This document outlines a 10-day unit plan for teaching short court handball to 9th and 10th grade physical education students. The unit focuses on developing students' cognitive understanding of shots, tactics, and rules, as well as their psychomotor skills in executing shots like forehands, serves, lobs, drops, and attacks. Each day's lesson introduces a new shot or tactic and includes instruction, practice activities, and informal assessments. The unit culminates in a doubles tournament where students can apply what they've learned. Pre- and post-tests assess growth in students' psychomotor skills over the course of the unit.
The document is an evaluation form for a student's field study on effective questioning and reacting techniques. It includes sections for the student to observe resource teachers, analyze their questioning styles, reflect on their own techniques, and create a portfolio. The student is evaluated on tasks such as observation, analysis, reflection, portfolio quality, and timely submission. Scores are then converted to letter grades.
Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.
This document outlines the process and requirements for a student to evaluate teaching approaches and methods used by resource teachers during field study observations. The student is evaluated on their ability to: 1) observe resource teachers and document the approaches used, 2) analyze their observations by answering questions about different approaches, and 3) reflect on which approaches they would consider using and why. The student must complete these tasks, submit all documentation on time, and achieve a satisfactory rating in order to pass the course.
The lesson plan is for a 1st year secondary school English class with 24 students at an elementary language level. The 100-minute lesson focuses on describing people's physical appearance. Students will learn and practice vocabulary related to personal appearance, develop reading skills by identifying adjectives used to describe appearance, and develop writing skills by describing famous trap artists and themselves using "have/has got" structures. The lesson consists of a warm-up activity identifying descriptions of famous people, an activity describing trap artists from a video, and a game to review the target language.
1. The document outlines a lesson plan for teaching decimals to class 6 students over 4 days.
2. The lesson plan covers expressing fractions as decimals, comparing decimals, plotting decimals on a number line, converting between units, and adding decimals.
3. A variety of teaching methods are listed, including brainstorming, guided and independent practice, group work, and assessments through tests and homework.
This document outlines an 8-day lesson plan for teaching fractions to Class 6 students. The objectives are for students to learn about different types of fractions, representing fractions on a number line, finding equivalent and lowest terms, comparing fractions, and performing addition and subtraction on like and unlike fractions. Each day combines instructional techniques like discussion, examples, and independent practice. Formative assessments include quizzes, tests, and homework. The goal is for students to master fraction concepts and skills and apply them to solve real-world problems.
This lesson plan template contains the necessary information to plan a lesson, including: identification information for the teacher and school; learning objectives; teaching methods and aids; and a breakdown of the lesson stages and the roles of the teacher and students at each stage. The stages include preparation, presentation, practice, application, evaluation, homework assignment, and departure.
The document is an evaluation form for a student's field study on effective questioning and reacting techniques. It includes sections for the student to observe resource teachers, analyze their questioning styles, reflect on their own techniques, and create a portfolio. The student is evaluated on tasks such as observation, analysis, reflection, portfolio quality, and timely submission. Scores are then converted to letter grades.
Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.
This document outlines the process and requirements for a student to evaluate teaching approaches and methods used by resource teachers during field study observations. The student is evaluated on their ability to: 1) observe resource teachers and document the approaches used, 2) analyze their observations by answering questions about different approaches, and 3) reflect on which approaches they would consider using and why. The student must complete these tasks, submit all documentation on time, and achieve a satisfactory rating in order to pass the course.
The lesson plan is for a 1st year secondary school English class with 24 students at an elementary language level. The 100-minute lesson focuses on describing people's physical appearance. Students will learn and practice vocabulary related to personal appearance, develop reading skills by identifying adjectives used to describe appearance, and develop writing skills by describing famous trap artists and themselves using "have/has got" structures. The lesson consists of a warm-up activity identifying descriptions of famous people, an activity describing trap artists from a video, and a game to review the target language.
1. The document outlines a lesson plan for teaching decimals to class 6 students over 4 days.
2. The lesson plan covers expressing fractions as decimals, comparing decimals, plotting decimals on a number line, converting between units, and adding decimals.
3. A variety of teaching methods are listed, including brainstorming, guided and independent practice, group work, and assessments through tests and homework.
This document outlines an 8-day lesson plan for teaching fractions to Class 6 students. The objectives are for students to learn about different types of fractions, representing fractions on a number line, finding equivalent and lowest terms, comparing fractions, and performing addition and subtraction on like and unlike fractions. Each day combines instructional techniques like discussion, examples, and independent practice. Formative assessments include quizzes, tests, and homework. The goal is for students to master fraction concepts and skills and apply them to solve real-world problems.
This lesson plan template contains the necessary information to plan a lesson, including: identification information for the teacher and school; learning objectives; teaching methods and aids; and a breakdown of the lesson stages and the roles of the teacher and students at each stage. The stages include preparation, presentation, practice, application, evaluation, homework assignment, and departure.
The document discusses different forms of student assessment:
1. Standardized tests and teacher-made tests assess lower-level thinking but are objective to score and easy to administer. However, they are time-consuming to prepare and prone to cheating.
2. Practical tests, oral tests, and projects require demonstrating skills or creating products and are relatively easy to prepare. They measure behaviors that cannot be deceived but scoring is subjective without rubrics and administration is time-consuming.
3. Portfolios show student growth and development over time in an intelligence-fair way but require significant time to develop and ratings can be subjective without rubrics.
This document appears to be a student evaluation form for field study placement. It outlines the student's targets, how their performance will be rated in areas like tasks, analysis, reflection, and portfolio. The form also includes a tool for observing lessons and noting what teaching strategies and principles the cooperating teacher applies. Specifically, it lists principles like learning being active, involving multiple senses, a non-threatening atmosphere, connecting to students' lives, and integrated teaching. The student will observe their cooperating teacher, analyze if the strategies align with brain-based learning, reflect on the best teaching methods, and include their reflections in their portfolio.
The document outlines Jacqueline Miller's daily schedule and lesson plans for her 1st and 2nd grade autistic support class, including the materials, objectives, assessments, and state standards for each subject area such as morning meeting, math, reading, and activity time. The schedule details the procedures, timing, and student or teacher-led activities for each lesson.
This document contains a daily lesson log for teaching students about graphic organizers and study strategies. It outlines the objectives, content, learning resources, and procedures for 4 teaching sessions over the course of a week. The objectives are for students to learn about and classify different graphic organizers, create a KWL chart on a topic of their choosing, and present what they want to learn about the topic and how they will find answers. The procedures describe introducing different graphic organizers, having students create KWL charts in groups, and giving group presentations on their topics. The log also includes space for reflection on what teaching strategies worked well and areas for improvement.
1. The document outlines a lesson plan for teaching study skills needed to succeed in Senior High School. It covers topics like note-taking, time management, critical reading, avoiding plagiarism, and test preparation.
