Zone Modifications: smaller or larger
boundaries, certain passes (only
forward passes or only behind passes)
Check for Understanding: how does
taking three steps help forward the
chicken? What direction should you be
moving with the chicken? When you
do not have possession of the chicken
(playing defense), what can you do to B.
increase your chances of getting it? Transition:
After
B. End Zone - using ball now completion
Tactical Focus: moving into open of activity
space to receive or make a pass; types B, students
of throwing (short/long passes), will be
directional movement asked to
Skill Focus: passing/receiving, ball gather
movement,allowed 3 steps before around C.
passing coaches
Description: within 10
● Students will stay in their seconds
6-7 min divided teams and listen
C. Shoot Out ● While staying in the to
boundaries, teams must pass instruction.
the gator skin ball to each other We will
and attempt to score split each
● A point will be awarded to the of the
team whose teammate catches teams into
the ball in the endzone 4 equal
established by dome cones groups
● Ball will be turned over to the
other team if it is dropped, pass
is made out of bounds, or
student maintains possession
for more than 5 seconds
Modifications: smaller or larger
boundaries; will say “everyone freeze
where you are!” then ask questions
Check for Understanding: what are
some advantages of using short passes
to advance the ball to your endzone?
What are some advantages of using
long passes to advance the ball? D.
Disadvantages of each?

5-6 min C. Shoot Out C.

D. Pin- Tactical Focus: throwing the ball in Transition:
Handball open spaces, introduction of handball After
rules completion
Skill Focus: accuracy, body position to of activity
receive a pass C, students
Description: will be
● Students will divided into 4 asked to
teams gather
● One student will be standing around
close to a crease line created by coaches
dome cones about 5 feet from within 10
their teammates seconds by
● The first person in line will next E.
throw the ball to the teammate station and
close to the crease line, then listen to
run to the crease line, and instruction.
receive a pass from their Students
5-6 min teammate at the crease line will be
● After receiving the pass, the asked to
E. Pin-Handball student can take no more than get back
Game 2 3 steps to make take a shot at into their
 one of 5 cones and attempt to original
knock it over, and they cannot teams
cross over the crease line
● The student who made the shot
will stay at the line and be
passed to by the next student in
line to repeat the steps above
● The first team to knock down
all the cones wins
● Students waiting their turn can
retrieve balls for their team to
stay moving
Modifications: changing the distance
of the targets
Check for Understanding: How
should your body look to receive a
pass? (ready position)
30-35
F. Ring Fit min D. Pin-Handball D.
Games with 7 Tactical Focus: moving into open Transition:
min space, teamwork, maximum inclusion After a few
games and sportsmanship, communication rounds of
followe Skill Focus: accuracy, body position to this, ask
d by receive a pass some
team Description: questions
rotation ● This will be a modified game of about what
handball is working
● Teams will move forward and well and
pass a ball with the intention of what is
knocking down the other teams not?
pins (a large cone with a large
ball balancing on top of it)
● Every member of the team
much handle the ball at least
once
Modifications: move pins closer;
make each student on each team touch
ball at least once before shooting if not
enough are participating
Check for Understanding: what
should you do after you pass? What is
the best way to get the ball to the
otherside of the court to score? E.
Transition:
After a few
E. Pin-Handball Game 2 rounds of
Tactical Focus: moving into open this, ask
space, teamwork, maximum inclusion some
and sportsmanship, communication questions
Skill Focus: accuracy, game-like about what
pressure, body position, receiving is working
Description: well and
● Less modified game of handball what is
● Teams will move towards their not?
opponents end zone target with
the intention of knocking over
their pin (a large cone with a
large ball balancing on it)
● Every member of the team must
handle the ball at least once
Modifications: move pin closer if
needed; if high success rate - use
smaller ball as target
Check for Understanding: why do
you think communicating with your
team led to success? What worked
well? What did not?

F. Ring Fit Games

Tactical Focus: moving into open
space, teamwork, maximum inclusion
and sportsmanship, communication
Skill Focus: accuracy, game-like
pressure, body position, receiving
Description:
“Ring Fit” Gameplay 6 v 6 with teams F.
of 6-8 with 2 man rotation if necessary Transition:
Students
Time for Ring Fit gameplay! This game will be
is a combination of basketball, ultimate asked to
frisbee and tchoukball. The goal is to put down
pass the ball down to court to your equipment
teammates and score by throwing the and gather
ball through the hula hoop that is around
hanging from the basketball rim. The coaches in
hoop is also surrounded by a restricted 10 seconds
area that players cannot go into unless for closure
trying to play defense and catch a ball
 or when an offensive player jumps in
to score. If an offensive player has
possession of the ball while standing in
the restricted area, it is a turnover.
Players score when the ball passes
through the hoop and hits the ground
in bounds. Players can attempt to
score by passing the ball through the
front or back of the hoop. Defenders
can prevent scores by catching the ball
before it hits the ground. Players are
allowed three steps when they have
possession of the ball but can move
freely otherwise. Teams will be
required to complete four passes
before attempting a shot on the goal
and they cannot pass the ball back to
the player they received the pass from.
We will play ten minute games to the
highest score and then rotate teams to
a new court. Every 2 minutes I will call
out for teams to rotate their subs into
the game.

III. CLOSURE APP ASSESSMENTS LEARNING

(Specific & detailed plan to assess student learning ROX (Who, What, & How) ENVIRONMENT
& skill development) . DIAGRAM &
TIM DESCRIPTION
E
A. A.
A. Check for Superficial Understanding 2-3 1. Where is the best Gathered around
● Getting into open space min place to receive a coaches
● Ball movement pass in handball?
2. How does taking
3 steps help
forward the ball?

B. Check for Deeper Understanding

● Types of passes to use B. B.
● Communication and teamwork 1. What are the Gathered around
advantages of coaches
using short vs.
 long passes?
2. What should you
be doing after
you pass the ball?
3. How does
communicating
with you
teammates
increase your
success? What
strategies
worked?

POST-LESSON REFLECTION
(Specific and detailed plan to modify lesson to meet learning needs of all students; Use back of paper if need
be)
1. What did YOU do WELL and why was it important?
2. What can YOU do BETTER, how do you know, and why does it need to be better?
3. HOW will YOU do it the next time and what are your specific changes in behavior?

