3550 Curriculum and Unit Plan Assignment

Introduction:
Located in Kennesaw, GA, Jewel Booth Palmer Middle School opened up their doors on
August 13, 2001. The school was built in honor of one of Georgia’s finest educators, Jewel
Palmer. Her commitment to education is widely respected and it inspired her to be an advocate
for students and teachers. The school caries on Jewel’s legacy by adopting her philosophy of
being committed, passionate, and courageous in the pursuit of the development of the whole
student. The teachers and staff claim to be tirelessly devoted to educational achievement and the
implementation of innovative teaching approaches in respect to the late Jewel Palmer.
Palmer Middle School’s philosophy follows that of Jewel Palmer and a strategic plan set
by the board each academic year. For the 2018-2019 school year Palmer set 4 goals to achieve.
The first goal is to vary learning experiences to increase success in college and career pathways.
The second is differentiate resources for students based on needs. The third is to develop
stakeholder involvement to promote student success. The final goal is to recruit, hire, support
and retain employees for the highest level of excellence. These goals are all put in place to
increase the quality of education provided by the school, to increase student learning.
According to SchoolDigger.com Palmer Middle School is made of primarily of White
(42.4%), African American (28.7%), and Hispanic (20.0%) students. Almost 42% of the 898
students who attended the school in 2019 received a free or discounted lunch. The school ranks
8th best among the 24 Middle Schools in the Cobb County district in student to teacher ratio, with
a ratio of 16.2.
Physical Education has changed a lot over the years. In its early stages physical education
in America was molded after the European model with a focus on gymnastics, hygiene training,
and the care and development of the human body. In the current era, physical education is about
the development of student physical literacy. Quality education programs teach students the
knowledge of concepts, principles, strategies and tactics related to movement and performance.
They help students achieve competency in a variety of motor skills and movement patterns.
Students are taught to exhibit responsible personal and social behavior that respects self and
others. There is also a focus on fitness, students are taught the knowledge and skills necessary to
maintain health-enhancing levels of physical activity. Physical Education in the 21st century is
not a teacher rolling out a ball and letting their students run wild or playing outdated elimination
games that single out students and create a negative atmosphere. It is all about preparing students
to be lifelong, competent movers that recognize the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
A quality physical education program in Georgia follows the ideals of the Whole School,
Whole Community, Whole Child framework, which strives to promote lifelong healthy
behaviors in young people through a coordinated effort. This framework is mostly supported by
three documents that should be referenced in any Georgia physical education curriculum. The
first document is a Comprehensive School Physical Activity Program. This program is a
multicomponent approach by which schools and districts use all opportunities for students to be
physically active, meet the nationally recommended 60 minutes of physical activity each day,
and develop the knowledge, skills, and confidence to be physically active for a lifetime. The
second is the NASPE standards for physical education. This document provides national
standards and grade-level outcomes for K-12 physical education. It defines what a student should
know and be able to do at the end of your program and plays a major role in the development of
effective physical education curricula. The third document is the Georgia Performance Standards
for physical education. This document is based of the NASPE standards, but it further defines the
knowledge, skills, and behaviors that are expected of students at the end of various grade levels.
Examples are provided for each element within the document and often serve as guidelines for
assessing student performance.
Palmer Middle School is located in a suburban area in Kennesaw, Ga. The mean
household income is ~$76,000, which is roughly $20,000 dollars more than the state average.
Knowing this information paints a picture as to what life is like for the students in the area and
gives you an idea of what the financial situation at the school is like. Since Palmer is located in a
richer area, it is safe to assume that there is funding for the physical education program there.
This means the school will have a wide variety of functional equipment available for use. When
developing my lesson plans, I factored in what the environment was like as well as the economic
climate of the surrounding area, so I could better focus my content to the right audience.
Knowing your students is an important step when creating a curriculum. The physical education
program at Palmer plays an important role in the “total” school experience for the students. The
program offers students with an escape from their traditional learning environment of siting at a
desk listening to their instructor. P.E. at the school gives students an opportunity to move around,
get their heart rate up. The time students spend in their physical education class actually
improves their ability to learn, by increasing blood flow to their brains. Even if students only get
15 minutes of play time, they will feel a significant boost in energy and overall mood. The P.E.
program at Palmer is an important piece to the “total” school puzzle.
Curriculum:
Tchoukball was created by Swiss biologist Dr. Hermann Brandt in the 1960’s. Dr.
Herman lived in a time where shocking injuries that stopped even the best of athletes from
competing were fairly common. He was troubled by this and dreamed of a team-based game with
little to no risk of injury, while still having that fast-paced competitive nature of team sports.
Through his study of existing games and the practical expression of his ideas, Dr. Hermann made
his dream a reality. The odd name for the game comes from the ‘tchouk’ sound that the ball
makes when rebounding off the frame. In 1970 Dr. Hermann presented tchoukball
internationally, winning him the Physical Education Federation ‘Thulin Prize’. A year
afterwards Dr. Hermann founded the International Tchoukball Federation, formed by
Switzerland and France. The United Kingdom was the first addition to the FITB, when they
joined in 1972. These three countries would later participate in the first major international
tchoukball tournament in 1976. Tchoukball had gained some traction as a international sport, but
it wouldn’t be till the 1980’s when the sport took Taiwan by storm. In less than 10 year after the
sport was introduced to Taiwan it became the third most popular sport in the country, producing
over 200 teams for their national championships. Tchoukball would see a steady incline in
popularity in the years to follow and as of 2020 over 60 countries are now members of the FITB.
Tchoukball is now known world-wide and tournaments are held all throughout the year in
several different countries.
Tchoukball Block Plan
Day One Day two Day 3 Day 4