2. The lesson plan provides learning objectives, content, resources and procedures for teaching various study skills over multiple sessions. Sample sessions discuss the Cornell note-taking method and SQ3R reading strategy.
3. The plan includes establishing learning objectives, presenting examples, discussing concepts, and practicing skills like note-taking. It aims to help students develop essential study habits and competencies for academic success.
The document outlines the requirements for Ana Marielle L. Formalejo's field study evaluation in her BSED-Eng III-1 course. It includes her targets, a rubric for evaluating her performance, templates for observation, analysis, reflection, and portfolio. Her target is to determine the teaching approach or method used by her resource teacher, Mrs. Sherla Pereña, at Taguig National High School. She must observe a class, identify the approach used, answer analysis questions, reflect on her experience, and submit a portfolio before the deadline to receive a grade.
The document appears to be a student's evaluation form for their field study placement. It outlines the tasks, criteria, and scoring rubric for how the student will be evaluated in areas such as their observation documentation, analysis, reflection, portfolio, and submission deadlines. It provides a tool for the student to use during classroom observations to focus on identifying how teachers apply principles of learning and how learners demonstrate learning.
This document contains a student teacher's self-evaluation form for their field study experience observing questioning and reacting techniques. It includes sections for the student teacher's target, performance metrics, analysis of the resource teacher's techniques, reflections, portfolio requirements, and tools for tracking questioning behaviors and reacting techniques. The overall document provides a framework for the student teacher to document, analyze, and reflect on their observations of a resource teacher's classroom practices related to questioning students and responding to answers.
This document contains Niño Canque's portfolio consisting of 5 episodes:
1. Principles of learning in the author's own words.
2. A researched quotation on the significance of goals and objectives.
3. A sample lesson plan integrating values on the parts of a tree.
4. A reflection on teaching creatively.
5. A graphic organizer comparing the characteristics of constructivist and metacognitive approaches.
The document is a lesson plan submitted by a student teacher for a class with 26 seventh grade students at an intermediate English proficiency level. The plan includes the aims, language focus, materials, and procedures for three reading, speaking, and writing activities about a travel story. The teacher will lead a warm-up discussing student trips, introduce vocabulary, have students do condensed note-taking and reading comprehension exercises, and finish with a writing or speaking activity depending on time. The tutor provides positive feedback and suggestions to improve scaffolding and sequencing of stages.
This document outlines a physical education lesson plan for 5th grade students on the game "Crossing No Man's Land". The lesson includes the following:
1) Warm-up activities to prepare students for the game, including running, skipping, and side shuffling between lines.
2) An introduction to the main game where students are split into two teams - one tries to run through an area without getting tagged while the other tries to tag them.
3) Assessment criteria on a rubric to evaluate how well students use tactics like teamwork, footwork, and positions to tag others or avoid being tagged.
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
This document discusses various methods for assessing student performance and skills, including checklists, rating scales, rubrics, anecdotal records, indirect checklists, and portfolios. It provides examples of each method and asks the reader to create their own examples to use in their classroom. These assessment methods allow teachers to observe and evaluate students' skills, procedural tasks, quality of performance, behaviors that may be difficult to directly observe, and collection of students' work.
The document discusses strategies for teaching writing to adolescents through inductive and scaffolded methods. It describes using writing frames, jigsaw activities, and double entry journals to provide structure and support for students as they learn and demonstrate their understanding through writing. These strategies aim to increase rigor, relevance, engagement and differentiation for diverse learners.
1) The document outlines a lesson plan for a 9th grade class on cyberbullying. It includes pre-task, task, and post-task activities.
2) For the pre-task, students will participate in a chain game to rearrange words about cyberbullying and predict content of a video based on keywords.
3) During the task, students will watch clips of a video about cyberbullying and complete a worksheet with questions and multiple choice. They will then self-check their work.
4) For the post-task, students will discuss questions about cyberbullying in groups and one member will represent the group's conclusions in a game.
Administering the DRA 2: Diagnostic Reading AssessmentFaymus Copperpot
This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
This document discusses different approaches to teaching grammar:
1) Presentation-Practice-Produce (PPP) - Present the grammar, check understanding, have students practice and produce the language.
2) Test-Teach-Test (TTT) - Give a pre-test, teach the grammar based on results, give a post-test.
3) Guided Discovery - Provide examples for students to deduce grammar rules on their own with guidance.
It also provides examples of how to apply each approach and discusses the pros and cons of each method. Teachers are encouraged to consider their students' needs and adapt materials as needed.
- The lesson plan is for a 1st year secondary school English class with 24 students focused on describing people's physical appearance.
- The 100 minute lesson includes a warm-up game identifying famous people's appearances, an activity matching descriptions to pictures, and a writing activity where students describe themselves.
- Scaffolding strategies such as modeling, questioning, and feedback are incorporated throughout the lesson to support student learning and engagement.
- The lesson plan is for a 1st year secondary school English class with 24 students focused on describing people's physical appearance.
- The 100 minute lesson includes activities like matching flashcards of famous people to physical descriptions, completing a chart with details about celebrities' appearances after watching a video, and describing their own appearance in writing.
- Students will develop reading, listening, and writing skills while learning vocabulary for describing height, weight, hair, and other physical traits.
This unit outlines 15 mini lesson plans focused on skillful movement, active living, and relationships using Teaching Games for Understanding for the Saskatchewan Physical Education curriculum. The mini lessons are divided into 3 sections focusing on complex manipulative skills like catching and throwing, health-related fitness, and safety, first aid, and social skills. The lessons provide intended learning outcomes and time commitments to meet Grade 5 physical education outcomes in the Saskatchewan curriculum.
This document discusses techniques and tactics in handball. It provides details on technical and tactical actions for different positions including extremes, pivots, centers, and sides. For each position, it outlines considerations and the key actions including movements like feinting, fixing opponents, receiving passes, and coordinating with other players. The goal is to improve offensive play through mastery of techniques specific to individual positions in handball.
This document provides a lesson plan for teaching handball. The lesson plan aims to teach students both offensive and defensive techniques and tactics of handball. It includes exercises to practice passing, feinting, shooting, and bouncing the ball. It also covers handball vocabulary, positions, rules, and a short history of the sport. The lesson concludes with a 7 vs 7 scrimmage for students to demonstrate what they learned.
The document discusses different forms of student assessment:
1. Standardized tests and teacher-made tests assess lower-level thinking but are objective to score and easy to administer. However, they are time-consuming to prepare and prone to cheating.
2. Practical tests, oral tests, and projects require demonstrating skills or creating products and are relatively easy to prepare. They measure behaviors that cannot be deceived but scoring is subjective without rubrics and administration is time-consuming.
3. Portfolios show student growth and development over time in an intelligence-fair way but require significant time to develop and ratings can be subjective without rubrics.