Resources:
http://tgfu.wikifoundry.com/page/Handball,
https://teamhandballnews.com/?faq-group=handball-tactics

Handball/Ring Fit Lesson 2 EPHS LESSON PLAN Teacher Name Jacob Capalbo

VITAL INFORMATION
Date of Lesson: 1/24/2023 Class Time:8:35am - 10:09am
School Name and Grade: East Paulding High School, 9-12 Class Ability Level: Utilization
Length of Lesson: 90min Number of Students: 45
Equipment/Supplies (be complete): gator skin balls, cones (dome, Description of Facility:
small, large), jerseys, scarves, goals Hardwood full basketball court

LEARNING OBJECTIVES
ASSESSMENTS CONDUCTED/ARTIFACTS COLLECTED
Cognitive: Cognitive:
TSWBAT understand the basic offensive strategies Teacher will ask questions at the end of every
from the last lesson in addition to the new concepts activity to ensure that students’ understand the
of positioning, dribbling, and using different passing purpose of dribbling and what type of pass is most
(overhead, shovel, bounce) as observed by tactical effective for each situation.
gameplay.
Psychomotor: Psychomotor:
TSWBAT participate in a variety of games to Teacher will ask questions at the end of every
continue to understand offensive strategies in activity to ensure that students’ understanding of
handball, by incorporating dribbling and multiple the type of pass to use and why dribbling is
types of passing. important in handball.
Affective:
Affective: Informal assessment by teacher observation
TSWBAT become motivated to participate in (teacher will emphasize teamwork by having
activities by understanding the aspects of teamwork games where every student must touch the ball to
and communicate well with teammates. win and by explaining that it's easier to find open
space when the whole team is involved).

SHAPE America Standards/ Georgia Performance Standards (GPS)

Central Focus: Georgia Performance Standards Aligned:
Offensive Strategies in Handball, including moving to PETSTRO.1b - Demonstrates competencies in
open space, making good passes, and taking good the motor skills and movement patterns
shots. needed to participate in sports and games
involving throwing and catching.
PETSTRO.2d - Identifies sequences of
individual motor skills and movement patterns
for body position, movement in general space,
and the use of manipulatives in various team
sports.
PETSTRO.4b- Uses communication skills to
promote positive team building group
dynamics.

National Standards Aligned (SHAPE): Standard 1, 2, 5

I. APPR LEARNING TASKS TRANSITION LEARNING

INTRODUCTI OX. (Instructional Cues, Planned Supports, TO NEXT ENVIRONMENT
ON TIME Content Development, Assessments) ACTIVITY DIAGRAM &
(Instant/ (Time, How, DESCRIPTION
Motivational Where)
Activity;
Fitness
Concept
Activity;
Review; Set
Induction)
Dynamic Warmup
Dynamic 5 Min
Warmup Students will form lines of 10 and
complete the dynamic warm up. Select
students will lead the warmup for the
class and the rest will follow their lead.
There are eight exercises they will
complete before the lesson. They will use
the basketball court as the warmup space,
completing each exercise by starting at
the baseline, traveling to half court then
jogging from half court to the other
baseline.
1. Arm Swings across the body
2. Knee Pulls to chest
3. Frankensteins
4. Ankle Pulls to chest
5. Side to side inner leg stretch
6. Lunges
7. High Knees
2-3 8. Butt Kicks A. Students will be
A. min gathered around
Introductions; teachers
basics of
handball
Introduce the basic rules and positions in A.Transition:
handball: After
● Explain that traditionally handball introduction,
is 7v7 students will
○ Show a chart with all 7 be asked to
positions stay where
4 min ● Introduce the concept of dribbling they are and B.
B. Warm up: and passing and explain that will be
Traveling players only have 5s before they assigned
Chicken need to pass or dribble either a
● Explain the 7 meter line and number 1 or 2,
explain all concepts previously this will
expressed by showing students the designate
charts which team
they are on.
B. Travelling Chicken (Gator Ball) - 1’s will grab a
remind students of the things we jersey to put
worked on last class such as moving to on
open space and 3 step rule
Tactical Focus: moving into open space
to receive or make a pass
Skill Focus: passing/receiving,
incorporation of 3 steps before passing B.Transition:
Description: After
● Students will stay in their divided completion of
teams warm up,
● While staying in the boundaries, students will
teams must pass the chicken to be asked to
each other gather around
● When a student has possession of teachers and
the chicken, they are allowed 3 answer our
steps before passing to a teammate check for
● Chicken will be turned over to the understanding
other team if it is dropped, pass is questions,
made out of bounds, or students they will then
maintains possession for more be dismissed
than 5 seconds (teachers will tell to get ready
students that they should count to for next
5 out loud) activity
Modifications: smaller or larger
boundaries, certain passes (only forward
passes or only behind passes)
Check for Understanding: how does
taking three steps help forward the
chicken? What direction should you be
moving with the chicken? When you do
not have possession of the chicken
(playing defense), what can you do to
increase your chances of getting it?
 II. SKILL APPR LEARNING TASKS TRANSITIO LEARNING
(CONCEPT) OX. (Instructional Cues, Planned Supports, N TO NEXT ENVIRONMENT
DEVELOPME TIME Content Development, Assessments) ACTIVITY DIAGRAM &
NT (Time, How, DESCRIPTION
Where)
A. End Zone A. End Zone A. A.
5 min -emphasis on dribbling (can possess ball Transition:
as long as dribble is alive) After
Goal: to pass into the end zone completion
Tactical Focus: moving into open space of activity,
to receive or make a pass; ball students
movement/possession will gather
Skill Focus: dribbling, passing/receiving, around
ball movement, allowed 3 steps before teachers
passing where we
Description: will have a
● Students will stay in their divided discussion
teams on the
● While staying in the boundaries, benefits of
teams must pass and use dribbling dribbling as
of the gator skin ball to each other it pertains
and attempt to score; remind to game
students that if they do not dribble, play;
then they cannot move teachers
○ dribbling allows players to will then
move forward, which allows explain
them to cover more ground different B
than simply holding on to passes and
the ball and not being able students
to move will watch
● A point will be awarded to the demonstrati
team whose teammate catches the ons of each
B. End Zone ball in the endzone established by pass type
pt. 2 5 min dome cones
● Ball will be turned over to the
other team if it is dropped, pass is
made out of bounds, or student
maintains possession for more
than 5 seconds
Modifications: smaller or larger
boundaries; will say “everyone freeze
where you are!” then ask questions
Check for Understanding: What are the
benefits of dribbling the ball instead of
simply holding on to it?
 B. End Zone pt. 2
Keep the addition of dribbling and this
time incorporate passing; introduce
different passing styles through
demonstration
Tactical Focus: moving into open space B.
to receive or make a pass; types of passing Transition:
(short/long, bounce, overhead, shovel After
passes), directional movement completion
Skill Focus: passing/receiving, ball of the
movement, allowed 3 steps before passing activity, C.
Description: students
● Students will stay in their divided will be split
teams into four
5 min ● While staying in the boundaries, separate
C. Four teams must pass the gator skin ball teams and
Square to each other and attempt to score grab a scarf
● In order to score, students must to tie
incorporate a different passing around
technique each time they have their wrist
possession of the ball; the to help
passing technique will be called designate
out by the teacher team
● A point will be awarded to the members
team whose teammate catches the
ball in the endzone established by
dome cones
● Ball will be turned over to the
other team if it is dropped, pass is
made out of bounds, or student
maintains possession for more
than 5 seconds
Modifications: using a gator skin ball
instead of chicken now; smaller or larger D.
boundaries; will say “everyone freeze
where you are!” then ask questions
Check for Understanding: Which
8 min passing style worked best for you? Which
one did not? How does passing technique
D. Lucky play a role in offensive strategy?
Ducky
C. Four Square
Tactical Focus: getting use to smaller
 target to aim for when shooting a goal,
offensive and defensive strategy - offense:
passing, dribbling; Defense: blocking
points, zone/man coverage
Skill Focus: Shooting accuracy, passing,
dribbling
Description: C.
● Students will be divided into 4 Transition:
teams After
● Each team will have a square completion
(indicated by cones) that is their of the
“end zone” or “goal” set up around activity,
the gym students
● Each team will attempt to score by will be
having one team member stand asked to
within the square and catch the return their
ball scarves and
● If a point is scored by a team, a tip- place their E.
off will be used to start the new jerseys back
game where a member of each on for the
team gathers around and attempts next game;
to gain possession of the ball after we will have
the teacher throws it into the air a discussion
7 min ● Each student of each team must of what
have possession of the ball at least worked well
once and what
E. Pin Modifications: larger square for students did not
Handball to stand it; no heavy guarding the square before
Check for Understanding: What type of starting
passes were successful? (long over short next game
because of guarding) How did the use of
defense help your team? (man coverage,
less likelihood of scoring)

