ODU-DCOEPS Core Instructional Lesson Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate:  Selinna Saba Date Taught:  12/5/2022

Cooperating  - School / District:  John Yeates Middle

Teacher: School

Grade:  6th Field Supervisor:  Joshua Worrell

Unit / Subject:  Tchouckball

Lesson Title / Focus:  Introduction to Tchouckball

PLANNING AND PREPARATION

Content Knowledge
This lesson was developed as a result of SHAPE standards and the VA SOLs. It was also
developed through further research about the sport on the USA Tchouckball website and Brock
University’s tchouckball website.

Learner Differences
Students of all backgrounds and knowledge levels will be provided with modifications to
activities as needed. The pace of the lesson can be adjusted to better suit individual students’
needs. Each activity will have a demonstration and the students may work with their peers to be
successful in each activity. The teacher(s) will also be circling the perimeter of the gym to ensure
that every student is completing the drills correctly. Every learner will have a chance to build on
skills they may or may not have to help them progress.

Outcomes/Goals
Psychomotor:
SWBAT throw a tchouckball towards a rebound net with 80% accuracy.
SWBAT catch a rebounded tchouckball outside of the “forbidden zone” 80% of the time.
SWBAT stay out of the “forbidden zone” when playing tchouckball 100% of the time.

Cognitive
SWBAT recall and explain the rules of tchouckball 80% of the time.
SWBAT explain what the “forbidden zone” is in tchouckball 100% of the time.

Affective:
SWBAT cooperatively work with their peers by encouraging them 100% of the time.
SWBAT maintain good sportsmanship and safety with their classmates 100% of the time.
SWBAT demonstrate teamwork by actively communicating with their classmates 100% of the
time.

Standards
SHAPE National Standards:
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 3: The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.

VA SOLs:
6.1 The student will demonstrate all critical elements in movement forms in various activities and
demonstrate the six components of skill-related fitness.
a) Combine and apply manipulative skills into small-sided games for overhand and underhand
throwing and catching, throwing and catching to a target with accuracy and control, and hand
and/or foot dribbling with accuracy at varying speeds while applying spatial awareness within
partner and small-group modified game-play.
g) Demonstrate basic offensive and defensive strategies in noncomplex, modified, and small-sided
activities.
6.4 The student will demonstrate and apply skills of communication, conflict resolution, and
cooperation to achieve individual and group goals that apply to working independently and with
others in physical activity settings.
a) Demonstrate effective communication and creative thinking skills to solve problems, make
decisions and resolve conflict with others, and promote safe participation in physical activities.

Resources and Materials

Tchouckballs, tchouckball rebound nets, bowling pins, poly spots, hula hoops

Technology
Due to this being a P.E. lesson, technology will not be used or incorporated.

INSTRUCTIONAL DELIVERY

Learning Environment
For all of the activities, students will be split into teams which can enhance working
cooperatively and positively with their classmates. Each activity is meant to foster positive
interactions amongst the students. Every student is to be encouraging, safe, and a helping hand at
all times whenever needed. Directions and demonstrations will be given again if needed for more
clarification.
Introduction/Activating Strategies
Student-Led Stretching – 3 students from each class will be picked to spin a wheel filled with
different stretches. These stretches will be done in increments of 10 (10 seconds or 10 reps). The
teachers will provide demonstrations and participate in the stretches with the students.

Noodle Tag – Students will be divided by classes. Two students from the other classes will be
designated “taggers” while an entire other class is running. If a student is tagged, they are not
technically out. Instead, the student has to complete one push-up or one sit-up to be back in the
game. The game(s) will be within 1-1:30 minutes.

Instructional Strategies
Introduction – The lesson will open up with the teachers asking what sport the students think
they are playing today (the tchouckball rebound nets will already be set up). The teacher will
introduce tchouckball and will ask if anyone has heard of the sport before. The teacher will then
explain its origin (Sweden) and the rules of the game (3 seconds with the ball, no moving with
the ball, only defense is catching opposing team’s throw off the rebound net, stay out of the
forbidden zone, etc.). The teacher will also make it clear that it is okay if they don’t necessarily
100% understand the rules at that moment since it is a new sport with new concepts.

Activity 1 – Throw and Catch

Students will be divided into teams of 8-9. In teams, the students will take turns by throwing the
tchouckball at the net and catching it. Due to this being a new sport/concept to them, they will
not be necessarily used to the force of the rebound, which is why they are throwing and catching
their own turn first. They will go through the entire line twice.

Activity 2 – Throw, Catch, Flee

This will be almost the same concept as the previous activity. However, students will catch the
throw from the previous person. In other words, the student will throw the ball and get out of the
way so the next person in line can catch it and so on. This is meant to be a fast-paced activity.