This document appears to be a student evaluation form for field study placement. It outlines the student's targets, how their performance will be rated in areas like tasks, analysis, reflection, and portfolio. The form also includes a tool for observing lessons and noting what teaching strategies and principles the cooperating teacher applies. Specifically, it lists principles like learning being active, involving multiple senses, a non-threatening atmosphere, connecting to students' lives, and integrated teaching. The student will observe their cooperating teacher, analyze if the strategies align with brain-based learning, reflect on the best teaching methods, and include their reflections in their portfolio.
The document outlines Jacqueline Miller's daily schedule and lesson plans for her 1st and 2nd grade autistic support class, including the materials, objectives, assessments, and state standards for each subject area such as morning meeting, math, reading, and activity time. The schedule details the procedures, timing, and student or teacher-led activities for each lesson.
This document contains a daily lesson log for teaching students about graphic organizers and study strategies. It outlines the objectives, content, learning resources, and procedures for 4 teaching sessions over the course of a week. The objectives are for students to learn about and classify different graphic organizers, create a KWL chart on a topic of their choosing, and present what they want to learn about the topic and how they will find answers. The procedures describe introducing different graphic organizers, having students create KWL charts in groups, and giving group presentations on their topics. The log also includes space for reflection on what teaching strategies worked well and areas for improvement.
1. The document outlines a lesson plan for teaching study skills needed to succeed in Senior High School. It covers topics like note-taking, time management, critical reading, avoiding plagiarism, and test preparation.
2. The lesson plan provides learning objectives, content, resources and procedures for teaching various study skills over multiple sessions. Sample sessions discuss the Cornell note-taking method and SQ3R reading strategy.
3. The plan includes establishing learning objectives, presenting examples, discussing concepts, and practicing skills like note-taking. It aims to help students develop essential study habits and competencies for academic success.
The document outlines the requirements for Ana Marielle L. Formalejo's field study evaluation in her BSED-Eng III-1 course. It includes her targets, a rubric for evaluating her performance, templates for observation, analysis, reflection, and portfolio. Her target is to determine the teaching approach or method used by her resource teacher, Mrs. Sherla Pereña, at Taguig National High School. She must observe a class, identify the approach used, answer analysis questions, reflect on her experience, and submit a portfolio before the deadline to receive a grade.
The document appears to be a student's evaluation form for their field study placement. It outlines the tasks, criteria, and scoring rubric for how the student will be evaluated in areas such as their observation documentation, analysis, reflection, portfolio, and submission deadlines. It provides a tool for the student to use during classroom observations to focus on identifying how teachers apply principles of learning and how learners demonstrate learning.
This document contains a student teacher's self-evaluation form for their field study experience observing questioning and reacting techniques. It includes sections for the student teacher's target, performance metrics, analysis of the resource teacher's techniques, reflections, portfolio requirements, and tools for tracking questioning behaviors and reacting techniques. The overall document provides a framework for the student teacher to document, analyze, and reflect on their observations of a resource teacher's classroom practices related to questioning students and responding to answers.
This document contains Niño Canque's portfolio consisting of 5 episodes:
1. Principles of learning in the author's own words.
2. A researched quotation on the significance of goals and objectives.
3. A sample lesson plan integrating values on the parts of a tree.
4. A reflection on teaching creatively.
5. A graphic organizer comparing the characteristics of constructivist and metacognitive approaches.
The document is a lesson plan submitted by a student teacher for a class with 26 seventh grade students at an intermediate English proficiency level. The plan includes the aims, language focus, materials, and procedures for three reading, speaking, and writing activities about a travel story. The teacher will lead a warm-up discussing student trips, introduce vocabulary, have students do condensed note-taking and reading comprehension exercises, and finish with a writing or speaking activity depending on time. The tutor provides positive feedback and suggestions to improve scaffolding and sequencing of stages.
This document outlines a physical education lesson plan for 5th grade students on the game "Crossing No Man's Land". The lesson includes the following:
1) Warm-up activities to prepare students for the game, including running, skipping, and side shuffling between lines.
2) An introduction to the main game where students are split into two teams - one tries to run through an area without getting tagged while the other tries to tag them.
3) Assessment criteria on a rubric to evaluate how well students use tactics like teamwork, footwork, and positions to tag others or avoid being tagged.
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
This document discusses various methods for assessing student performance and skills, including checklists, rating scales, rubrics, anecdotal records, indirect checklists, and portfolios. It provides examples of each method and asks the reader to create their own examples to use in their classroom. These assessment methods allow teachers to observe and evaluate students' skills, procedural tasks, quality of performance, behaviors that may be difficult to directly observe, and collection of students' work.
The document discusses strategies for teaching writing to adolescents through inductive and scaffolded methods. It describes using writing frames, jigsaw activities, and double entry journals to provide structure and support for students as they learn and demonstrate their understanding through writing. These strategies aim to increase rigor, relevance, engagement and differentiation for diverse learners.
1) The document outlines a lesson plan for a 9th grade class on cyberbullying. It includes pre-task, task, and post-task activities.
2) For the pre-task, students will participate in a chain game to rearrange words about cyberbullying and predict content of a video based on keywords.
3) During the task, students will watch clips of a video about cyberbullying and complete a worksheet with questions and multiple choice. They will then self-check their work.
4) For the post-task, students will discuss questions about cyberbullying in groups and one member will represent the group's conclusions in a game.
Administering the DRA 2: Diagnostic Reading AssessmentFaymus Copperpot
This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
This document discusses different approaches to teaching grammar:
1) Presentation-Practice-Produce (PPP) - Present the grammar, check understanding, have students practice and produce the language.
2) Test-Teach-Test (TTT) - Give a pre-test, teach the grammar based on results, give a post-test.
3) Guided Discovery - Provide examples for students to deduce grammar rules on their own with guidance.
It also provides examples of how to apply each approach and discusses the pros and cons of each method. Teachers are encouraged to consider their students' needs and adapt materials as needed.
- The lesson plan is for a 1st year secondary school English class with 24 students focused on describing people's physical appearance.
- The 100 minute lesson includes a warm-up game identifying famous people's appearances, an activity matching descriptions to pictures, and a writing activity where students describe themselves.
- Scaffolding strategies such as modeling, questioning, and feedback are incorporated throughout the lesson to support student learning and engagement.
- The lesson plan is for a 1st year secondary school English class with 24 students focused on describing people's physical appearance.
- The 100 minute lesson includes activities like matching flashcards of famous people to physical descriptions, completing a chart with details about celebrities' appearances after watching a video, and describing their own appearance in writing.
- Students will develop reading, listening, and writing skills while learning vocabulary for describing height, weight, hair, and other physical traits.
This unit outlines 15 mini lesson plans focused on skillful movement, active living, and relationships using Teaching Games for Understanding for the Saskatchewan Physical Education curriculum. The mini lessons are divided into 3 sections focusing on complex manipulative skills like catching and throwing, health-related fitness, and safety, first aid, and social skills. The lessons provide intended learning outcomes and time commitments to meet Grade 5 physical education outcomes in the Saskatchewan curriculum.
