Physical Education

     Daniel Boone School     6710 N. Washtenaw      Chicago, IL 60645      (773) 534-2160 ph.      (773) 534-2190 fx.      [Email]

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LESSON PLAN: SELF-DEFENSE
GRADE 5 - 8
  ANNUAL CURRICULUM
• Warm Up
• Locomotor Movement (K-4)
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Lesson Plan Outline

GRADE 5 & 6
• Unit 1 - Volleyball
• Unit 2 - Fitness

GRADE 7 & 8
• Unit 1 - Volleyball
• Unit 2 - Fitness
• Unit 3 - Self-Defense

LESSONS: SELF-DEFENSE
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
• Lesson 9
• Lesson 10

Unit: Self-defense Time: 30 min Style: Mass-task, guided discover, collarbotion
Lesson: 2 Station: Gymnasium IEP: Special accomodation is made for students with special needs.  
Equipment: Laptop and paper handouts

PERFORMANCE OBJECTIVE

Biological Psychological Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate, prepares the body for activity, and prevents injury.

TSWBAT feel an increased level of well-being due to increased level of physical activity.

TSWBAT run and move in coordination with a group of students and line up quickly to accomplish the task at hand.

TSWBAT to acquire a wide range of fitness, strength exercises, stretches, and poses that will enhance the students perspective on fitness and wellness over all.

TSWBAT increase their heart rate and keep it elevated for a prolonged time during the fitness workout.

TSWBAT to follow new exercises and become familiar with physical challenges to prepare them for future pursuits in fitness that will provide a strong foundation to who to keep themselves healthy throughout life

TSWBAT move in general space and maintain safe (three arm lengths) space in general space in regards to the avoidance drill.

TSWBAT demonstrate good self-defense stance by standing:
1. Staggered stance
2. Turned slightly sideways
3. Weight on balls of feet
4. Fists up in front
5. Eyes on threat

TSWBAT demonstrate good verbal defense by shouting out "No!" while standing in good self-defense stance while stretching out one arm with palm forward displaying a stop sign with the hand.

TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.

TSWBAT know, understand, and apply the concept of student expectations and Boone 5 throughout every situation in the gymnasium.

TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading, as it enhances self-efficacy in regards to learning.

TSWBAT feel enjoyment through increased level of success through their personal involvement in their homework, which enhances their knowledge in their own health.

TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)

TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)

TSWBAT learn and apply the concept of self-defense is only to be used in order to protect self in possible harmful situation while escape is the best possible alternative.

TSWBAT understand that the only weapon for self defense is using the mind as the mind controls the body.

TSWBAT know and recognize that fear is essential for survival and must be recognized in a dangerous situation.

TSWBAT remember the three A’s of self defense and understand how to apply them in order to protect self.
1. Awareness
2. Assessment
3. Action

TSWBAT exercise their self efficacy in the verbal defense drill by shouting no loud to an approaching person.

TSWBAT feels that they belong in the class as much as everyone else by have equal expectations for everyone.

TSWBAT learn how to receive constructive criticism in regards to enhance their skill and ability as a player and leader, which enhances team work.

TSWBAT feel enjoyment and success through increased participation in all class and group activities.

TSWBAT feel an increased level of well-being due to increased level of physical activity in groups.

TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.

TSWBAT encourage a safe environment as danger could be detrimental to an educationally safe environment.

TSWBAT recognize and apply the assessment, awareness, and action of self-defense in a social setting.

TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.

TSWBAT encourage a safe environment as danger could be detrimental to an educationally safe environment.

Lesson Objective Organization Cues
I. Fitness Workout (0 min) Teacher directed, collaborative, circuit, or student directed on personal spots, general space, or outside. Do your best.
Smile.
II. Handout: Self-Defense (25 min)
1. Short review of Awareness and Assessment
2. Action
• Avoidance Drill
3. Verbal Defense
• Verbal Defense Drill & Self-Defense Stance
4. Self-Defense
5. Survivor’s of Assault
 

In front of grease board

Walk in side the green circle

Personal spots facing east

• What actions before physical force?
• Avoid being close another person. (Red Circle)
• NO!!!! (On Green Circle)
• Physical force.
III. Stretch & Self-Assessment (5 min) Personal Spots  1, 2, 3.