D. Lucky Ducky
Tactical Focus: Offensive strategy to
score points - in the form of passing,
handling, being in open space, directional
ball movement
Skill Focus: Dribbling, passing (short,
long, bounce, overhead, shovel)
Description:
● Students will remain in their teams
and each receive a number 1-5
● Teachers will call out a number or
 a set of numbers that will indicate
which students (ducks) will enter D.
the “pond” (court) and attempt for Transition:
points After
● Students will score points by completion
30-35 scoring into their opponents goal of the
min set up in their end zones activity,
with 7 ● Each student in the “pond” must students
min handle the ball at least one time will gather
F. Ring Fit games prior to scoring around
Games followe ● Teachers will call out a type of pass teacher for
d by they must use throughout the discussion
team entire possession - they cannot of what
rotatio deviate from this type of pass worked well
n (either short, long, bounce, and what
overhead, shovel) did not,
● Teachers will encourage the use of then the
dribbling next game
● Ball will be turned over to the will be
other team if it is dropped, pass is explained
made out of bounds, or student
maintains possession for more
than 5 seconds
Modifications: call more numbers so
more students participate; if a certain
pass isn’t working we will not incorporate
it in the game
Check for Understanding: What
challenges did you face using only one
type of pass? Why do you think it is
beneficial to incorporate multiple passing
strategies?

E. Pin Handball
Tactical Focus: incorporation of rules
such as boundaries, 3 steps, 5 second
possession, offensive/defensive strategy,
teamwork/communication, maximum
inclusion
Skill Focus: dribbling, passing, accuracy
while shooting, moving into open space
Description:
● Students will remain in their
original teams from instant activity E.
and end zone and play a modified Transition:
 version of handball After
● Teams will move forward and pass completion
a ball with the intention of of the
knocking down the other teams pin activity,
(a large cone with a large ball students
balancing on top of it) that is will gather
behind the crease line around
● Students cannot cross crease line teacher for
or the point is null and void discussion
● Each member of the team must of what
have possession of the ball at least worked well
once and what
● Ball will be turned over to the did not,
other team if it is dropped, pass is then the
made out of bounds, or student next game
maintains possession for more will be
than 5 seconds explained
Modifications: Move pin closer
Check for Understanding: What
strategies worked best to gain points?
How did you ensure each team member
had possession of the ball at least once?

F. Ring Fit Games

Tactical Focus: moving into open space,
teamwork, maximum inclusion and
sportsmanship, communication
Skill Focus: accuracy, game-like pressure,
body position, receiving
Description:
“Ring Fit” Gameplay 6 v 6 with teams of 6-
8 with 2 man rotation if necessary

Time for Ring Fit gameplay! This game is a

combination of basketball, ultimate
frisbee and tchoukball. The goal is to pass
the ball down to court to your teammates
and score by throwing the ball through
the hula hoop that is hanging from the
basketball rim. The hoop is also
surrounded by a restricted area that
players cannot go into unless trying to F.
play defense and catch a ball or when an Transition:
offensive player jumps in to score. If an Students
 offensive player has possession of the ball will be
while standing in the restricted area, it is asked to
a turnover. Players score when the ball remove
passes through the hoop and hits the jerseys and
ground in bounds. Players can attempt to hand them
score by passing the ball through the front back to
or back of the hoop. Defenders can teacher;
prevent scores by catching the ball before they will
it hits the ground. Players are allowed gather
three steps when they have possession of around
the ball but can move freely otherwise. teachers for
Teams will be required to complete four closure
passes before attempting a shot on the
goal and they cannot pass the ball back to
the player they received the pass from.
We will play ten minute games to the
highest score and then rotate teams to a
new court. Every 2 minutes I will call out
for teams to rotate their subs into the
game.

III. CLOSURE APP ASSESSMENTS LEARNING

(Specific & detailed plan to assess student learning ROX (Who, What, & How) ENVIRONMENT
& skill development) . DIAGRAM &
TIM DESCRIPTION
E
A. How many players are
A. Check for Superficial Understanding: Handball 3 there usually per team? Students will be
rules min What is the crease line? gathered around
Name one position? How teachers
many steps can you take
before you must stop
B. Check for Deeper Understanding: Passing and pass? How long can
types, benefits of dribbling, man/zone coverage you have possession of
the ball?

B. What were the 5 types

of passing we worked on
today? How long can you
possess the ball if you
are continuously
 dribbling? How is
zone/man coverage
beneficial to defensive
strategy?

POST-LESSON REFLECTION
(Specific and detailed plan to modify lesson to meet learning needs of all students; Use back of paper if need be)
1. What did YOU do WELL and why was it important?
2. What can YOU do BETTER, how do you know, and why does it need to be better?
3. HOW will YOU do it the next time and what are your specific changes in behavior?