This document discusses techniques and tactics in handball. It provides details on technical and tactical actions for different positions including extremes, pivots, centers, and sides. For each position, it outlines considerations and the key actions including movements like feinting, fixing opponents, receiving passes, and coordinating with other players. The goal is to improve offensive play through mastery of techniques specific to individual positions in handball.
This document provides a lesson plan for teaching handball. The lesson plan aims to teach students both offensive and defensive techniques and tactics of handball. It includes exercises to practice passing, feinting, shooting, and bouncing the ball. It also covers handball vocabulary, positions, rules, and a short history of the sport. The lesson concludes with a 7 vs 7 scrimmage for students to demonstrate what they learned.
TECHNICAL - TACTICAL DEFENSIVE SPECIFIC POSITIONSPaulalillo
This document provides guidance for training players in different defensive positions in handball. It discusses the technical and tactical actions needed for centers, sides, and exteriors. Some key points covered include marking opponents in proximity while preventing progression, performing lateral and backward movements to support teammates, cutting off passing lanes to deter attacks, and adapting defensive positioning based on the system used, such as 5:1, 3:2:1, or 6:0 defenses. The document emphasizes anticipating opponents' movements, collaborating with teammates, and controlling the direct opponent as well as others to successfully defend different areas of the court.
The document outlines a physical education handball lesson plan. It includes a 25 minute warm up with general and specific exercises like jogging, sprints, stretches, and ball handling drills. The 30 minute main part focuses on passing, shooting, defense, and team coordination drills. It concludes with a 5 minute cool down of light jogging, stretches, and core exercises. The lesson aims to thoroughly prepare students for handball through cardiovascular conditioning and skill-building drills.
1. Children at this stage are experiencing great physical changes due to puberty. Coaches must help the children adapt to their new bodies and minimize any negative impacts.
2. With improved coordination, coaches can now start working on improving children's technical skills like passing and shooting techniques. Drills and games should put children in realistic game situations to help them learn techniques and tactics together.
3. Children already dominate space on the court but tend toward the center. Coaches will teach them to use the width and depth of the court to find more open space and take advantage of openings.
This document provides a unit plan for an intermediate basketball unit for college students. The unit will last several weeks and introduce students to basic basketball skills like dribbling, passing, shooting, and team strategies through lessons, drills, and modified games. Students will be assessed on their basketball skills and knowledge throughout the unit. The unit will culminate in a fitness challenge and tournament where students can demonstrate what they have learned. Safety, student engagement, and skill development are priorities for the unit.
Identify Key Issues in Global HRMBased on the scenario in the MalikPinckney86
Identify Key Issues in Global HRM
Based on the scenario in the previous weeks, you, as a consultant for an IT company, are tasked to deliver a PowerPoint presentation on critical issues in global HRM because the company has a business plan to launch a new marketing team in an Asian market, which will eventually expand and grow throughout all of Asia.
Therefore, the CEO of the company asked you to summarize important HR topics and issues that should be considered in various HR practices, including recruitment, training, compensation and benefits, development, and performance evaluation.
In this presentation, address the following:
· Address at least three critical topics/issues that are relevant to the company’s business strategy and should be considered in global HRM. What are the topics/issues? Why is each issue important?
· Point out how each topic/issue can be addressed from the perspective of HR. What are the roles of HR to address each topic/issue? What actions/initiatives are necessary?
· Be sure to support your discussions with research findings.
Length: 14 slides, not including the title and reference pages
References: Include a minimum of 5 scholarly resources.
Lesson Plan #edTPA
Select a Class:
Blue Blocks 1&2
Central Focus:
NASPE Standards (Grade Level Outcomes):
1.-Psychomotor domain (standard 1)
2- Cognitive domain (standard 2/3)
3- Affective domain ( standards4/5)
Date of Lesson:
Student Learning Objective (SLO)( aligned to standards above)
1.
2.
3.
“I can” statement for students.
Essential Question(s) for the Lesson:
Academic Language Demand (Language Function and Vocabulary):
Vocabulary:
Function:
Syntax:
Prior Knowledge:
List Key Instructional Materials and Technology for Students and Teacher.
Activity
List activities to show progression from one to the other.
Description of Activities and Setting (Instructional Cues, Strategies, and Learning Tasks, organization of students, equipment, space -). Discuss what you and the students will be doing that supports diverse student needs.
Assessment/monitoring/ observing students
1. Focus and Review
2. Fitness Activity
3.
4.
5.
6.
7.
8.
Targeted Accommodations
Differentiated instruction, assessment & Data decisions
Student/Small Group Accommodations –
How are you grouping your students based on the assessments? How will you assess the IEP goals? List the accommodations needed to assist students with disabilities in accessing the content (e.g., having test instructions & questions read aloud; allowing a scribe to record homework or test answers, etc.).
To differentiate instruction is to recognize students’ varying degrees of background, prior knowledge, readiness levels/abilities, language, and preferences in learning, interests, and talents and to work with these differences in designing your instruction. Differentiate instruction by content (what you will teach), process (how the materia ...
This document provides a unit plan for an intermediate basketball unit for college students. The unit goals are to teach students proper techniques for dribbling, passing, shooting, and allow them to apply these skills in modified games and activities. The unit consists of lessons to develop motor skills through drills and stations, apply skills in challenges and small sided games, and culminate in a full game. Fitness components are also integrated throughout.
1. The document provides details of a physical education unit plan for 1st grade students focusing on dodging, chasing, and fleeing.
2. It includes pre- and post-tests, lesson plans with objectives and assessments for each skill, and data tracking student performance throughout the unit.
3. The unit utilizes the SPARK model with skill progressing from extension to refinement to application tasks over 10 lessons to develop students' psychomotor, cognitive, and affective skills related to dodging, chasing, and fleeing.
The unit plan aims to teach students the skills and mechanics of softball. Students have a wide range of abilities and include both male and female from ages 18 to 40s. Lessons will take place in the gym and include catching, throwing, fielding, hitting, bunting, and base running. Students will be assessed on their motor skills through observation, rules and strategies through a written exam, and teamwork and sportsmanship during games. The 15-lesson plan includes warm-ups, skill instruction, drills, and multiple softball games with a focus on skills, rules, and sportsmanship.
This 5-day volleyball lesson plan teaches underhand and overhand serving techniques to students. On day 1, students practice underhand serving across the baseline. On day 2, overhand serving is introduced and practiced. Day 3 focuses on serving drills. On day 4, students rotate in groups of 6 to practice underhand and overhand serves. Day 5 has teams of 6 play game-like drills using all skills taught. The lesson closes with a review and adaptations are provided for special learners.
