Unit Title: Wrestling
Name:
Miss Covington
Number of Lessons: 8
Subject(s): PE
Time: (in weeks)
4
Grade(s):
6
Rationale: Wrestling is one of the oldest forms of sports known to man and teaches students many athletic skills including patience, body
control, defense, and offense. Students of all capabilities and strength can participate in and be successful in this sport. Wrestling teaches
students many skills they can relate not only to other sports but to all aspects of life such as visualization, predicting, and fair play.
Overview: This unit is an introduction to the sport of wrestling. This unit introduces some key aspects of wrestling including: safety, ground
positioning, and basic techniques.
Prescribed Learning Outcomes from IRPs:
B2 demonstrate offensive and defensive strategies in a variety of activity categories
B4 apply a combination of learned skills to create original sequences, drills, challenges, or games
C1 demonstrate safe procedures for specific physical activities (e.g., wearing safe attire for the activity, safe use of equipment and facilities,
participating in warm-up and cool down appropriate to the activity)
C2 model fair play when participating in physical activity
C3 demonstrate leadership in respecting individual differences and abilities during physical activity
Prerequisite Concepts and Skills: Students will understand safety and fair play for physical activities. Students will be aware of their body
and its capabilities.
Teacher Preparation Required:
-Review of wrestling techniques and safety
-Mats will need to be put down everyday before lesson begins
Cross-Curricular Connections:
Extensions to Unit:
-This unit could extend into further lessons on the sport of wrestling.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
This unit provides all different types of students to participate in a variety of activities. This unit has individual, pair, and group work to help
suit different learners. The teacher will instruct with words, diagrams, demonstrations and practice so that all types of leaners have access to
the different techniques and activities.
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Resources:
Wrestling the Original Sport: Canadian Amateur Wrestling Association Curriculum Manual
Overview of Lessons:
Lesson #
and Title
(time in minutes)
PLOs in lesson
# 1 Intro to
Wrestling
(45min)
A2
B2
B4
C1
C2
C3
(a) Instructional Objectives
(b) Teaching Strategies
Lesson Activities
Assessment Strategies
(a) TSWBAT
 Demonstrate safety
well using offensive
and defensive
techniques
Hook: Class
discussion on combat
sports.
What: Assessment for
learning.
(b)



Instruction
Demonstration
Class discussion
Body: Warm up: In a
circle running over
each other, jumping,
sprawls, over unders.
Materials
(Specific to This Lesson)
-Mats
-Whistle
How: Checklist of
students practicing
safety well doing the
activities.
Hand Slap:
Opponents slap one
another’s hand like
patty cake until one
is thrown off balance.
Push up hand slap: In
push up position
facing each other try
slapping each other’s
hand before they can
move it away or
before their hand is
slapped.
Push up arm fight: In
push up position
students try to pull
away each other’s
arms from wrist to
elbow (make sure
students do not pull
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at or above the
elbow)
#2 Chest and
Leg wrestling
(45min)
A2
B2
B4
C1
C2
C3
(a) TSWBAT
 Demonstrate safety
and model fair play
well using offensive
and defensive
techniques
(b)



Instruction
Demonstration
Review
Closure: Cool down
well talking about
what they learned
today.
Hook: Warm up with
three person rolls.
Body:
Review: Go over
safety and
expectations.
Shoulder push: With
hands behind back
students try to knock
each other off
balance with chests
or shoulders.
What: Assessment for
learning.
-Mats
-Whistle
How: Notes on
students’ abilities to
use both offensive and
defensive techniques.
One leg wrestling:
Students fold arms
across chest and
attempt to knock
opponent off balance
with chests or
shoulders.
Foot Sweep: Students
support arms on each
other’s shoulders and
while hopping on one
foot try to sweep
their opponents foot
and force them off
balance.
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Leg wrestling:
Opponents lie on
their backs hip to hip
and try to hook each
other’s legs.
#3 Referees
position and
drills
(45min)
A2
B2
B4
C1
C2
C3
(a) TSWBAT
 Apply the skills they
have learned to
practice a variety of
wrestling drills.