Activity 3 – TCF Challenge

This is the same activity as Throw, Catch, Flee. However, the students will be given a challenge.
They will try and see how many successful throws and catches they can get in a row without any
misthrows or drops. The team with the most rallies at the end of the 1-minute timer will be the
winners.

Activity 4 – Forbidden Zone Practice

There will be poly spots and bowling pins with hula hoops set up in the forbidden zone format
around the rebounder nets. The forbidden zone is the zone where students are not allowed to be
in during the game. In order for a team to score, they must throw the tchouckball at the net and
have the rebound come out of the forbidden zone. For this activity, students will take turns
throwing the ball at the net in attempts to knock over the bowling pins. This drill is meant to
practice their accuracy and force.

Activity 5 – Angle Throws

The student’s teams will be divided into half and will be in two different lines at the same net.
The first student in one line will try and throw the tchouckball at a certain angle at the net so that
it goes towards the first person in the other line. Once the student throws the ball, they will go to
the back of the line. The purpose of this activity is to introduce the students to different angles
they can throw/catch at and to practice accuracy and force.

Closure
Students will first be asked what is the name of the sport that they were introduced to for this
lesson. Students will then be asked to name the rules of the sport. If they miss any rules, the
teacher will name those off. Then, they will be asked what the forbidden zone is. Finally, they
will be asked why throwing angles are important for the sport.

Differentiation
Throw and Catch – If students are excelling, they may throw and catch from a farther distance. If
students are struggling, they may take some steps forward towards the net to get used to
throwing and catching with the force of the rebound.

Throw, Catch, Flee – If students are excelling, they may start trying to do the TCF challenge of
counting. If students are struggling, they may take their time and go at whatever pace is
necessary.

TCF Challenge – If students are excelling, they may increase the distance. If students are
struggling, they may adjust their pace as necessary. Instead of focusing on the amount of volleys
they get, they should focus on the quality.

FBZ Practice – If students are excelling, they may adjust their position towards the net and throw
at different angles to knock over the pins. If students are struggling, they may focus on getting
their throw/rebound out of the FBZ in general.

Angle Throws – If students are excelling, they may implement the same challenge as the TCF
challenge. If students are struggling, they may move closer towards the rebound net and adjust
their pace.

Assessment:
The students will be assessed informally for all 3 domains since it is the first time they have been
introduced to the sport of tchouckball.

Psychomotor – Teacher observation; are the students successfully throwing the ball out of the
FBZ? Are their throws avoiding the rim of the net?

Cognitive – Done during the closure when the teacher is asking for them to name the rules

Affective – Teacher observation; are students working cooperatively with one another?

PROFESSIONAL LEARNING
Reflection
Did the students enjoy the lesson despite it being an unfamiliar sport?
Were the students successful with each of the activities?
Did they understand the rules of the game?
Were the students engaged with the lesson?
Lesson Plan Scoring Guide

Criterion Does Not Meet Developing  Meets Expectation  Exceeds

Expectation  Expectation

Planning

Content Knowledge-- Candidate displays Candidate reflects Candidate reflects solid Candidate
Candidate develops a little knowledge of some awareness of research and knowledge reflects
lesson plan informed the content, the important of the content and extensive
by research and relationships concepts in the structure of the research and
knowledge of content between different discipline, discipline.  knowledge of
and the discipline. aspects of the relations between the content,
 InTASC 4; CAEP 1.2 content, or of the them and of the relations
instructional instructional between
practices specific to practices specific important
that discipline. to that discipline.  concepts, and of
the instructional
practices
specific to that
discipline.

Learner Differences-- Candidate Candidate Candidate demonstrates Candidate

Candidate develops a demonstrates little mentions the the importance of actively seeks
lesson plan informed or no knowledge of importance of understanding students’ out knowledge 
by knowledge of students’ understanding backgrounds, cultures, of each
learner differences. backgrounds, students’ skills, language use, students’
cultures, skills, backgrounds, interests, and special backgrounds,
InTASC 2  language use, cultures, skills, needs, and uses this cultures, skills,
CAEP 1.2 interests, and language use, knowledge to design language use,
special needs or interests, or instruction. interests, and
consideration of special needs but  special needs
these differences for does not use this from a variety
instruction. knowledge to of sources and
design instruction uses this
to meet the needs knowledge to
of all students. design
instruction.