Students will complete a pre- and post-assessment project to improve a motor skill of their choice over the semester. They will video themselves at the start of the semester performing the skill as a baseline. Throughout the semester, they will work on their skill during open gym time and write summaries of their progress every four weeks. At the midway point, students will do a self-evaluation of their progress. At the end of the semester, they will record themselves again performing the skill and present their videos alongside their improvement journey to the class. They will be scored based on their initial and final recordings, written summaries, self-evaluation, and presentation.
1. The student teacher conducted a lecture on simulated teaching for M.Sc. Nursing students using a whiteboard and chart.
2. Simulation involves role playing artificial teaching situations to practice communication skills. It allows students to enhance their understanding of teaching methods through role perception and role playing.
3. The advantages of simulation include establishing a setting where theory and practice are combined, allowing students to make risk-free decisions and gain realistic experiences through controlled teaching assignments.
The document provides details of a 45-minute physical education lesson plan for a class of 10-11 elementary school students. The lesson focuses on developing basketball skills like dribbling, passing, and playing modified 3-on-3 games. The introduction defines aerobic fitness and has students play a tag game to increase breathing. Students then practice dribbling with cones and work on chest and bounce passes with a partner. To conclude, a review identifies aerobic fitness and has students demonstrate dribbling and passing techniques learned.
This 5-day volleyball lesson plan aims to teach students blocking skills and strategies. The lesson covers analyzing blocking techniques, practicing blocking drills, and scrimmaging to apply blocking. By the end, students should understand blocking and be able to perform an emergent block. Adaptations are provided for all learners. The lesson meets Georgia standards for demonstrating motor skills and understanding movement concepts in team sports.
Edited-hope2_q2_MODULE 4-moderate to vigorous physical actvities_Badminton .pdfLeah Condina
The document provides information about the nature and background of badminton. It discusses that badminton originated from ancient games played in Europe and Asia. The modern game of badminton developed in mid-19th century British India by British military officers and has since grown into an international sport played competitively around the world. The document outlines the key aspects of playing badminton including the court, net, shuttlecocks, rackets, uniforms and basic rules.
This document outlines a basic motor skills unit that will teach students skills like hopping, jumping, sprinting, and striking with implements. The unit goals are for students to learn and demonstrate these skills as well as understand the related muscles and nutrition. The teacher will facilitate while students practice and are assessed. Parents are encouraged to support practice at home and provide feedback. Standards include striking stationary and moving objects, engaging in activity to increase heart rate and breathing. Project-based learning approaches like obstacle courses and skill demonstrations will be used to help students learn independently.
This document outlines four lesson plans for a course on the roles and responsibilities of educational assistants. The first lesson plan focuses on systems of communication and confidentiality. Students will role play scenarios to learn about maintaining student privacy. The second lesson plan involves a lecture on inclusive education and how the role of educational assistants has changed. The third lesson demonstrates how to create behavioral support plans using case studies. The fourth lesson has students read articles on inclusive education and debate its benefits and limitations in small groups.
This document provides guidance for using business simulations in the classroom. It outlines a step-by-step process for introducing and playing a simulation over multiple class periods. The process includes introducing the simulation, having students play the first round, reviewing results, and assigning further play for homework. In subsequent classes, instructors should review previous rounds, have students play in groups, and provide guidance as they play. By the fourth class, the learning curve should be overcome and students will be analyzing and synthesizing the simulation at higher levels. The document concludes by recommending celebrating the winning students and assessing the simulation experience.
The document describes five portfolio strategy sheets that provide examples of classroom activities and strategies. Strategy 1 is "Carousel Feedback" which involves student teams rotating to give feedback on each other's work. Strategy 2 is "Fan-N-Pick" which uses question cards for students to practice responding and restating answers. Strategy 3 is "Find My Rule" where students must determine commonalities between identity cards to form groups. Strategy 4 is "Showdown" where student teams compete to answer questions correctly. Strategy 5 is "Corners" which has students choose a corner based on their viewpoint to discuss with a partner. The strategies aim to develop skills like communication, critical thinking, and teamwork.
The teacher implemented various strategies throughout a gymnastics unit that helped improve students' skills. At the start of the unit, only two students received an advanced score on a skills assessment, but by the end, 20 students scored advanced. Strategies like daily worksheets and peer review helped students practice and analyze their skills. These practices prepared students for their summative assessment and led to substantial growth in their skills. The teacher's lessons also improved students' understanding of cognitive concepts like coordination and agility. While no students achieved an advanced score on the cognitive assessment, fewer received unacceptable scores and more achieved proficient. The teacher reinforced concepts by relating them to skills practice each day. In the future, the teacher plans to better reinforce
This document provides standards, objectives, and instructions for a 7th grade physical education lesson on partner rising sun. The lesson aims to develop coordination, cooperation, and balance. Students will work with a partner to lift a volleyball from the ground to the sky without using hands. The lesson includes a warm-up, introduction of the activity, and assessment using a rubric to evaluate students' ability to perform the rising sun movement fluidly without dropping the ball.
This lesson plan is for a 10th grade Principles of Business class with 30 students between ages 15-16. The objectives are for students to define motivation, identify ways to motivate employees, and create a concept map about motivating employees. The lesson will use a video, discussion, and PowerPoint presentation. Students' learning styles vary from visual to auditory to kinesthetic. At the end, students will role play as business owners and employees discussing motivation and play a game identifying motivation terms. The goal is to engage students with different activities accommodating various learning styles.
The document is a lesson plan for teaching secondary students about extreme sports. It outlines the objectives to have conversations about extreme sports and discuss safety measures. A variety of activities are planned, including watching a video, making lists of sports, reading about risks and equipment, and creating a safety checklist. Competencies around oral interaction, text comprehension, problem solving and cooperation will be evaluated. The lesson uses materials from a textbook and includes appendices with worksheets.
1. 1
Short Court Handball Unit Plan
Charleston High School
Community Unit School District 1
Mrs. Watson’s 6th Period Physical Education
9th and 10th Grade
Ms. Emily Moses
Mr. Robert Fitzmaurice
Mr. Charles Gawle
Mr. Casey Pinnell
January 28, 2014 – February 27, 2014
2. 2
Table of Contents
Block Plan……………………………………………………………………………………..Page3
Developmental Analysis of Content………………………………………………Page7
Pre-test/Post-test…………………………………………………………………………Page8
Pre-test/Post-testData………………………………………………………………..Page10
Peer Psychomotor Checklist…………………………………………………………Page16
Peer Psychomotor ChecklistData………………………………………………..Page17
Peer Psychomotor ChecklistStudentWork Samples……………………Page19
Affective Exit Slip…………………………………………………………………………Page21
Affective Exit Slip Data…………………………………………………………………Page22
Affective Exit Slip Student Work Samples…………………………………….Page23
Cognitive Exit Slip………………………………………………………………………..Page25
Cognitive Exit Slip Data………………………………………………………………..Page26
Cognitive Exit Slip Student Work Samples……………………………………Page27
25 Point Cognitive Test Study Guide……………………………………………Page29
25 Point Cognitive Test……………………………………………………………….Page31
25 Point Cognitive Test Data……………………………………………………….Page33
25 Point Cognitive Test Student Work Samples…………………………..Page35
3. 3
Short Court Handball Block Plan
Unit Goals:
Cognitive: ESWBAT understand the cues to the shots used in short court handball (forehand,
serve, lob, drop, and attack) and the offensive/defensive tactics associated with each one and
will be able to recall them during large and small in-class discussions, cognitive exit slips, and
unit tests.