Intro Activity: Intro Activity: Intro Activity: Intro Activity:

Juggle circle, Sumo Slam Ball, gets Catching levels, Follow the leader,
students practice students warmed up practice throwing gets students warmed
handling tchoukballs catching/warmup up before gameplay.
Lesson Focus:
Lesson Focus: Introduce basic rules Lesson Focus: Lesson Focus:
For students to of tchoukball and Get students ready For students to
achieve a cognitive help students develop for real games next demonstrate
understanding of how more skills they need class. Implement all competency in their
to position to be successful in that has been learned offensive/defensive
themselves in playing the game, thus far and play skills, while
tchoukball, and move into game like scrimmages. implementing
improve throwing scenarios Introduce strategic strategies to help
and catching abilities concepts them be successful in
Skill goals: the game of
Skill goals: Students should Skill goals: tchoukball
Students are to be accurately throw to a Learn to pass 3 times Skill goals:
able to accurately receiver in motion as before shooting, Apply tactics in game
make a throw at a well as catch a ball apply game to score and prevent
rebounder and catch while in motion knowledge to execute the other team from
balls off a rebounder skills in a scrimmage scoring.
Activities: Display
Activities: -3v3 small games to Activities: sportsmanlike
-Basic throwing introduce basic rules -Review key rules conduct
catching practice of the game and to -Scrimmage games Activities:
-Distance get students familiar the rest of class, stop -Gameplay
throwing/catching to moving the ball gameplay to teach
-Adding force to around quickly when needed
throws -2 rebounder drill to
-Differentiating introduce rules for
levels the game and to
-Travelling while practice skills
passing/catching
-Short passes
-Long passes
-Team passing
National Standards addressed in this unit:

- Standard 1: The physically literate individual demonstrates competency in a variety of motor

skills and movement patterns.
- Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
- Standard 4: The physically educated student exhibits responsible personal and social behavior
that respects self and others in physical activity settings. 
Specific performance standards for 7th graders
- Pe.7.1d: Demonstrates control while using a variety of throwing motions in activities (e.g., angle
ball, horseshoes, spin casting, and ultimate frisbee).
- Pe7.2b: Identifies and predicts the results of open space concepts in team sport activities by
utilizing offensive and defensive tactics. 
- Pe7.4c: Demonstrates an acceptance of differences among classmates in physical development,
maturation, and varying skill levels by providing encouragement and positive feedback and by
avoiding bullying behavior.
Lesson Plans:

Name: Holly McQueen, Erin O’Leary, Ronnie Freeman, Travis Hadaway

PHYSICAL EDUCATION LESSON PLAN 

Date of Lesson: 3/20/2020 Class Time: 9:15-10:08;

10:11-11:04
School Name and Grade: Palmer Middle School & 7th Grade Technology Use: (by
students) None

Length of Lesson: 35 minutes Number of Students:

25-30

Equipment/Supplies: 20 tchoukball, 4 tchoukball nets, 1 Description of Facility:

large beach ball, 30 small - medium gator balls Gym
 Central Focus: tchoukball  Instructional
Strategies: Practice
style

Cognitive:   Language Function:

1. TSWBAT Students will be able to describe what a rebound Describe 
is  understand
2. TSWBAT Students will understand what side of the net a demonstrate 
rebounder should be in contrast to the person throwing it perform 

Additional Language
Demands:
Psychomotor: Prior Academic
1. TSWBAT students will be able to demonstrate accurately Knowledge & Skill: low-
throwing a tchoukball at a tchouk net mid control
2. TSWBAT students will be able to perform catching a Throwing and Catching
rebound off of the net 
 

Affective: Safety Considerations:

1. TSWBAT Demonstrate an acceptance of differences among (Physical & Emotional)
classmates in physical development, maturation, and 1. Space awareness
varying skill levels by providing encouragement and positive 2. Utilizing and
feedback and by avoiding bullying behavior. Respecting equipment
appropriately
3.  Encouraging others
through hardships

National Standards Addressed:  GPS Assessed: 

Standard 1: The physically Pe.7.1d: Demonstrates control while using a
educated student demonstrates variety of throwing motions in activities (e.g.,
competency in a variety motor angle ball, horseshoes, spin casting, and
skills and movement patterns. ultimate frisbee).

Standard 2: The physically Pe7.2b: Identifies and predicts the results of

educated student applies the
knowledge of concepts, principles,
strategies, and tactics related to
movement and performance.
Standard 4: The physically
educated student exhibits
responsible personal and social
behavior that respects self and
open space concepts in team sport activities by
utilizing offensive and defensive tactics. 
Pe7.4c: Demonstrates an acceptance of
differences among classmates in physical
development, maturation, and varying skill
levels by providing encouragement and
positive feedback and by avoiding bullying
 others in physical activity settings.  behavior.