Outcomes-- Candidate Candidate identifies Candidate Candidate identifies Candidate

identifies outcomes outcomes that are identifies outcomes that reflect identifies
and goals to support unsuitable for outcomes that high-level learning and outcomes that
student learning. students, not reflect moderate curriculum goals. They reflect rigorous
measurable, rigor, more than are measurable, learning and
InTASC 7 represent trivial or one type of represent different types curriculum
low-level learning, learning, and are of content and are goals. They are
or are stated only as suitable for some suitable for most measurable,
activities. students. Some of students in the class. represent
the outcomes are  different types
measurable. of content and
take account of
the needs of
 individual
students.

Standards-- Candidate Candidate does not Candidate displays Candidate includes Candidate
identifies identify national and some awareness of appropriate national and includes
national/state state national and state state national and
standards that align standards that are standards and  standards, and they are state
with outcomes and are logically aligned   alignment   aligned   standards that
relevant to learners. with the with  with  are clearly
learning outcomes learning outcomes learning outcomes aligned  
InTASC 7 relevant to learners.  relevant to relevant to learners.  with rigorous
CAEP  1.4 learners.  learning
outcomes
relevant to
learners. 

Resources and Candidate does not Candidate shows Candidate displays Candidate
Materials-- select resources some familiarity awareness of resources selects resources
Candidate selects (manipulatives, etc.) with resources (manipulatives), and (manipulatives),
resources  to maximize and digital and ( manipulatives, digital and interactive and digital and
content learning.  interactive etc.), and digital technology designed to interactive
technology designed and interactive implement and assess technology
InTASC 7 to implement and technology student-centered designed to
CAEP 1.5 assess student- designed to learning experiences implement and
centered learning implement and that engage and assess student
experiences that assess student- improve learning. centered
engage and improve centered learning learning and
learning. but they do not extends the
purposefully learning
engage or improve experience or
student learning. rigor of the
lesson with
these tools. 

Technology -- Candidate offers Candidate is Candidate designs Candidate

Candidate makes little or no evidence utilizing learning activities that designs
effective use of of designing technology, but align with content area authentic
technology. instruction with a standards and use learning
enhanced with the predominant focus digital tools to engage activities that
use of technology. on teaching, but in active learning. align with
InTASC 7 does not engage Technology is used to content area
CAEP 1.5 students in active create, adapt, and standards and
learning. personalize learning use digital tools
Technology does experiences that foster to maximize
not accommodate independent learning active, deep
for learner and accommodate some learning.
differences and learner differences and Technology is
needs.  needs. used to create,
adapt, and
personalize
learning
experiences that
foster
 independent
learning and
accommodate
learner
differences and
needs, which
promote critical
and/ or creative
thinking. 

Instruction
Learning The candidate The candidate The candidate develops The candidate
Environment-- develops a plan that develops a plan a plan that develops a plan
Candidate develops a fosters negativity, that encourages   that
lesson plan that fosters insensitivity to encourages interactions steeped in encourages
interactions guided by cultural interactions, both civility and respect activities that
respect and rapport. backgrounds, between the characterized  between establish
sarcasm, and put- teacher and teacher and students positive
downs between students and and among students. interactions
teacher and among students, These reflect general among students
InTASC 3 students, and among that reflect only caring, and are and fosters a
students. occasional appropriate to the respectful
insensitivity or cultural and relationship
lack of developmental between the
responsiveness to differences among teacher and
cultural or groups of students. individual
developmental student, 
differences among reflecting
students. sensitivity to
students’
cultures and
levels of
development.
Activities are
structured such
that all students
feel safe and
comfortable to
ask questions,
comment,
discuss and
share ideas.  