Psychomotor: ESWBAT execute cues of the shots learned in class (forehand, serve, lob, drop,
and attack shot) alone or with a partner during extension tasks, refinement tasks, application
tasks, peer psychomotor evaluations, and observations by teachers.
Affective: ESWBAT cooperate with their classmates (stay in self-space and work with multiple
partners) and instructors by showing good sportsmanship (no foul language, shaking hands after
games, and no arguing) on a daily basis during individual tasks, partner activities, and gameplay.
Day 1
Introduction:Teachers will introducethemselves and
hand out name tags to all of the students. Class rules
for the upcoming unitwill be discussed.Teachers will
give a short explanation of the game of shortcourt
handball and the rules. They will also discuss key terms
involved with the game.
Content Development: A discussion of shortcourt
handball will begone over. There will bea brief
overview and a teacher demonstration of the types of
shots includingtheforehand, serve, lob,drop, and
attack shots. Students will work independently, with a
singlepartner,and then in doubles getting familiar with
the ball and the game. Students will demonstratea 2 v
2 game play to show a basic understandingof the game
rules and concepts. Students will then play a 2 v2 game
on one of the 6 courts provided so the pre-test can be
assessed.
Assessment: Pre Test of psychomotor skills
Closure:We will discussthetypes of shots used today.
We will also discusstheimportance of developing
technique of each type of shotto improve game play
skills. There will bea brief overview of the next day’s
lesson which will approach thetechnique of the
forehand shot.
Day2
Introduction:Teachers will explain theimportanceof
improvingand developing technique of the different
kind of shots used in short courthandball. The teachers
will then introducethe forehand shot. Teachers will
explain the importance of the forehand shotand
specific cues to execute it.
Content Development: Students will work
independently getting ample practicewith their own
ball againsta wall usingthe cues discussed by the
teachers and usingdominantand non-dominant hands.
Students will then use a partner to practicerallyingback
and forth to get a feel for the forehand shot and rallying
with another person. Teachers will seehow many times
the student and their partner can rally back and forth
usingthe forehand stroke in one minute. (cues: flat
hand/squarehips/followthrough across body)
Assessment: No assessmentwill begiven this day
Closure:Teachers will again express theimportance of
the forehand shot usingboth hands. They will then
briefly discussthenext lesson which will be servingand
receivingin shortcourt handball.
Day 3
Introduction:The teachers will introducethe shortand
longserves and students will model both of these
emphasizingthe main cues that the teachers want the
Day 4
Introduction:To startthe class,students will
immediately grab a partner and practicethe two
previous lessons. They will practiceservingwith their
4. 4
students to really focus on. Students will also learn the
proper technique for receivingand returning serves.
Content Development: Long and shortserves will be
explained and then modeled by the teachers. Students
will partner up and practicetheir long and short serves
over and over again on the actual courts and nets.
(cues: underhand swing/followthrough to target/return
to home baseafter contact)
Assessment: Psychomotor assessmentpeer checklist
Closure:Teachers will reinforcethe cues that were
focused on in the lesson and reiterate the importance
of when to use a short or long serve in a game situation.
Teachers will bringup the lob shotwhich will be
addressed in the next lesson.
partner for 2 minutes. One partner will servewhilethe
other catches it, then returns back. They will then
switch partners and practicethe forehand shot with
their partner for the next 2 minutes. They will attempt
to rally back and forth closeto the net to stay
controlled and focus on the forehand stroke. Teachers
will then demonstrate and introduce the lob shot.
Content Development: Teachers will then get into the
shortcourt handball lob shot. Teachers will discussthe
cues needed to execute a lob shot. Students will then
practicehittinglob shots with a partner. One partner
will toss the ball to their partners whilethe other
returns itin lob shot fashion. Students will then
practiceall 3 shots learned so far in a practiceactivity
with one partner serving,the other usinga forehand
shot to return the ball,then the partner that served
using a lob shot to return it. They will then switch roles.
(cues: hit under the ball/followthrough high and long)
Assessment: Affective Exit Slip of feelings of the unit
Closure:Students will grab a new partner they have not
been with today and have a brief discussion on the cues
discussed in class today. We will havea brief in-class
discussion,then students will bedismissed to take the
affective exit slip.
Day 5
Introduction:Student will warmup practicingeach shot
previously learned in class. Students will practice
forehand stroke, servingand receiving,and lob shots
each for 2 minutes while rotatingpartners. Teachers
will then introducethe drop shot and its importance in
offensive and defensive strategies.
Content Development: Teachers will discuss cues
needed to perform a drop shot. Students will practice
drop shotat the nets with a partner. The will practice
usingthe drop shot as an offensive and defensive tactic.
(cues: soft contact/no followthrough)
Assessment: No assessmentgiven this day
Closure:Teachers will thank the students for their
cooperation and excellent participation. They will
review the cues discussed today with a brief class
discussion. They will also informstudents of upcoming
events which consistof one more shot skill,a posttest,
a 25 point check for understanding,and a 2 v 2 round
robin tournament.
Day 6
Introduction:Today we will introducethe attack shot.
The attack shotis used as an offensivemove when your
opponent hits the ball high towards you. The attack
shot will bedemonstrated by the teachers and students
so students can see their peers perform the task and
teachers can check for understanding.As mentioned
previously,the attack shotis an offensive move. This
will lead into a discussion on the different offensive and
defensive tactics of short-court handball.
Content Development: Students will usepartners to
practicethe attack shot. Partners can toss the ball to
each other whilethe other partner attacks the ball.
Students will seethe importance of usingthe attack
shot to score. (cues: hit high/followthrough low)
Students will also learn theimportance of always
returning to the center of the court if playingby
themselves or the center of their half of the court if
playingin doubles. They will also learn when to
approach the net on defense or to play back.
Assessment: CognitiveExit Slip of the attack shot
5. 5
Closure:Students will be thanked for their cooperation
again today. Teachers will havea very brief discussion
of the day’s lesson. Students will bereleased to
perform a short cognitivecheck for understanding.
Day 7
Introduction:Teachers will havea discussion on the
shots they have learned throughout the unit. Students
will do a warm-up of all of the shots learned in the
previous lessons with a partner. They will do each the
forehand, serving,lob shot, drop shot, and attack shot
for 60 seconds each.