INTRODUCTION TIME Objectives Assessment 

(Instant/Motivational ALLOCATION Addressed
Activity; Warm-Up & S
Review; Set Induction)

Instant Activity:  All

Asteroid- Divide 10 minutes objectives
students up into 2 are
teams and have addressed i
students stand on n every
opposite sides of the extension
other team with a large
exercise ball or large
beach ball in the
middle. Each team
must stay behind the
line that will be
designated for each 5 minutes
team. The large ball in
the center will be the
Asteroid. On the
command of the
teacher the students
will shoot the asteroid
with their missiles by
throwing the gator
balls at the large ball in
the center in order to
make it move. Their
goal is to try and get
the large ball (Asteroid)
to cross the line on the
opposing team’s side. If
the Asteroid rolls
outside of the
designated area - the
opposing team’s side
will receive one point.
Game Rules
 You may go anywhere
to get a ball.
 You must stay behind
 your team’s designated
line.
 You may not block balls
with your body or
stand in front of the
Asteroid. 
 You may not touch the
Asteroid with your
body.

Introduction: Hey
Everyone, How is
everyone doing today?
We first wanted to
introduce ourselves so
that you can get to
know us better and if
you have any questions
or concerns we want
you to be able to come
talk to us. My name is
___________________
. 
Before we get into
Tchoukball there are a
few ground rules that
we need to talk about.
When participating in
our lessons, we need
everyone to be
listening to our
instructions so you
know what is going on.
IF we blow our whistle
or tell everyone to stop
or listen up, we need
you to quickly Stop,
Look and Listen. We
also need everyone to
be respectful to us, to
your peers and to our
equipment so that
everyone can get a
great experience out of
this lesson. If you have
any questions, need
help, or don’t know
what’s going on, please
do not be afraid to ask
us. Lastly, please do
not be off task and
walk out of the gym.
We need everyone's
full participation and
cooperation. 
Does anyone know
what Handball is? Well,
there is a sport similar
to handball which is
called Tchoukball and
although it is very
similar, this sport has
its own rules that are
very specific.
Tchoukball is an indoor
team sport developed
in the 1970s by Swiss
biologist Dr Hermann
Brandt. It was created
out of the concern for
injury in sport. This is
why Tchoukball is one
of the few invasion
games that doesn’t
have teams playing
defense against one
another. We’ll go more
in detail about the
rules of the game later,
but for now lets get
started with what we
have planned for
today!

LESSON BODY TIME Objectives Assessment

ALLOCATIONS  Addressed 
 (Specific and detailed
plan to facilitate
student learning and
skill development)

(Activity 1) Warm Up: 10 minutes Congruent

Throwing and Catching Feedback
Activity: Juggle Circle 
Details: Toss a
Tchoukball to
individuals in a circle.
There should be 6-8 Congruent
students in a circle. See Feedback
how many balls can be
kept moving in the
circle without being
dropped. The ball may
not be given to the Congruent
person on either side Feedback
of the thrower or back
to the person that
threw it to them.
Everyone in the circle Congruent
must receive the ball(s) Feedback
each round.
Congruent
(Activity 2) Informing 80% Rule Feedback
Task: Tchouk Drill for
accuracy
Details: Students will Congruent
be divided into 4 Feedback
groups. Each group will
be at a tchouk and will
form 2 lines. One line
will be on the left side
and the other line will
be on the right side.
One side will have each
student holding one
tchoukball which will
be the throwing side.
The other side will have
no objects because
they will be the
rebounder/catching
side. One at a time, the
first person in line on
the throwing side will
aim at the tchoukball
net while the first
person on the
rebounding side tries
to retrieve the tchouk
when bounced off the
net. Students will
rotate lines after going
(Rebounders <->
Throwers). Students
will both practices
throwing from the right
side and left side.

Extending Task:
Throwing and
Rebounding from a 80% Rule
distance
Details: Students will
continue the drill but
will increase their
distance between their
line and the tchoukball
net.  Students will back
up 10 feet from where
their line was. Students
who are rebounding
must adjust to how the
ball is being thrown to
catch the tchoukball
before it hits the
ground. 

Extending Task:
Throwing and
Rebounding with Force 80% Rule
Details: Students will
continue the drill but
will vary their levels of
force when throwing at
the tchoukball net. 
Students who are
rebounding must
adjust to how the ball
is being thrown to
catch the tchoukball
before it hits the
ground. 

Extending Task:
Throwing and 80% Rule
Rebounding at
different Levels
Details: Students will
continue the drill but
will throw at low, mid
and high levels at the
tchoukball net.
Students who are
rebounding must
adjust to how the ball
is being thrown to
catch the tchoukball
before it hits the
ground. 

(Activity 3)Informing
Task: 80% rule
Traveling while passing 
the ball :
Details: students will
be separated into four
groups, the four groups
will be split in half,
each on one side of the
gym then the students
will form two lines on
one side of the gym
and practice passing
the ball back and forth
while moving down the
court towards the net.
when a student has the
ball they cannot travel
but once they pass it
they can until they
recieve it once again.
When the students
reach the net, one will
throw the ball to the
net and the other will
catch the rebound.
Then they will run back
to the back of the lines
on the opposite side
they just came down.