(b)
 Instruction
 Demonstration
 Partner drills
Closure: Cool down
while talking about
what techniques
worked and did not
work.
Hook: Different
crawls for warm-up:
crab, bear, forearm,
one leg and one arm.
Body:
What: Assessment for
learning.
-Mats
-Whistle
How: Observation of
students
comprehension and
Over under partner
ability to practice
drill: In pairs students drills.
take turns hopping
over partner then
shooting though their
legs, hopping over
and shooting under
chest.
Instruction: Explain
and demonstrate
referees position.
Rolls: Students do a
forward roll over
their partner.
Individual circling:
With weight on
hands circle around
changing directions
when teacher says.
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Partner Circling:
With hands and chest
on partners back
circle and change
direction.
Tipping the table: In
pairs on partner is in
referees position
while the top wrestler
tries to knock the
bottom wrestler off
the ground.
Closure: During
closure have students
review what referees
position looks like
and what the key
points of it are.
#4 Hooks and
Handles (45min)
A2
B2
B4
C1
C2
C3
(a) TSWBAT
 Apply the skills they
have learned to
practice a variety of
wrestling drills.
(b)
 Instruction
 Demonstration
 Partner drills
 Tag games
Hook: Referees
position tag (when
students get tagged
they go in referees
position they can be
freed by some rolling
over them or
crawling under.
What: Assessment as
Learning
-Mats
-Whistle
How: Student
checklist when they
return to class on their
technique and
behavior during
wrestling.
Body:
Review: Review
safety and
expectations.
Roman knuckle lock:
Opponents interlock
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hand and then try to
pull/ push each other
off balance.
Instruction: Explain
to students how
lower and wider
bases will improve
their balance. Have
students retry
activity.
Teeter Totter Foot
Fight: In pairs
students sit in a vposition with feet
opposite each other.
Try to push each
other over by pushing
on soles of each
other’s feet.
Blocking: Teacher
will instruct student’s
on how they can
block (restrict) their
opponent’s
movement. Students
practice blocking.
Hooks and Handles:
Teacher will instruct
students on how
hooking their
opponent can put
them off balance.
Students will practice
hooks and handles.
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Turning the turtle: In
pairs students will to
turn the bottom
opponent onto their
back.
Closure: During cool
down students will
discuss the best and
worst ways to turn
their opponent.
#5 Hip Tilt
(45min)
A2
B2
B4
C1
C2
C3
(a) TSWBAT
 Demonstrate
leadership and fair
play during wrestling
activities.
(b)
 Instruction
 Demonstration
 Partner work
Hook: Follow the
leader warm-up
Knight in combat:
Group class in pairs
of equivalent size and
height. One wrestler
crawls on his hands
and knees with
opponent on his
back. Wrestlers on
top try to knock off
other top wrestlers by
pushing or pulling.
(Teacher will set
safety expectations
before they start)
What: Assessment for
learning.
-Mats
-Whistle
How: Score out of 5
for demonstration of
leadership and fair
play during
observation of lesson.
Spinning Drill: One
wrestler is in referees
position while the
other wrestler spins
around keeping his
chest and hands on
his partners back.
The bottom wrestler
tries to keep the top
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wrestler from getting
behind.
Hip tilt: Instruct
students how with
two volunteers to
demonstrate how to
properly do a hip tilt.
Closure: Before cool
down have
volunteers
demonstrate the hip
tilt or spinning.
#6 Team war
(45min)
A2
B2
B4
C1
C2
C3
(a) TSWBAT
 Apply the skills they
have learned
demonstrate leadership
and fair play in group
activities.
(b)
 Instruction
 Demonstration
 Partner drills
 Group Activities
Hook: Tell the class
What: Assessment for
they are going to play learning.
team war games.
How: Descriptive
Warm up and then
feedback notes during
play each of the
lesson. Write them on
following games
sticky notes to give to
three or four times.
students after lesson.