Introduction/ Candidate Candidate reflects Candidate reflects Candidate

Activating Strategies-- demonstrates lack of a limited accurate understanding documents
Candidate develops a content knowledge awareness of the of the relationship developed
plan that includes and demonstrates relationship between prior strategies and an
opportunities to little understanding between prior knowledge and new understanding
engage students and of the relationship knowledge and learning concepts. A of
access and build  their between prior new learning plan to address student the relationship
prior knowledge. knowledge and new concepts. knowledge gaps is between prior
learning concepts. Identified developed to further knowledge and
InTASC 8 The plan does not knowledge gaps their learning. new learning
consider knowledge are inaccurate or concepts,
gaps when planning. incomplete.  creating a link
to necessary
cognitive
structures to
ensure student
understanding.
Activities
uncover student
misconceptions
and addresses
them before
proceeding.
Instructional Candidate uses a Candidate uses a Candidate's plan Candidate's plan
Strategies-- series of learning series of learning reflects a coordination reflects a
Candidate plans a experiences that are experiences that of knowledge of coordination of
series of learning poorly aligned with demonstrate content, of students’ knowledge of
experiences aligned the instructional partial alignment cultural heritage and its content, of
with instructional outcomes and do with instructional importance, and of students’
outcomes presented in not represent a outcomes, some of resources to design a cultural heritage
a coherent structure. coherent structure. which are likely to series of learning and its
They are suitable engage students in experiences aligned to importance, and
for only some significant instructional outcomes of resources, to
InTASC 1, 4, 7, students. learning. The and suitable to groups design a series
8  structure of the of students. The of learning
strategies is structure of the experiences
recognizable and strategies is clear  and aligned to
reflects partial likely to engage instructional
knowledge of students in significant outcomes,
students, including learning. differentiated
their cultural where
heritage and its appropriate to
importance, and make them
resources. suitable to all
students and
likely to engage
them in
significant
learning. The
structure of the
strategies is
clear and allows
for different
pathways
according to
student needs.
Closure-- Candidate Candidate’s Candidate's plan Candidate's plan Candidate's plan
develops a plan that plan displays no displays some includes solid strategies displays
includes opportunities opportunity for awareness of to give students an extensive
for student reflection students to reflect strategies to opportunity for knowledge of
and closure. and clarify their provide students reflection and closure strategies
understanding. opportunity for of the lesson. designed to
InTASC 6,7,8 reflection and provide 
closure on the students
lesson to clarify opportunity for
understanding. reflection and
closure to
clarify
understanding.

Differentiation-- Candidate fails to Candidate displays Candidate includes Candidate

include teaching an awareness of some appropriate includes a
Candidate identifies strategies and appropriate teaching strategies and variety of
methods to methods that can teaching strategies methods that are teaching
differentiate engage and and methods with differentiated and can strategies and
instruction to engage challenge all differentiation for engage and challenge methods
and challenge  students. different students all students. developed to
variety of learners. that can engage meet the needs
  and challenge all of individual
InTASC 1, 2, 7,8 students. learners that can
engage and
challenge all
students.
Assessment-- Candidate does not Candidate Candidate regularly Candidate uses
establish  occasionally uses uses assessment in  plan assessment in a
Candidate designs assessment practices assessment in to monitor the progress sophisticated
and/or selects  in plan, either  plan, through of groups of students manner to
multiple assessments formativly or guided some formative through use of monitor  the
to gauge students’ student self- monitoring of continuous formative progress of
levels of assessment The progress of and summative individual
understanding. candidate has not learning by the assessment techniques students and
provided students teacher and/or aligned with provide high-
with the criteria and students. instructional outcomes. quality
InTASC 6 performance Formative Developed assessments continuous and
CAEP 1.2 standards by assessment plans are used to monitor specific
which their work are not fully student learning formative and
will be evaluated developed to progress by teachers summative
and does not provide adequate and students through  feedback
monitor student information about feedback to students. aligned with the
progress or \ individual student Students are aware of instructional
provides poor performance. the assessment criteria outcomes in
quality feedback in Feedback to used to evaluate their both content and
an untimely students is uneven work.  process.
manner.  and inconsistent, Lesson plans indicate Teacher-
assessment criteria possible adjustments designed
is vague, and based on formative assessments are
students are aware assessment data for authentic with
of only some of groups of students. real-world
the assessment application, as
criteria used to appropriate, or
evaluate their developed with
work. Some student
instructional involvement to
outcomes are establish
assessed assessment
inconsistently and criteria and
only as a whole provide
class. opportunities for
Assessment  student choice
results are not and 
used to plan for self-assessment.
future instruction  Assessment
results are used
to plan future
instruction for
individual
students.
Professional Learning

Reflection-- Candidate does not Candidate Candidate   Candidate’s

accurately assess the provides a provides an accurate and reflection on the
InTASC 9 effectiveness of the partially accurate objective description of lesson is
lesson, and has no and objective the lesson, citing specific thoughtful and
ideas about how the description of the evidence. Teacher accurate, citing
lesson could be lesson, but does candidate makes some specific
improved. not cite specific specific suggestions as to indicators of
Candidate does not evidence. Teacher how the lesson might be effectiveness
self-reflect or self- candidate  makes improved. Teacher based on
reflection does  not only general candidate engages in multiple data
indicate suggestions as to self-reflection of teaching points.
understanding of the how the lesson practice but does not Thoughtful
adjustments needed might be articulate adjustments consideration is
to improve improved. needed to improve made to
professional personal practice and its reflecting on
practice and its impact on diverse meeting the
impact on diverse learners. needs of diverse
learners learners.
Teacher
candidate draws
on an extensive
repertoire to
suggest specific
alternative
actions and
predict the
likely success of
each.