Extending task: short

passes 80%

Extending task: long

passes 80%

Extending taks: three

people passing: 80%
now students will go
down the court three
at  time and practicing
throwing it with one
another

CLOSURE TIME Objectives Assessment 

(Wrap Up, Review, ALLOCATIONS  Addressed 
Transition)

Closure:  3min
Who can describe
what a rebound looks
like in Tchoukball?
Who can tell me
where a rebounder
should go if a throw is
made from the right
side of the net?
Is anyone willing to
demonstrate
throwing to the target
 and another person
getting the rebound?

Preview of Next Class:

Next time we see you,
we will be doing more
drills and practice
play to prepare for
the tournament at
the end of the unit

ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)

Informal: Students will be observed during class and given congruent feedback throughout
the lesson

Formal:

Differentiation Based on Student Characteristics

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

English Language Learners:

Students below Grade Level:

Students above Grade Level:

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

Physical Conditions:

Behavioral Conditions:

Resources: https://www.thepespecialist.com/monsterball/
 Name: Holly McQueen, Erin O’Leary, Ronnie Freeman, Travis Hadaway

PHYSICAL EDUCATION LESSON PLAN 

Date of Lesson: 03/27/2020 Class Time: 9:15-10:08;

10:11-11:04
School Name and Grade: Palmer Middle School, 7th Technology Use: None
grade 

Length of Lesson: 35 minutes  Number of Students: 25-30

Equipment/Supplies: 20 Tchoukball, 4 Tchoukball Description of Facility: Gym 

nets, floor tape

Central Focus: Tchoukball  Instructional Strategies:

Practice 
Cognitive:   Language Function: 
1. TSWBAT recall how many passes are allowed before a Recall
shot is made. Describe
2. TSWBAT describe what and where is the forbidden Demonstrate
zone in tchoukball. Perform

Additional Language
Demands:

Psychomotor: Prior Academic Knowledge

1. TSWBAT demonstrate accurately throwing to a receiver & Skill: Low-Mid Control of
in motion. throwing and catching.
2. TSWBAT perform catching the tchoukball while in
motion. 
  

Affective: Safety Considerations:

1. TSWBAT Demonstrate an acceptance of differences (Physical & Emotional)
among classmates in physical development, 1. Space Awareness
maturation, and varying skill levels by providing 2. Utilizing and Respecting
encouragement and positive feedback and by avoiding equipment appropriately
bullying behavior. 3. Encouraging others
through hardships

National Standards Addressed:  GPS Assessed: 

Standard 1: The physically Pe.7.1d: Demonstrates control while using a
educated student demonstrates variety of throwing motions in activities (e.g.,
competency in a variety motor angle ball, horseshoes, spin casting, and
skills and movement patterns. ultimate frisbee).

Standard 2: The physically Pe7.2b: Identifies and predicts the results of

educated student applies the
knowledge of concepts, principles,
strategies, and tactics related to
movement and performance.
Standard 4: The physically
educated student exhibits
responsible personal and social
behavior that respects self and
others in physical activity settings. 
open space concepts in team sport activities by
utilizing offensive and defensive tactics. 
Pe7.4c: Demonstrates an acceptance of
differences among classmates in physical
development, maturation, and varying skill
levels by providing encouragement and
positive feedback and by avoiding bullying
behavior.

INTRODUCTION TIME Objectives Assessment 

(Instant/Motivational ALLOCATIONS Addressed
Activity; Warm-Up &
Review; Set Induction)

Instant Activity: Sumo 5 minutes Walk

Slam Ball around and
Details: Split the group provide
into two equal teams.  congruent
Each student will wear feedback
colored pinnies to
designate the team for
which they are playing. 
The objective of the
game is to score points
by tagging any member 2-3 minutes
of the opposing team
while holding a soft Walk
ball.  The team in around and
possession of the ball provide
must pass the ball in an congruent
attempt to get it close feedback
enough to an opposing
team member to tag
them.  The person
holding the ball is
allowed a pivot step but
may not take additional
steps after catching the
ball.  If a player from
the other team is
tagged or the ball is
dropped, the other
team will assume the
position of the ball. 
When the new team
takes possession of the
ball, the person who
has the ball will hold
the ball with two hands,
touch the floor, then
begin passing the ball. 
It is important to
remember that at no
time during the game
can the defense
interfere when a ball is
being passed. The game
can continue until a
certain point is attained
or a designated amount
of time.

Introduction: Hey
everyone, how is
everyone doing today?
As a reminder, there
are a few ground rules
that we need to talk
about. When
participating in our
lessons, we need
everyone to be listening
to our instructions, so
you know what is going
on. IF we blow our
whistle or tell everyone
to stop or listen up, we
need you to quickly
Stop, Look and Listen.
We also need everyone
to be respectful to us,
to your peers and to
our equipment so that
everyone can get a
great experience out of
this lesson. If you have
any questions, need
help, or don’t know
what’s going on, please
do not be afraid to ask
us. Lastly, please do not
be off task and walk out
of the gym. We need
everyone's full
participation and
cooperation. 
Today we are going to
get into the skills and
some of the rules of
Tchoukball! These are
important because
everyone needs to
know the correct rules
of the game so that the
game is played fairly
and that you
understand the rules.
The skills required to
play the game such as
throwing, catching,
running without the
ball, anticipating and
more are skills that are
used in a variety of
different sports and
games that we will play
in this class as well as
in  sports and
recreation activities. 