Content Development: Students will learn important
tactics of scoringin shortcourthandball. Emphasis will
be put on not tryingto rally with your opponent, but
trying to put the ball usingthe variety of shots learned
in previous lessons so your opponent can not return the
ball. This will includeusingthe lob shotwhen your
opponent is closeto the net, the drop shot when they
are far away, and the attack shotwhen the ball is
returned high.
Assessment: PostTest of psychomotor skills
Closure:After the post test, we will discusshowwell
students have improved. Teachers will reiterate the
importance of learningskills and practicingthem. “It
takes 10,000 hours to master a skill.” Students will be
reminded that the 25 pointcheck for understandingin
the next lesson. Teachers will hand out the study guide
for that check for understanding.Students will also be
informed that next lesson teams will beassigned for the
end of unittournament.
Day 8
Introduction:Students will be given a 25 pointcheck for
understandingto assess them cognitively on the rules,
cues, and strategies to the game of Short Court
Handball.They will then be presented with their
doubles partner that the teacher will havechosen for
them. They will then play 2v2 doubles games for the
remainder of the period with their partner to practice
for the upcoming doubles tournament.
Content Development: Students will play doubles
exhibition games with their partner after the cognitive
assessmentto practicefor the doubles tournament.
Assessment: 25 point unitCognitive Test
Closure:Students should be prepared for and reminded
of the doubles tournament. Teachers will explain all of
the rules for the upcomingtournament, bracket style,
and how the tournament will be conducted.
Day 9
Introduction: The students will get with their partner
and be asked to partner up with another team whom
they are not playingagainsttoday in the tournament.
They will warmup by playinga practice game with the
people whom they paired up with and play a 2 minute,
warm-up practicegame.
Content Development: Today will beday one of our two
day doubles short court handball tournament.The
teachers will providea blown up tournament tree to
show what teams they will beplayingagainstand on
what courts they will beplayingon for that day.
Students will spend the remainder of the period
competing in the tournament. Students will shake
Day 10
Introduction:Students will grab their partner and
continue where we left off from the previous day. We
will havea brief 2 minute warm-up.
Content Development: Tournament play will continue
for the entire period. Teachers will look for good
sportsmanship by shakinghands after matches and
usingencouraginglanguage. They will also show
respect for equipment by not hitting ballsin therafters
and placingthe equipment in the rack atthe end of the
matches.
Assessment: No assessmentgiven this day
Closure: Teachers will congratulatethe students on a
6. 6
hands after each match to show good sportsmanship.
Assessment: No assessmentgiven this day.
Closure:Students will note where they left off in the
tournament and figureout what team and where they
will beplayingfirstso they can pick up right where they
left off duringthe lastday of tournament play in our
shortcourt handball unit.
successful tournament. A brief rewards ceremony will
be conducted for the tournament winners. Teachers
will thank the students for their participation in the
unit. The unit will conclude.
7. 7
DEVELOPMENTAL ANALYSIS OF CONTENT
EXTENSION REFINEMENT APPLICATION
Pretest/Posttest
Striking Shots:
- Forehand
- Dominant & Non-
Dominant hand
- Strong/light force
- Angle shots
- Step with foot
- Contact with flat palm
- Move in position to
strike
the ball
- Square hips
- Step towards the target
- Follow through
- Force (high/low)
Net drop challenge
# of successful in a row
with partner.
Serving:
- Forehand serve with
dominate hand
- Short serve
- Long serve
- Strong/Light force
- Step with opposition
- Arm back
- Weight on back foot
- Ball in front
- Hip rotation
- Shift weight
Students will strike to
targets located on the
floor. # of attempts
successful out of 10
tries.
Special Shots:
- Attack shots
- Drop shots
- Lob shots
- Strong/light force
- Side to target
- Extension at contact
- Opposition
- Eye on ball
- Trunk rotation
- Force (high/low)
- Make contact in front of
body/early
Drop and lob shot
application tasks, small-
sided games.
Offensive Tactics:
- Short and deep shots
- Side to side shots
- Open space
- Home base position
- Hard and soft shots
- Follow through
- Flat hand
- Contact ball early
- Quick feet
- When to use a certain
shot
Side to side net game
with a partner
Up and back only game
(underhand and
overhead striking
drop/lob shots)
Defensive Tactics:
- Home base
- High and deep
- Counter attack to
special shots
- Wide stance
- Strong force
- Transfer weight to front
foot
- Complete follow through
- Lob/Drop shot
1 vs. 1 small sides game
(Defend only)
1 vs. 1 small sides single
play experiences
2 vs. 2 tournament play
1 Rarely shows cues in game play- Opportunity to
improve cues and stability.
8. 8
2 Sometimes shows cue in game play- Opportunity to
improve stability.
3 Often uses cues in game play- Opportunity for
continuous improvement.
Serving with Dominate
Hand
Forehand Striking Drop Shot Lob
Shot
Attack
shot
Defense
Tactics
Oppositi
on
Arm
Back
Contac
with
Flat
Palm
Rotate
Hips
Fallow
Through
Across
Body
Ball
Lands in
Non-
volley
Zone
No
Follow
Through
High
and
Long
Fallow
Through
Hit High
Follow
Through
Low
Returns
to Home
Base
Babcock,
Madeline
Bennet,
Miranda
Dillon,
Madison
Flatt, Eli
Gutierrez,
Jordan
Harris, Haley
Hugh,
Lawarence
Larson, Nissa
Marts, Gage
Miller,
William
Mitchell,
Destiny
Nale, Tucker
Ogden, Faith
Pinkstaff,
Trevor
Ragsdale,
Myra
Redden,
Cameron
Reeley Micah
Sheets,
Kaylynn
Simpson,
Abbie
Stvartak,
Magdalena
Turner, Jacob
West,Koty
14. 14
0 1 2 3
Flatt, Eli
Miller, William
Turner, Jacob
Score
Studentname
Drop Shot; Ball Lands in Non-volley
Zone- Pre vs. Post Test
Post Test
Pre Test
15. 15
0
1
2
3
Defense Tactics; Return to Home Base- Pre vs. Post Test
Graph 1
Pre Test
Post Test
0
1
2
3
Defense Tactics; Return to Home Base- Pre vs. Post Test
Graph 2
Pre Test Post Test
17. 17
Name of Observer:_____________________
Name of Performer:______________________
Peer Serving Evaluation
Circle the corresponding number next to each cue that describes how your
performer is doing.
Grading Scale:
3 = Always
2 = Rarely
1 = Never
Cues Score
1. Steps with opposite foot when serving 3 2 1
2. Brings arm back when serving 3 2 1
3. Follows through to target when serving 3 2 1
4. Returns to home baseafter serving 3 2 1
5. Hits both long and shortwhen serving 3 2 1
18. 18
91%
9% 0%
Steps with Opposite Foot When Serving
3-(Always)
2-(Rarely)
1-(Never)
3-(Always)
77%
2-
(Rarely
)
23%
1-(Never)
0%
Brings Arm Back When Serving
82%
18%
0%
Follows Through to Target When Serving
3-(Always)
2-(Rarely)
1-(Never)
22. 22
Name:_______________________
Affective Self-Assessment for Short Court Handball
Unit Concerns through the First 4 Lessons
1. Out of the skills we learned thus far (forehand striking, serving, lob shot), which one has
been the most difficult one for you to perform? Why?