-Mats
-Whistle
Retrieve the ball:
Teacher splits up
class into evenly size
and athletic ability
games. One team
gets pineys. Line up
several balls in the
centre of the mat and
crawling on their
hands and knees each
tem tries to wrestle as
many balls as they
can back to their side.
British Bulldog: One
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males and one female
start in the middle of
the mat, when they
call bulldog all others
start at one end of the
mat and try to get by
the “bulldogs”
without being turned
onto their backs. If
someone is turned on
their backs they join
the bulldogs in the
centre. Game ends
when there is one or
none left.
#7 Practice drills
(45 min)
A2
B2
B4
C1
C2
C3
(a) TSWBAT
 Apply the skills they
have learned to
practice a variety of
wrestling drills.
(b)
 Instruction
 Demonstration
 Partner drills
 Review
Closure: Cool down
while quick-fire
about favourite part
of the games.
Hook: Explain to
students they are
going to learn moves
to have a ground
wrestling match.
Review: Review and
student practice of
hip tilt.
What: Assessment as
learning.
-Mats
-Whistle
How: Students will
redo the checklist from
two weeks previous on
their ability, technique
and safety during
wrestling.
Instruction: Instruct
and demonstrate halfnelson technique. Go
over safety tips. Have
students practice.
Situation drills: Have
the wrestlers do
practice drill with the
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moves and position
they know.
Bear Hug: Wrestlers
are partnered
according to size and
weight in a standing
position and they
fight for a bear hug in
which one opponent
has their arms under
both of the
opponents.
Review: Review of
all techniques for
assessment, which
will be the next class.
#8 Assessment
(45 min)
A2
B2
B4
C1
C2
C3
(a) TSWBAT
 Apply all the skills and
techniques they have
learned to be evaluated
(b)
 Instruction
 Demonstration
 Individual Assessment
 Review
Closure: For cool
down the teacher will
call out different
techniques of
positions and
students will
demonstrate them in
their own space.
Hook: British
What: Assessment of
Bulldog for warm-up. Learning
Assessment: Split the
class into small
groups and have
them practice and
demonstrate different
moves and
techniques.
-Mats
-Whistle
How: Rubric to mark
technique, positioning,
safety, and leadership.
Neck bridging: After
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assessment instruct
students on neck
bridges.
Sprawl game:
Students run on the
spot and sprawl
whenever the teacher
claps.
Closure: Student
review of what their
favourite and least
favourite part of
wrestling was.
Reflections/Revisions (if necessary, continue on separate sheet):
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Unit Plan Template
The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to
specific subject areas and modified as students gain experience in each practicum. The attached sample template
should be used as a basic outline. The space required for each heading in the template will vary and should be
adjusted as needed. The template is available on the TRU-Bachelor of Education – Practica website in electronic
form at http://www.tru.ca/hse/programs/bed/practica/plans.html It is important that all areas required in the template
are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to
teach the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills
and/or understandings.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should learn in
each curricular subject by describing what students should be able to do. These statements are the prescribed
learning outcomes of the curricula of British Columbia. Your unit plan should state the prescribed learning outcomes
to be taught and assessed in the unit and on which the objectives in the specific lessons are based. Assign each
learning outcome a number to be used in the “Overview of Lessons”.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you
need to involve other people in the planning, such as the librarian? Are there materials to be gathered and websites to
check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning
outcomes from other subjects are specifically assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or
enrich student understanding? Do you have more than one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of
representation; Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that
a student’s readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate
instruction in four ways: content, process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? Consider learning styles and multiple intelligences. What are the
individual needs within this classroom and how will you accommodate them? What are the adaptations and
modifications needed for students with Individual Education Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the
technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed
lesson plan. If using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand
the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list, by
number, the Prescribed Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major
“Instructional Objectives (SWBAT…), Teaching Strategies (a few words), Lesson Activities (sufficient detail to
enable another teacher to teach the unit), Assessment Strategies (include the strategy - the “How” and the “What”
you will be assessing), and Materials” needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make
as work progresses. At the end of the unit reflect and record successes and any modifications you might make when
you teach the unit again.
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