LESSON BODY TIME Objectives Assessment

 (Specific and ALLOCATIONS  Addressed 
detailed plan to
facilitate student
learning and skill
development)

(Activity 1) 3 vs 3
drill 12-15 minutes C1,C2,P1,P2,A1 Walk
Details: Seperate around and
the gym into 4 provide
equal parts. Place congruent
a rebounder and feedback
create a forbidden
zone for each
area. Divide the
class up into 8
teams of 3 ( two
teams of 4 if
necessary) If
possible create
these teams with
skill level in mind,
to try to make
things fair. Assign
two teams to each
of the 4 areas.
Students will play
3 minute “games”
against one
another at their
designated
rebounder. At the
end of the three
minutes the team
who has scored
the least amount
of points will
rotate clockwise to
the next area.
Students should
prioritize running
around different
areas of the zone
to confuse the
defense and get
open for a shot on
the rebounder.
Walk around while
games are being
played. Watch for
teachable
moments, feel free
to stop games
briefly to reiterate
rules or review
tactics with
students. Move on
to the next activity
after 4 rotations. 
Rules: 
1. A team must
pass the ball to
each teammate
before shooting at
the rebounder (3
pass maximum)
2. No defense can
be played, The
team without the
ball should focus
on where to
position
themselves to
prevent the other
team from
scoring. 
3. No one is
allowed inside
“the forbidden
zone” If the team
with the ball steps
inside of it, the ball
is forfeited to the
other team.
4. You cannot
move while
holding the ball
5. A point is scored
when a ball is
thrown off the
rebounder and
makes contact
with the ground.
The ball must land
in bounds and
outside the
forbidden zone. 
6. Possession of
the ball is forfeited
after a shot
attempt on the
rebounder or a
dropped pass. 
10-12 C1,C2,P1,P2,A1 Walk
(Activity 2) 2 minutes  around and
rebounder drill provide
Details: Divide the congruent
gym in half and feedback
have a rebounder
set up at each end
with a forbidden
zone set up for
each rebounder
(set up two courts,
court A, court B)
students will now
be in teams of 6 or
7 (4 teams total)
teams will be
decided by the
final rotation of
the previous drill.
Whatever teams
were playing
against one
another in the last
rotation will now
be on the same
team. Send groups
1 & 4 to court A,
send group 2 & 3
to court B. One
team will start
with the ball at
half court. The
team with the ball
will make one pass
towards a
rebounder then
quickly make two
passes back down
to the opposite
side of the court
and shoot at the
other rebounder.
The defense
should practice
spacing and try to
figure out the best
defensive setup to
cover both
rebounders. The
purpose of this
drill is to get the
students to
understand that
they can shoot at
either rebounder
and to get them to
understand that
you can only shoot
at a single
rebounder 3 times
in a row before
you have to shoot
at the other. After
each shot at a
rebounder, change
possession to the
other team and
reset at half court.
Score will not be
kept, but the
defense should
still try their best
to prevent the ball
from touching the
floor. Reinforce
other rules that
have been worked
on while they
learn this new
concept. 

    

CLOSURE TIME Objectives Assessment 

(Wrap Up, Review, ALLOCATIONS  Addressed 
Transition)

3 min c1, c2, p2

Who can tell me how
many passes are
allowed before a shot
is made?
Who can tell me
where the forbidden
zone in tchoukball is?
Who can demonstrate
catching a tchoukball
while in motion?

Transition: Next Class

we are going to
 review some rules and
skills of the game of
Tchoukball then I will
have everyone divided
into teams to
participate in
scrimmages. Bring
water because you
will be thirsty!

ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)

Informal: Students will be observed throughout class and given congruent feedback
Students will verbally answer questions during closure 

Formal:

Differentiation Based on Student Characteristics

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

English Language Learners:

Students below Grade Level:

Students above Grade Level:

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

Physical Conditions:

Behavioral Conditions:

Resources:

https://www.jmu.edu/kinesiology/hpainstitute/documents/2012/2012HAPI-Tchoukball.pdf
Name:  Holly McQueen, Travis Hadaway, Ronnie Freeman, Erin O’Leary

PHYSICAL EDUCATION LESSON PLAN 

Date of Lesson: 3/10/20 Class Time: 9:15-

10:08; 10:11-11:04

School Name and Grade: Palmer middle school, 7th grade Technology Use:
None

Length of Lesson:  35 minutes Number of

Students: 20-30
teams

Equipment/Supplies: 8 pennies of red, yellow, blue and green Description of

each, 2 tchoukball nets, 10 tchoukballs, 10 gator skin or other Facility: Gym
round balls 

Central Focus: tchoukball  Instructional Strategies:

Cognitive:   Language Function: 

1.TSWBAT recall the rules of tchoukball recall
2.TSWBAT identify strategies that can identify
help them score points in tchoukball Scrimmage

Additional Language Demands:

Psychomotor: Prior Academic Knowledge & Skill:

1.Students will be able to pass the ball throwing and catching
three times before attempting to score 
2.TSWBAT catch a ball off rebound
during game play