2. Do you feel that you have treated the equipment with respect? How?
3. What are you looking to gain out of the rest of the Short Court Handball Unit?
23. 23
Lob Shot
Serving
Forehand
All of them
None
47.37%
21.05%
5.26%
10.53%
15.79%
Most Difficult Shot for Students to Perform
Yes, because I returned it where I found it
Yes, because I use it properly
Unsure
42.12%
47.37%
10.53%
Do You Feel You Have Treated the Equipment
With Respect?
Improve Skills
Have Fun
Coordination
Good Grade
Unsure
31.58%
21.05%
21.05%
5.26%
21.05%
What are you Looking to Gain fromthe Rest
of the Short Court Handball Unit?
26. 26
Name:___________________________
Cognitive Exit Slip for Today’s Lesson on the Attack Shot & Offensive and Defensive Tactics
1. What are the two cues to remember when using an attack shot?
2. After completing an attack shot, where should you move on the court? Why?
3. Explain one shot we have learned thus far and how it would affect both the offensive
and defensive strategies.
Bonus Question: Name all four teachers names
27. 27
55%27%
18%
Number 3 reasonsfor being incorrect number of
students
Did not explain
Correct answer,
incorrect explination
Incorrect answer and
explination
26%
33%
41%
Cognitive Exit Slip for the Attack Shot and
Offensive and Defensive Tactics Number of
students who missedthe question
#1
#2
#3
30. 30
CHS 25 Point Cognitive Assessment
Study Guide
Short Court Handball
Test format:
3 True/False (1 point each/3 points total)
5 Multiple Choice (1 point each/5 points total)
4 Short Answer (3 points each/12 points total)
5 Matching (1 point each/5 points total)
True/False 3 pts
Multiple Choice 5 pts
Short Answer 12 pts
Matching 5 pts_
Total 25 pts
Information to Know:
Forehand Stroke
o Cues: flat palm/step with opposite foot/rotate hips to the ball
o The forehand stroke is the most basic shot for short court handball. It is used to
return the ball over the net with either dominant or non-dominant hand.
Serve
o Cues: step with opposition/arm back/follow through to target/return to home base
o The serve begins each point. It must land in the opposite serving box to be legal.
It must also bounce once before being returned.
Lob Shot
o Cues: hit under the ball/follow through high and long
o The lob shot is used to hit the ball high and deep to the back of the court. It is
used to move the defender away from the net or to clear the ball when you are out
of position to give yourself time to get back to home base.
Drop Shot
o Cues: soft contact/little follow through
o The drop shot is used to hit the ball just over the net. The drop shot is a good shot
to hit when your opponent is away from the net.
Attack Shot
o Cues: hit high/follow through low
o The attack shot is a hard spike on the opponent’s side of the court to try and score.
The attack shot is used when your opponent hits a ball at you that is high and has
not bounced yet. It is illegal to perform an attack shot while you are in the no-
volley zone.
31. 31
Offensive/Defensive Strategies
o Know how each shot learned above how they are used as an offensive/defensive
strategy
o Know the importance of returning to home base after each shot… the most
important defensive strategy!
Good luck! If you have any questions, be sure to ask one of the teachers and we will be happy to
answer.
32. 32
Name: ____Key______________________________________
Date: __________________________
Short Court Handball
True or False, Circle the correct answer to each question. (1 point each)
True False 1. The handball must bounce once after a serve before it can be returned.
True False 2. An attack shot is legal when standing in the no volley zone.
True False 3. Serves must land in the opposite serve box to be legal.
Multiple Choice, Circle the correct answer to each question. (1 point each)
4. What shot is used to move your opponent deep and away from the net?
A. Attack Shot B. Drop Shot C. Lob Shot D. None
5. What is a cue for an Attack shot?
A. Soft Contact B. Little Follow Through C. Contact under ball D. Hit High
6. What shot requires soft contact?
A. Forehand B. Lob Shot C. Drop Shot D. Attack Shot
7. When striking the handball it is important to contact the ball using:
A. Closed fist B. Flat palm C. Finger D. All of the Above
8. Cues used for the Forehand Shot include all except:
A. Flat Palm B. step with C. Hit under the D. Rotate Hips
opposite leg Ball to Ball
Short answer, Answer each question in detail. (3 points each)
11. Describe the cues used in serving and why they are important.
Step with opposition/arm back/follow through to target/return to home base
-Explanation should tell how the cues force the individual to have everything going towards
their target after contact to have a more successful serve. It is important to mention returning
to home base after serving to be ready for the return.
12. What is the most important defensive strategy after hitting any shot? Explain why.
Returning to home base. It gets yourself in position to be ready to return whatever shot your
opponent hits.
33. 33
13. Explain one shot we have learned thus far and how it would be used as either an offensive
or defensive strategy.
Lob shot-moves opponent away from net or an attempt to score if opponent is close
Drop shot-attempt to score with a short shot when opponent is far away from net
Attack shot-hard spike on opponent’s side so the opponent cannot return it
14. Your opponent just hit a lob shot over your head. You get back to the ball and set your feet
to return the shot. What shot would you use to return the ball back over the net. Explain your
answer.
Drop/lob/attack shot is appropriate here as long as answer is explained.
Matching. Match the correct cues with the corresponding shot. (1 point each)
A. Forehand Shot
B. Attack Shot
C. Serve
D. Drop Shot
E. Lob Shot
16. ___E__ Hit under the ball/follow through high and long
17. ___A__ Flat hand/square hips/follow through across body
18. ___C__ Step with opposition/arm back/follow through to target/return to home base
19. ___B__ Hit high/follow through low
20. ___D__ Soft contact/little follow through
34. 34
Question (A Red Box Indicates an Incorrect Answer)
Box is fully red if they did not give complete answer (partial or no credit)
Test is out of 25
1 2 3 4 5 6 7 8 11 12 13 14 16 17 18 19 20 Total
Babcock,
Madeline
18
Bennet,
Miranda
17
Dillon,
Madison
19
Flatt, Eli
14
Gutierrez,
Jordan
19
Harris, Haley
10
Larson, Nissa
24
Marts, Gage
14
Miller,
William
18
Mitchell,
Destiny
15
Nale, Tucker
24
Ogden, Faith
17
Pinkstaff,
Trevor
15
Ragsdale,
Myra
N/A
Redden,
Camron
23
Reeley
Michah
23
Sheets,
Kaylynn
21
Simpson,
Abbie
16
Stvartak,
Magdalena
16
Turner, Jacob
25
Woodall,
Jolynn
17
West,Koty
21
Hughes,
Lawrence
22