Resources:
https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-
Education-9-12-Georgia-Standards.pdf

Ringfit/handball lesson plan 3 Teacher Name: Jacob Capalbo

VITAL INFORMATION
Date of Lesson: 1/25/2023 Class Time: 8:35am - 10:09am
School Name and Grade: East Paulding High School, 9-12 Class Ability Level: Utilization
Length of Lesson: 90min Number of Students: 45
Equipment/Supplies (be complete): gator skin balls, cones Description of Facility:
(dome, small, large), jerseys, goals, tape Hardwood full basketball court

LEARNING OBJECTIVES
ASSESSMENTS CONDUCTED/ARTIFACTS COLLECTED
Cognitive:
Cognitive: Teacher will ask questions at the end of every
TSWBAT recall and apply previously learned activity to ensure that students’ understand the
offensive strategies and be able learn and apply one rules and various strategies of team handball.
new defensive tactic (2-3 zone), observed by During the round robin, the teacher will
authentic gameplay of round robin/lucky ducky. emphasize the zone defense and incentivize
students to use zone.
Psychomotor:
Psychomotor:
Teacher will ask questions at the end of every
TSWBAT participate in various games in relation to
activity to ensure that students’ understand why
team handball to better understand strategies,
we practice different strategies and participate
concepts, and fundamentals in the sport.
in certain games to improve our understanding
Affective: Affective:
TSWBAT be motivated to participate in team Informal assessment by teacher observation
 (teacher will emphasize teamwork by having
handball and understand that the sport is an games where every student must touch the ball
enjoyable way to maintain effective and regular to win and by explaining that it's easier to find
physical activity. open space when the whole team is involved).

SHAPE America Standards/ Georgia Standards pf Excellence (GSE)

Central Focus: Georgia Standards of Excellence Aligned:
Offensive and Defensive strategies in handball PETSTRO.1b - Demonstrates competencies in the
including self-awareness, passing, shooting, and motor skills and movement patterns needed to
utilizing open space participate in sports and games involving
throwing and catching.
PETSTRO.2d - Identifies sequences of individual
motor skills and movement patterns for body
position, movement in general space, and the use
of manipulatives in various team sports.
PETSTRO.4b- Uses communication skills to
promote positive team building group dynamics.
National Standards Aligned (SHAPE): Standard 1, 2, 5

I. INTRODUCTION APP LEARNING TASKS TRANSITION LEARNING

(Instant/Motivational ROX (Instructional Cues, Planned Supports, TO NEXT ENVIRONM
Activity; Fitness Concept . Content Development, Assessments) ACTIVITY ENT
Activity; Review; Set TIM (Time, How, DIAGRAM
Induction) E Where) &
DESCRIPTI
ON

A. 5 A) Dynamic Warmup
Dynamic Warmup min A) Students
Students will form lines of 10 and
form 8
complete the dynamic warm up. Select
equal lines
students will lead the warmup for the
for dynamic
class and the rest will follow their lead.
warmup at
There are eight exercises they will
baseline of
complete before the lesson. They will
basketball
use the basketball court as the warmup
court
space, completing each exercise by
starting at the baseline, traveling to
half court then jogging from half court
to the other baseline.
1. Arm Swings across the body
 2. Knee Pulls to chest
3. Frankensteins
4. Ankle Pulls to chest
5. Side to side inner leg stretch
6. Lunges
7. High Knees
B. 8. Butt Kicks
Review of Rules in Transition:
Handball Students will
2- B) Rules have 15s to
3mi Teacher will ask the students questions gather around
n about the rules and regulations of teacher to go B.
handball to review and prepare for over rules Students
test: will gather
1. How many people are on the around
court in handball? (6v6 with one teacher
of the being a goalie)
2. How long can you hold the ball
without passing or dribbling?
3. Who is the only player allowed
within the crease line?
4. Are you allowed to steal the ball
from an offensive player like in
basketball?

II. SKILL APPR LEARNING TASKS TRANSITION LEARNING

(CONCEP OX. (Instructional Cues, Planned Supports, TO NEXT ENVIRONMENT
T) TIME Content Development, Assessments) ACTIVITY DIAGRAM
DEVELOP (Time, How, DESCRIPTION
MENT Where)
A. 5 v. 1 A. 5 v. 1 Strategy A. Transition: A.
Strategy 5 min Tactical Focus: offensive strategy; After our
defense; moving into open space; finding handball
open man; zone coverage review,
Skill Focus: passing, shooting students will
Description: gather around
● Students will be split into equal the teachers for
teams, one team will be offense, instruction.
the other will be defense; there Students will be
will not be a goalie for this split into 4
activity different teams
● 4 students on the offense will be after
in a semi-circle facing the crease instruction.
line but must stay behind the 7 Each team will
 meter line; 1 student from the be on either
offense will be within the 7 meter offense or
line trying to get open defense. 2
● 4 students on the defense will be teams on one
within the 7 meter line by the side of the court
crease line; 1 student from the and 2 teams on
defense will be outside the 7 the opposite
meter line defending against the side.
4 offensive players
● the 4 students playing offense
outside of the 7 meter line will
pass the ball back and forth to
one another; every one of them
must touch the ball once
● after either a turnover or a score,
1 student from the 4 students
playing offense will move within
the 7 meter line and play will
continue B.
● activity will continue until there
B. 3-2-1 5 min are 3 offensive players by the
Strategy crease line and 2 offensive
players outside of the 7 meter
line
Modifications: adding more offensive
players by the crease line; change who
plays offense and who plays defense
CFU: For Offense: Were you more B. Transition:
successful with more or less teammates After 5-1
by the crease line? For Defense: How strategy, we will
did having more offensive players by the come back
crease line change the way you played together for
defense? Did you start working harder? instruction on
the 3-2-1
strategy.
B. 3-2-1 Strategy Students will
Tactical Focus: defensive strategy; zone remain in their
coverage 4 groups. After
Skill Focus: shooting, passing, causing instruction we
turnovers will transition
Description: back to our new
● Students will split up into two offensive and
teams of 10. Each team of 10 will defensive C.
further be split into teams of 5 positions on
C. Lucky offensive and 5 defensive players. either side of
Ducky 5 min ● Teacher will instruct the students the court.
where and how to play defense in
a 2-3 zone (defensive players
cover a zone of the floor)
● Students can move wherever
they please (both offensively and
defensively) as long as they are in
the zone. Object of the game is for
the offense to score and the
defense to prevent the scoring C. Transition:
(score by knocking the ball off After the 3-2-1
the cone). strategy, we will
● We will play multiple rounds and come back
switch out between offense and together to
defense. review the rules
● This is a very complex topic but of Lucky Ducky.
the goal is get students to start Students will be
thinking about higher learning in split into two
handball teams and be
Modifications: change who plays given an
defense and who plays offense individual
CFU: As the offense, how do you score number, specific
against heavy defense (attack the crease to their team.
line; find the gap)? As the defense, how
do you prevent the offense from scoring
(cover the space and don’t let the ball
behind you)?