 
Affective: Safety Considerations: (Physical &
1.Students will understand the Emotional)
importance of teamwork by working Students will not play defense in order to
together  prevent injury and aggressive behavior

National Standards Addressed:  GPS Assessed: 

Standard 1: The physically literate
individual demonstrates
competency in a variety of motor
skills and movement patterns.
Standard 2: The physically literate
individual applies knowledge of
concepts, principles, strategies
and tactics related to movement
and performance.
Pe.7.1d: Demonstrates control while using a
variety of throwing motions in activities (e.g.,
angle ball, horseshoes, spin casting, and
ultimate frisbee).
Pe7.2b: Identifies and predicts the results of
open space concepts in team sport activities
by utilizing offensive and defensive tactics. 
Pe7.4c: Demonstrates an acceptance of
differences among classmates in physical
development, maturation, and varying skill
levels by providing encouragement and
positive feedback and by avoiding bullying
behavior.

INTRODUCTION TIME Objectives Assessment 

(Instant/Motivational ALLOCATIONS Addressed
Activity; Warm-Up &
Review; Set Induction)

Warm up: Catching

Levels  2-3 minutes
Details: Before students
arrive, scatter
tchoukballs and a
variety of other round
balls around the gym
floor, enough so half
the class could have a
ball at the same time.
(in this case 12-15)
Students will move
around within the
boundaries of the gym
to either find a ball or
another student with a
ball. Once students
have found a partner,
they will complete a
low, medium, and high
throw/catch with one
another for a total of 6
throws. Once each
partner has successfully
caught a ball at each
level, they will go find a
new partner and do the
same. 

Set Intro: Good morning

class, last time we met 2 minutes 
we did some activities
and drills that closely
resembled an actual
game of thchukball,
today we will be
transitioning into
scrimmages!
Scrimmages are very
similar to actual games,
but there are a few key
differences. The
purpose of a scrimmage
is not to keep score, but
instead prepare
everyone for the real
deal next class. With
that being said we may
at any point stop the
scrimmage if we feel
there is a teachable
moment or something
that needs to be
reviewed. Last time we
spoke like this I went
over some ground rules
for our class, could a
few students remind
me what those were?
(review group
agreements) Alright I
believe that covers
everything, lets go over
some of the key rules of
the game real quick and
we can get started!

LESSON BODY TIME Objectives Assessment

 (Specific and detailed ALLOCATIONS  Addressed 
plan to facilitate
student learning and
skill development)

Activity: Reviewing 5 minutes c1,c2 Providing

Key Rules Congruent
Details: The main  Feedback
focuses are no
defensive, having all
team members touch
the ball before
attempting to score
and keeping out of
the scoring zone. 

Activity: Scrimmages 30 minutes C1,C2,P1,P2 Providing

Details: Students will Congruent
get into teams with 7 Feedback
players on each team
(if there are less than
28 students, do teams
of 5 or 6). If there is
an extra player on a
team, that team will
rotate one player out
every 2 minutes of
game play. There are
2 courts which means
4 teams play at once. 
The games will be 6
minutes each. During
scrimmages, the
teacher should have
key stopping points to
give further
explanation on
questions or
violations. Good
times to do this is
usually when there is
down time between
games and during
dead ball situations
(when no action is
going on/When ball
isn't in play).  Games
will generally last
longer than 6 minutes
because there will be
stopping points.
There will be a 1-2
minute break in
between games since
no teams will be
sitting out during
scrimmages. Each
team should have a
different pennie color
(red, blue, yellow and
green). 

Game Itinerary:

First games:
Team 1 Vs. Team 2 C1,C2,P1,P2 Providing
Team 3 vs. Team 4 Congruent
Feedback
Water Break: 1-2
minutes

Second games:
Team 1 Vs. Team 3 C1,C2,P1,P2 Providing
Team 2 vs. Team 4 Congruent
Feedback
Water Break: 1-2
minutes
Third games:
Team 1 Vs. Team 4 C1,C2,P1,P2 Providing
Team 2 vs. Team 3 Congruent
Feedback

CLOSURE TIME Objectives Assessment 

ALLOCATIONS  Addressed 

Closure Questions: 2-3 minutes C1,C2,P1,P2

Thank you all so
much for
participating today.
We hope you all had
fun and got some
good cardio in. We
also would like to
thank you all for the
good sportsmanship
that we saw even
though we could see
some competition.
There are a good
amount of rules in
tchoukball, but can
someone just tell me
3 rules? Good job,
now what about
some strategies that
your team used to
help you score some
points? Can anyone
demonstrate scoring
utilizing three passes?
Great! Now can
someone show me
rebounding if I throw
it off the net? Very
good. Thank you
guys. Make sure you
bring water bottles
for our next class! 
 Preview of Next
Class: Next time we
see you, we will be
going straight into
game play with your
teams. Make sure to
bring a water bottle
because you will be
thirsty!

ASSESSMENT DESCRIPTION

Informal: Students will be observed throughout class and given congruent feedback; Students
will verbally answer questions during closure 

Formal:

Differentiation Based on Student Characteristics

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

English Language Learners:

Students below Grade Level:

Students above Grade Level:

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

Physical Conditions:

Behavioral Conditions:

Resources:
Name:  Holly McQueen, Travis Hadaway, Ronnie Freeman, Erin O’Leary

PHYSICAL EDUCATION LESSON PLAN (week 4)

Date of Lesson: 3/16/30 Class Time: 9:15-10:08;

10:11-11:04
School Name and Grade: Palmer middle school, 7th grade Technology Use: none
Length of Lesson: 35 minutes Number of Students:
20-30

Equipment/Supplies: 8 pennies of red, yellow, blue and Description of Facility:

green each, 2 tchoukball nets, 4 tchoukballs  gym

Central Focus: tchoukball  Instructional Strategies: Practice 

Cognitive:   Language Function: 

1.TSWBAT recall the rules of recall
tchoukball  identify
2.TSWBAT identify strategies demonstrate
that can help them score apply
points in tchoukball

Psychomotor: Prior Academic Knowledge & Skill: Throwing and

1.TSWBAT demonstrate catching, rules of tchoukball, tactics/strategies in
competency in their tchoukball
offensive and defensive
skills 
2.TSWBAT apply tactics in
the game of tchoukball to
score/prevent points

 
Affective: Safety Considerations: Although there is no defense
1.TSWBAT display students need to stay aware of their surroundings to
sportsmanlike conduct to avoid running into other students. (physical)
both their teammates and Since we will be participating in competitive gameplay
opponents  students should be reminded to keep their emotions
in check and remember the main reason they are here
is to have fun (emotional) 

National Standards Addressed:  GPS Assessed: 

Standard 1: The physically
literate individual demonstrates
competency in a variety of motor
skills and movement patterns.
Standard 2: The physically
literate individual applies
knowledge of concepts,
principles, strategies and tactics
related to movement and
performance.
Standard 4: The physically
educated student exhibits
responsible personal and social
behavior that respects self and
others in physical activity
settings. 
Pe.7.1d:Demonstrates control while using a
variety of throwing motions in activities (e.g.,
angleball, horseshoes, spin casting, and ultimate
frisbee).
Pe7.2b: Identifies and predicts the results of open
space concepts in team sport activities by utilizing
offensive and defensive tactics. 
Pe7.4c: Demonstrates an acceptance of
differences among classmates in physical
development, maturation, and varying skill levels
by providing encouragement and positive
feedback and by avoiding bullying behavior.

INTRODUCTION TIME Objectives Assessment 

ALLOCATIONS Addressed

Instant Activity: Follow 10 minutes

the leader. The class
will make a single file
line. And jog around the
gym. The person in
front will be the leader
and  perform an act.
They can dance, 2-3 minutes
perform a movement,
anything they want that
involves them moving
while jogging around
the gym. Everybody
behind them will copy
the movement. The
student at the end of
the line will run to the
front of the line and be
the new leader, and
create a new
movement. This will
continue until
everybody has had the
chance to be the
leader. 
Set Introduction: Alright
class today is the big
day. We’ve been
working towards this all
week. I’ll keep this
short so we can get
right into gameplay.
Thank you for your
cooperation, you all
have been great and I
have no doubts you’ll
continue to be today.
Remember even
though scores will be
kept, our main focus is
to have fun. Let's
remember our
agreements and play
hard! let’s get started. 

LESSON BODY TIME Objectives Assessment

ALLOCATIONS  Addressed 

Activity: Game Play 20 minutes All Provide

Details: Students will objectives feedback to
get into their are students
respective teams addressed after each
from the last lesson. throughout game 
There should be 4 gameplay   ⇣
teams. Each team during the
will have a chance to lesson 
play against each           ⇣
other in 6 minute
games ( 3 opponents
means 3 games). 
Once everyone has
played each other.
1-2 minute break in
between games.

Game Itinerary:

First games:
Team 1 Vs. Team 2
Team 3 vs. Team 4

Water Break: 1-2

minutes 2-3 minutes

Second games:
Team 1 Vs. Team 3
Team 2 vs. Team 4

Water Break: 1-2

minutes
Third games:
Team 1 Vs. Team 4
Team 2 vs. Team 3

Water Break: 
Details: Students will
have a chance to
gather with their
team and tweak any
tactical issues they
are having

Activity: Tournament
Bracket
Details: Based on the 10 minutes
standings, teams will
play against another
opponent in a
tournament bracket
style. The games will
be 5 minutes each. 

Bracket:
Round 1
game 1: #1 vs #4
game 2: #2 vs #3

Final Round
game 3: Winner of
game 1 vs winner of
game 2
game 4: Loser of
game 1 vs loser of
game 2

CLOSURE TIME Objectives Assessment 

ALLOCATIONS  Addressed 

Closure Questions: 2-3 minutes

Thank you all so much
for participating today.
We hope you all had
fun and got some good
cardio in. We also
would like to thank
you all for the good
sportsmanship that we
saw even though we
could see some
competition. In the
game of tchoukball
what all motor skills
did you use? Yes,
throwing and catching.
What about
movement patterns?
Did any of you run a
zig zag pattern to get
open? What else?
Great job. Now when
playing the game what
kind of tactics did you
use to get open or
score a point? Do you
mind demonstrating?
Awesome. Now who
can demonstrate a
tactic that you used to
prevent the other
team from scoring?