C. Lucky Ducky
Tactical Focus: Offensive strategy to
score points - in the form of passing,
D.
handling, being in open space,
directional ball movement
Skill Focus: Dribbling, passing (short,
long, bounce, overhead, shovel)
Description:
30-35 ● Students will remain in their
min teams and each receive a number
D.Ring Fit 1-5
Games ● Teachers will call out a number
or a set of numbers that will
indicate which students (ducks)
will enter the “pond” (court) and
attempt for points
● Students will score points by
 scoring into their opponents goal
set up in their end zones
● Each student in the “pond” must
handle the ball at least one time
prior to scoring D. Transition:
● Teachers will call out a type of After Lucky
pass they must use throughout Ducky, students
the entire possession - they will come back
cannot deviate from this type of together for
pass (either short, long, bounce, instruction on
overhead, shovel) continued ring
● Teachers will encourage the use fit game play.
of dribbling
● Ball will be turned over to the
other team if it is dropped, pass is
made out of bounds, or student
maintains possession for more
than 5 seconds
Modifications: call more numbers so
more students participate; if a certain
pass isn’t working we will not
incorporate it in the game
Check for Understanding: What
challenges did you face using only one
type of pass? Why do you think it is
beneficial to incorporate multiple
passing strategies?

D. Ring Fit Games

Tactical Focus: moving into open space,
teamwork, maximum inclusion and
sportsmanship, communication
Skill Focus: accuracy, game-like
pressure, body position, receiving
Description:
“Ring Fit” Gameplay 6 v 6 with teams of
6-8 with 2 man rotation if necessary

Time for Ring Fit gameplay! This game is

a combination of basketball, ultimate
frisbee and tchoukball. The goal is to
 pass the ball down to court to your
teammates and score by throwing the
ball through the hula hoop that is
hanging from the basketball rim. The
hoop is also surrounded by a restricted
area that players cannot go into unless
trying to play defense and catch a ball or
when an offensive player jumps in to
score. If an offensive player has
possession of the ball while standing in
the restricted area, it is a turnover.
Players score when the ball passes
through the hoop and hits the ground in
bounds. Players can attempt to score by
passing the ball through the front or
back of the hoop. Defenders can prevent
scores by catching the ball before it hits
the ground. Players are allowed three
steps when they have possession of the
ball but can move freely otherwise.
Teams will be required to complete four
passes before attempting a shot on the
goal and they cannot pass the ball back
to the player they received the pass
from. We will play ten minute games to
the highest score and then rotate teams
to a new court. Every 2 minutes I will
call out for teams to rotate their subs
into the game.

III. CLOSURE APPRO ASSESSMENTS LEARNING

(Specific & detailed plan to assess X. TIME (Who, What, & How) ENVIRONMENT
student learning & skill development) DIAGRAM &
DESCRIPTION
A.
A. Check for Superficial Understanding -How many people are on
Basic concepts and rules of handball the court in handball? (6v6 Students will be
with one of the being a gathered around
goalie) teachers
 2-3min -How long can you hold
the ball without passing or
dribbling?
-Who is the only player
allowed within the crease
line?
B. Check for Deeper Understanding -Are you allowed to steal
Offense and defensive strategies the ball from an offensive
utilized in team handball player like in basketball?

B.
-What are the advantages
of the different types of
passes and What
challenges do you face
using only one type of
pass?
- How does having more
offensive players by the
crease line change the way
you played defense?
-What are some strategies
for scoring when you’re on
offense and facing a heavy
defense?

POST-LESSON REFLECTION
(Specific and detailed plan to modify lesson to meet learning needs of all students; Use back of paper if
need be)
1. What did YOU do WELL and why was it important?
2. What can YOU do BETTER, how do you know, and why does it need to be better?
3. HOW will YOU do it the next time and what are your specific changes in behavior?

Name: Jacob Capalbo

PHYSICAL EDUCATION LESSON PLAN

RingFit Lesson 4

Date of Lesson: 1/26/23 Class Time: 8:35am -

10:09am
 School Name and Grade: East Paulding High School, 9th- Technology Use: QR Code
Lesson Plan 12th Quiz

Lesson 4 of 7 Length of Lesson: 94 minutes Number of Students: 45

Central Focus: Tactics and strategy in gameplay

National Standards Addressed:

1. Standard 1: The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
1. Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
2. Standard 4: The physically literate individual exhibits responsible personal and
social behavior that respects self and others.

GPS Standards Assessed:

1. PETSTRO.1b - Demonstrates competencies in the motor skills and movement
patterns needed to participate in sports and games involving throwing and
catching.
2. PETSTRO.2d - Identifies the principles and concepts of offensive and defensive
player positions and applies correct positioning to game situations.
3. PETSTRO.4f - Exhibits proper etiquette, respect for others, and teamwork in a
given team sport.

Equipment/Supplies: 4-12 gator balls, 5-10 Cones, 4 Description of Facility: Gym

hula hoops
Prior Academic Knowledge & Skill:
PE8.1c - Creates offensive and defensive strategies in small-sided games based on
situational play.
PE8.2a - Assesses movement and strategies necessary for physical performance in
individual activity and team situations (transition from offense to defense and vice versa;
offensive and defensive positioning; body position; weight transfer; and communication
with teammates).
PE8.4a - Exhibits personal responsibility and the ability to resolve conflicts in a physical
activity setting.

Safety Considerations: (Physical & Emotional) : Students need to be aware of their

surroundings, so they do not run into each other. They need to make sure the person they
are passing to is looking at them and ready to catch the ball, so they do not hit anyone in
the face. Everyone needs to be respectful to one another and not make fun of anyone for
not being as good at the skills.
Teaching Style: Task, Cooperative Instructional Strategies:

Curriculum Approach: Tactical Games

Approach

Objectives Assessment Tool

(Please note whether
Formal or Informal)
Cognitive Objective (s):
1.SWBAT successfully demonstrate offensive strategies and tactics such as
moving in space, passing to open teammates, setting screens and utilizing the Ringfit Lesson 6v6
two steps they are given on offense while in possession of the ball 80% of the strategies and tactics
time in gameplay at the end of the lesson. checklist
2.SWBATsuccessfully demonstrate defensive strategies and tactics such as man
to man, shuffling feet, defensive positioning to catch potential scores, and
intercepting passes 80% of the time in gameplay at the end of the lesson.

Psychomotor Objective (s):

1.SWBAT identify the principles and concepts of offensive player rules and Google forms Journal
tactics by completing Journal Question 1 with 80% accuracy. entry questions
2.SWBAT identify the principles and concepts of defensive players rules and
tactics by completing Journal Question 2 with 80% accuracy.

Affective Objective (s): :

1.SW be able to exhibit proper etiquette, respect for others, and teamwork in Google forms Journal
ringfit gameplay 80% of the time and complete Journal Question 3 with 80% entry questions
accuracy.
 Introducto Time Objec Assessm
Dynamic Warmup
ry or Allocatio tives ent:
Instant Students will form lines of 10 and complete the ns: Addr
Activity dynamic warm up. Select students will lead the 5-8 essed
warmup for the class and the rest will follow their Minutes :
lead. There are eight exercises they will complete
to warm themselves up before the lesson. They
INTRODUCT will use the basketball court as the warmup
ION space, completing each exercise by starting at the
baseline, traveling to half court then jogging from
half court to the other baseline.
1. Arm Swings across the body
2. Knee Pulls to chest
3. Frankensteins
4. Ankle Pulls to chest
5. Side to side inner leg stretch
6. Lunges
7. High Knees
8. Butt Kicks

Transition: Who’s ready to play ring fit? Time Allocations: 15

seconds
Set Time Objec Assessm
Hey class, today we’re going to continue our
Induction Allocatio tives ent:
RingFit unit! Now before we get into gameplay I
ns: Addr
have some warm up tasks to get you ready to
2 essed
dominate in gameplay!
minutes :
Time Allocations:
Transition:
Fitness See Intro activity Time Objec Assessm
Activity Allocatio tives ent:
ns: Addr
essed
:
Transition: First skill game we are going to do is Time Allocations:
called Tips! It’s a great game that works on
reaction time, catching and passing! Now I will
demonstrate.
LESSON Task 1: Demonstration/Questions: Demonstrate the game of Time Object Assessme
BODY tips with student assistance. Alloc ives nt &
ation Addre Feedback
s: ssed: :
2
Minu
tes
Learning Task: “Tips” Game: Skill Modificati Time Object Assessme
Cues: ons: Alloc ives nt &
Students will get with their team 1. Jump Easier: ation Addre Feedback
that they picked during the first for Move s: ssed: :
lesson and work on the tips drill. catching closer to 5- P1,P2, Teacher
This is a simple game where the and teammate 10 C1,C2, observati
students will have one ball and passing s Minu A1 on and
form a circle with their 2.Eyes up Harder: tes provide
teammates about an arms length Move 80% congruen
apart. The goal of this game is to 3. hot
potato farther rule t
pass and catch the ball amongst from feedback
themselves. The catch is that they teammate
need to jump off the ground while s
making the catch and throwing
the ball to another teammate
while still in the air. If the player
is still touching the ground when
they receive the ball or fails to
pass to another teammate before
landing or makes an uncatchable
pass, they are out and the circle
shrinks. The first couple minutes
of this game, no one will be
eliminated as we will be
practicing. The goal of this game is
to be the last person standing. It is
a fast paced game so even though
there are eliminations, they will
get back in quickly.
Transition: Great job! Now I have one more warm up Time Allocations: 20
skills activity before we get to gameplay. This is a scoring seconds
game where you will attempt to score from various spots
on the court.
 Task Demonstration/Questions: Demonstrate the various Time Object Assessme
#2 spots on the court where I want the students to try and Alloc ives nt &
score from. Show the rotation of players and rotation of ation Addre Feedback
shot spots. s: ssed: :
5
minu
tes
Learning Task:Skill task 2: Skill Modificati Time Object Assessme
Scoring spots Cues: ons: Alloc ives nt &
1.rotate Easier: ation Addre Feedback
This skill task will focus on arm back closer to s: ssed: :
players attempting to score from 2.step the hoop 10- p1,p2, Teacher
various spots on the court. The with the 15 c1,c2, observati
teams of students will form lines opposite Minu A1 on and
of 3-4 behind each scoring spot. Harder:
3. Follow farther tes provide
The first student in each spot will 80% congruen
start with a ball. Starting with the through from the
hoop rule t
closest to the goal, the students feedback
will attempt to score one by one.
Behind the goal we will have one
student to catch the ball and toss
it back to the throwing spot it
came from. The student who
threw the ball will rotate
clockwise to the next spot and get
in line to throw there. The student
behind the goal (Goalie) will stay
there until the first player at each
spot has thrown once and then
they will rotate in line at first spot
and the last person in line will
now become the “goalie”.

Transition: Great job! Now I think we are ready for Time Allocations: 1-2
gameplay! minutes

Task Demonstration/Questions: Reiterate rules of gameplay. Time Object Assessme

#3 Discuss restricted areas and passing requirements. Alloc ives nt &
ation Addre Feedback
s: ssed: :
1-3
Minu
tes
Learning Task: “Ring Fit” Skill Modificati Time Object Assessme
Gameplay 6 v 6 with teams of 6- Cues: ons: Alloc ives nt &
8 with 2 man rotation if 1.Eyes on Easier: No ation Addre Feedback
necessary the ball passing s: ssed: :
2.Follow limit 30- P1,P2, Teacher
Time for gameplay! This is the through 40 C1,C2, observati
third day of playing this game so Minu A1 on and
the students are familiar with the 3. step Harder: tes
with the Require provide
rules. This game is a combination congruen
of basketball, ultimate frisbee and opposite more
foot passes 5- t
tchoukball. The goal is to pass the feedback
ball down to court to your 6
teammates and score by throwing Ringfit
the ball through the hula hoop Lesson
that is hanging from the 6v6
basketball rim. The hoop is also strategies
surrounded by a restricted area and
that players cannot go into unless tactics
trying to play defense and catch a checklist
ball or when an offensive player
jumps in to score. If an offensive
player has possession of the ball
while standing in the restricted
area, it is a turnover. Players
score when the ball passes
through the hoop and hits the
ground in bounds. Players can
attempt to score by passing the
ball through the front or back of
the hoop. Defenders can prevent
scores by catching the ball before
it hits the ground. Players are
allowed three steps when they
have possession of the ball but
can move freely otherwise. Teams
will be required to complete four
passes before attempting a shot
on the goal and they cannot pass
the ball back to the player they
received the pass from. We will
play ten minute games to the
highest score and then rotate
teams to a new court. Every 2
minutes I will call out for teams to
rotate their subs into the game.
 Transition: Great job! Now before we leave today, Time Allocations:
everyone please take their phones over to the various QR
codes around the gym, scan it and answer the questions.
All of the codes are the same so no need to all pile up at
one!