Wrap Up: Thank you

everyone for
participating in our
Tchoukball Unit! I
know everyone wasn’t
too familiar with what
Tchoukball was but
after this Unit,
hopefully you are able
to tell your friends and
family more about it. I
encourage you to play
Tchoukball outside of
this class in your free
time if you have
similar equipment to
play with. I look
forward to teaching
you guys more sports
throughout the year!

ASSESSMENT DESCRIPTION

Informal: Students will be observed throughout class and given congruent feedback; Students
will verbally answer questions during closure 

Formal:

Differentiation Based on Student Characteristics

English Language Learners:

 Students below Grade Level:

Students above Grade Level:

Student Exceptionalities

Physical Conditions:

Behavioral Conditions:

Resources:

Assessment Plan

Learning Goal Assessment Format of Assessment Adaptations

TSWBAT Students will Formative Assessment Closure questions Give a clear explanation
be able to describe at the beginning of class
what a rebound is
TSWBAT Students will Formative Assessment Closure questions Demonstrate for
understand what side of students and allow
the net a rebounder ample time to practice
should be in contrast to
the person throwing it

TSWBAT students will Formative Assessment Observed by instructor Demonstrate for

be able to demonstrate during drills and during students
accurately throwing a closure demonstrations Provide cues
tchoukball at a tchouk
net
TSWBAT students will Formative Assessment Observed by instructor Demonstrate for
be able to perform during drills and during students
catching a rebound off closure demonstrations Provide cues
of the net
TSWBAT Demonstrate Formative Assessment Self-assessment, Model Behavior
an acceptance of observed by instructor
differences among throughout class
classmates in physical
development,
maturation, and varying
skill levels by providing
encouragement and
positive feedback and
by avoiding bullying
behavior.
TSWBAT recall how Formative Assessment Closure questions Verbally explain this to
many passes are students at the
allowed before a shot is beginning of class.
made. Allow ample practice
time
TSWBAT describe what Formative Assessment Closure questions Verbally explain this to
and where is the students at the
forbidden zone in beginning of class.
tchoukball. Allow students to
practice and familiarize
themselves with this
concept
TSWBAT demonstrate Formative Assessment Observed by instructor Demonstrate for
accurately throwing to a during drills and during students
receiver in motion. closure demonstrations Provide cues
TSWBAT perform Formative Assessment Observed by instructor Demonstrate for
catching the tchoukball during drills and during students
while in motion. closure demonstrations Provide cues
TSWBAT Demonstrate Formative Assessment Self-assessment, Model Behavior
an acceptance of observed by instructor
differences among throughout class
classmates in physical
development,
maturation, and varying
skill levels by providing
encouragement and
positive feedback and
by avoiding bullying
behavior.

TSWBAT recall the rules Formative Assessment Closure questions Review rules at the
of tchoukball beginning of class and
during drills
TSWBAT identify Formative Assessment Closure questions Introduce tactical
strategies that can help concepts, provide
them score points in congruent feedback
tchoukball
TSWBAT pass the ball Formative Assessment Observed by instructor Demonstrate for
three times before during drills and during students
attempting to score closure demonstrations Provide cues
TSWBAT catch a ball off Formative Assessment Observed by instructor Demonstrate for
rebound during game during drills and during students
 play closure demonstrations Provide cues
TSWBAT understand Formative Assessment Self-assessment, Encourage teamwork
the importance of observed by instructor
teamwork by working throughout class
together
TSWBAT recall the rules Formative Assessment Closure questions Review rules at the
of tchoukball beginning of class

TSWBAT identify Formative Assessment Closure questions Verbally explain this to

strategies that can help students at the
them score points in beginning of class.
tchoukball Allow students to
practice and familiarize
themselves with this
concept
TSWBAT demonstrate Formative Assessment Observed by instructor Provide congruent
competency in their during gameplay feedback between
offensive and defensive games
skills
TSWBAT apply tactics in Formative Assessment Observed by instructor Provide congruent
the game of tchoukball during gameplay feedback between
to score/prevent points games

References

Comprehensive School Physical Activity Programs: A Guide for Schools. (n.d.). Retrieved from

https://www.cdc.gov/healthyschools/professional_development/e-

learning/CSPAP/_assets/FullCourseContent-CSPAP.pdf

History of Tchoukball. (n.d.). Retrieved April 5, 2020, from http://www.tchoukball.org/history

Palmer Middle School. (2019, July 26). Retrieved from

https://www.schooldigger.com/go/GA/schools/0129002476/school.aspx?t=tbTestScores

Palmer Middle School. (2020, January 31). Retrieved from

https://web.cobbk12.org/palmer/page/4835/about-school

Palmer Middle School 2018-2019 Strategic Plan. (n.d.). Retrieved from

https://sbcobbstor.blob.core.windows.net/media/WWWCobb/assets/palmer/documents/2018-

2019%20Strategic%20Planning%20Palmer%20Middle%20School.pdf

Physical Education. (n.d.). Retrieved April 5, 2020, from

https://www.georgiastandards.org/Standards/Pages/BrowseStandards/PhysEd.aspx

SHAPE. (n.d.-b). Retrieved April 5, 2020, from https://www.shapeamerica.org/standards/pe/