CLOSURE/Essential Questions Time Objecti Asse

Allocati ves ssme
ons: Addres nt &
sed: Feed
back:

Why should you learn multiple pass styles in ring fit? (to hit teammates in 5 P1,P2,C
stride and avoid defenders.) minutes 1,C2,A1
How should I pass a ball to my teammate if their defender is in front of
them? (Lob pass over and away from defender)
Why is it important to keep your eyes up when you are moving to open
space without the ball? ( Avoid running into defenders and ready to receive
a pass at any time)
Can one team demonstrate for the class what a successful passing and
scoring looks like?

Differentiation Based on Student Characteristics

(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners: Google Translate

Students below Grade Level: Unknown at this time

Students above Grade Level: Unknown at this time

Student Exceptionalities
 (Specific and detailed plan to modify lesson to meet learning needs of all students)
Physical Conditions: Paraprofessional will assist

Behavioral Conditions: Para Pro will help handle behavioral issues with deescalation tactics
Ring Fit Lesson Journal Entry QR code
Journal Entry

Ring Fit Skills/tactics Team Checklist

Team Skills

Uses 2 steps when Uses 3 different Moves to Shares ball with

possessing ball passes open space teammates using 4 +
passes before shots

8
 Resources

https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-
Education-9-12-Georgia-Standards.pdf

Name: Jacob Capalbo PHYSICAL EDUCATION LESSON PLAN

RingFit Lesson 5

Date of Lesson: 1/27/23 Class Time: 8:35am -

10:09am
School Name and Grade: East Paulding High School, 9th- Technology Use: QR Code
Lesson Plan 12th Quiz

Lesson 5 of 7 Length of Lesson: 94 minutes Number of Students: 45

Central Focus: Tactics and strategy in gameplay

National Standards Addressed:

1. Standard 1: The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
1. Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
2. Standard 4: The physically literate individual exhibits responsible personal and
social behavior that respects self and others.

Identifies sequences of individual motor skills and movement patterns for body
position,
movement in general space, and the use of manipulatives in various team sports.
 GPS Standards Assessed:
1. PETSTRO.1b - Demonstrates competencies in the motor skills and movement
patterns needed to
2. participate in sports and games involving throwing and catching.
3. PETSTRO.2d - Identifies the principles and concepts of offensive and defensive
player positions and applies correct positioning to game situations.
4. PETSTRO.4f - Exhibits proper etiquette, respect for others, and teamwork in a
given team sport.

Equipment/Supplies: 4-12 gator balls, 5-10 Cones, 4 hula Description of Facility:

hoops Gym

Prior Academic Knowledge & Skill:

PE8.1c - Creates offensive and defensive strategies in small-sided games based on
situational play.
PE8.2a - Assesses movement and strategies necessary for physical performance in
individual activity and team situations (transition from offense to defense and vice
versa; offensive and defensive positioning; body position; weight transfer; and
communication with teammates).
PE8.4a - Exhibits personal responsibility and the ability to resolve conflicts in a
physical activity setting.

Safety Considerations: (Physical & Emotional) : Students need to be aware of their

surroundings, so they do not run into each other. They need to make sure the person
they are passing to is looking at them and ready to catch the ball, so they do not hit
anyone in the face. Everyone needs to be respectful to one another and not make fun of
anyone for not being as good at the skills.

Teaching Style: Task, Cooperative Instructional Strategies:

Curriculum Approach: Tactical Games

Approach

Objectives Assessment Tool

(Please note
whether Formal or
Informal)

Ringfit Lesson 6v6

Cognitive Objective (s): strategies and tactics
1.SWBAT successfully demonstrate offensive strategies and tactics such as checklist
moving in space, passing to open teammates, setting screens and utilizing the
two steps they are given on offense while in possession of the ball 80% of the
time in gameplay at the end of the lesson.
2.SWBATsuccessfully demonstrate defensive strategies and tactics such as man
to man, shuffling feet, defensive positioning to catch potential scores, and
intercepting passes 80% of the time in gameplay at the end of the lesson.

Psychomotor Objective (s):

1.SWBAT identify the principles and concepts of offensive player rules and Google forms Journal
tactics by completing Journal Question 1 with 80% accuracy. entry questions
2.SWBAT identify the principles and concepts of defensive players rules and
tactics by completing Journal Question 2 with 80% accuracy.

Affective Objective (s): :

1.SW be able to exhibit proper etiquette, respect for others, and teamwork in Google forms Journal
ringfit gameplay 80% of the time and complete Journal Question 3 with 80% entry questions
accuracy.

Introductor Time Object As

Dynamic Warmup
y or Instant Alloca ives ses
Activity Students will form lines of 10 and complete tions: Addre sm
the dynamic warm up. Select students will lead 5-8 ssed: ent
the warmup for the class and the rest will Minut :
follow their lead. There are eight exercises es
they will complete to warm themselves up
INTRODUCTION before the lesson. They will use the basketball
court as the warmup space, completing each
exercise by starting at the baseline, traveling
to half court then jogging from half court to the
other baseline.
1. Arm Swings across the body
2. Knee Pulls to chest
3. Frankensteins
4. Ankle Pulls to chest
5. Side to side inner leg stretch
6. Lunges
7. High Knees
8. Butt Kicks
 Transition: Who’s ready to play ring fit? Time Allocations: 15
seconds
Set Time Object As
Hey class, today we’re going to continue our
Induction Alloca ives ses
RingFit unit! Now before we get into gameplay
tions: Addre sm
I have some warm up tasks to get you ready to
2 ssed: ent
dominate in gameplay!
minut :
es
Time Allocations:
Transition:
Fitness See Intro activity Time Object As
Activity Alloca ives ses
tions: Addre sm
ssed: ent
:
Transition: First skill game we are going to do Time Allocations:
is called Tips! It’s a great game that works on
reaction time, catching and passing! Now I will
demonstrate.

LESSON Tas Demonstration/Questions: Demonstrate the passing Time Object Assessme

BODY k 1: game warmup with student assistance. Alloc ives nt &
ation Addre Feedback:
s: ssed:
2
Minu
tes
 Learning Task: Passing game Skill Modifica Time Object Assessme
warmup Cues: tions: Alloc ives nt &
1.Follo Easier: ation Addre Feedback:
One player stands about 2-3 meters in w Move s: ssed: Teacher
front of the other players. throug closer to 5- P1,P2, observati
h teamma 10 C1,C2, on and
This player is the feeder for their 2.Eyes tes Minu A1 provide
group and passes to the other players. up Harder: tes congruent
3.point Move 80% feedback
Once a player has caught the ball from farther rule
should
the feeder and passed it back, they run from
to the back of their own queue. er at
target teamma
tes
You can turn this drill into a race -
which team has passed the ball to all
the players on their own team first or
which side can pass the ball 30 times
without letting it touch the floor?

Passing variations :

Center shot, jump shot, dive shot.

Transition: Great job! Now I have one more warm up Time Allocations: 20
skills activity before we get to gameplay. This is a scoring seconds
game where you will attempt to score from various spots
on the court.
Tas Demonstration/Questions: Demonstrate the dribble- Time Object Assessme
k pass and score drill with student assistance. Alloc ives nt &
#2 ation Addre Feedback:
s: ssed:
5
minu
tes
 Learning Task:Dribble pass and Skill Modifica Time Object Assessme
score drill Cues: tions: Alloc ives nt &
1.rotat Easier: ation Addre Feedback:
Attacker 1 dribbles towards the goal e arm closer to s: ssed: Teacher
and passes to attacker 2 who throws back the 10- p1,p2, observati
at the goal. 2.step hoop 15 c1,c2, on and
with Minu A1 provide
Once done, they get their balls back the tes congruent
Harder:
and go to the other queue. opposi 80% feedback
farther
te from the rule
Look for good movement from players,
this isn't simply a drill where your 3. hoop
Follow
players run at the goal and pass. Get
your players imagining there is a throug
h
defender there, meaning they will
need to move quickly. Shot should be a
good one that tests the defender
behind the ring goal.

Transition: Great job! Now I think we are ready for Time Allocations: 1-2
gameplay! minutes

Tas Demonstration/Questions: Reiterate rules of gameplay. Time Object Assessme

k Discuss restricted areas and passing requirements. Alloc ives nt &
#3 ation Addre Feedback:
s: ssed:
1-3
Minu
tes
Learning Task: “Ring Fit” Gameplay Skill Modifica Time Object Assessme
6 v 6 with teams of 6-8 with 2 man Cues: tions: Alloc ives nt &
rotation if necessary 1.Eyes Easier: ation Addre Feedback:
- Time for gameplay! This is the third on the No s: ssed: Teacher
day of playing this game so the ball passing 30- P1,P2, observati
students are familiar with the rules. 2.Follo limit 40 C1,C2, on and
This game is a combination of w Minu A1 provide
basketball, ultimate frisbee and throug Harder: tes congruent
tchoukball. The goal is to pass the ball h feedback
down to court to your teammates and Require
3. step more
score by throwing the ball through the Ringfit
hula hoop that is hanging from the with passes
the 5-6 Lesson
basketball rim. The hoop is also 6v6
surrounded by a restricted area that opposi
strategies
players cannot go into unless trying to te foot and
play defense and catch a ball or when tactics
an offensive player jumps in to score. checklist
If an offensive player has possession of
the ball while standing in the
restricted area, it is a turnover.
Players score when the ball passes
through the hoop and hits the ground
in bounds. Players can attempt to
score by passing the ball through the
front or back of the hoop. Defenders
can prevent scores by catching the ball
before it hits the ground. Players are
allowed three steps when they have
possession of the ball but can move
freely otherwise. Teams will be
required to complete four passes
before attempting a shot on the goal
and they cannot pass the ball back to
the player they received the pass from.
We will play ten minute games to the
highest score and then rotate teams to
a new court. Every 2 minutes I will call
out for teams to rotate their subs into
the game.
Transition: Great job! Now before we leave today, Time Allocations:
everyone please take their phones over to the various QR
codes around the gym, scan it and answer the questions.
All of the codes are the same so no need to all pile up at
one!
 CLOSURE/Essential Questions Time Objecti Asses
Allocation ves sment
s: Addres &
sed: Feedb
ack:

Where should you pass the ball if all of the defenders are playing deep 5 minutes P1,P2,C
protecting the goal? (short, quick passes to retain possession) 1,C2,A1
Why is it important to utilize all three pass styles (chest, bounce, lob) in
gameplay? (move the ball down the court efficiently and keep away from
defenders)
Why should you be constantly moving without the ball? (create space for
teammates to pass the ball)
Can one team demonstrate for the class what a successful passing and
scoring looks like?

Differentiation Based on Student Characteristics

(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners: Google Translate

Students below Grade Level: Unknown at this time

Students above Grade Level: Unknown at this time

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)
Physical Conditions: Paraprofessional will assist

Behavioral Conditions: Para Pro will help handle behavioral issues with deescalation tactics
Passing Game Drill

Dribble - Pass and score

Ring Fit Lesson Journal Entry QR code
Journal Entry

Ring Fit Skills/tactics Team Checklist

Team Skills

Uses 2 steps when Uses 3 different Moves to Shares ball with

possessing ball passes open space teammates using 4 +
passes before shots

Resources

https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-
Education-9-12-Georgia-Standards.pdf

https://www.sportplan.net/drills/Handball/115-ballskill-activities/Passing-game-
spel50.jsp

https://www.sportplan.net/sp/app/drills/Handball/116-passing-intercepting-
finding-space-and-defending/dribble-pass-and-score-d16.jsp

Collect Data

Ringfit lesson 4 quiz

Ringfit lesson 5 quiz
Reflection:
I believe this unit was an overall success. It was exciting to see the students' engagement

and understanding of the game improve with each lesson. I incorporated a variety of small

sided games for understanding as we led up to our final game of the unit, which I called

Ring Fit. I made up this game and used many elements from my favorite games, such as

handball and tchoukball. I saw a positive impact on the students' skill levels and tactics

used as we progressed through each lesson. We are supposed to focus on tactics and

strategies at the high school level but I have found that many of my students never learned

the fundamental skills necessary to succeed in gameplay. For this reason I had to spend

time during each of my lessons focusing on skill development, so they could put those skills

to the test when incorporating the tactics and strategies we stressed such as incorporating

short, quick passes and taking advantage of the scoring rules. I also noticed an increase of

student participation with each lesson. The more we played and the more the students

were exposed to the game, the more interested it made the students who were not initially

participating!
I believe I experienced a great deal of growth in multiple areas regarding CAPS standards

but I will focus on Professional Development, Instructional Strategies, and Differentiated

Instruction. My everyday knowledge of how to teach effectively and efficiently seems to

improve with each lesson I teach! I am also becoming more efficient in my instructional

strategies. I have been able to cut down on instruction time with each lesson, only having to

explain the lesson once as a group before we get started. I will go around and assist any

students who may still be confused but as a whole I am getting my message across well! I

am also learning how effective differentiated instruction really is. The teachers I work with

and also the students are really enjoying all the different activities that I plan for each

lesson. It helps to get more students engaged and interested in the lesson!

I also do my best to bring excitement and energy to each lesson and I believe this is a huge

influence in student engagement and excitement. This semester I’ve had many students

approach me and tell me how fun and exciting I’ve made PE for them this semester and

they hope that I’ll be back in the fall to continue teaching them! All the positive comments

I’ve gotten from my students and the other teachers around me tells me I’m doing a good

job of creating a positive learning environment and making an impact on the students each

and every day.