Mastering Takedowns & Contact

Grade Level

9th Grade

Duration

60 minutes

Class Size

25 students

Learning Objectives & Standards Alignment

By the end of this lesson, students will be able to:

Perform upper and lower body two-man takedown techniques (high and low)
CCSS.ELA-LITERACY.RST.9-10.3 - Follow multi-step technical instructions accurately.
"I can…" execute upper and lower body takedown techniques with control and safety.
Demonstrate the three-point contact method (wrist, elbow, shoulder control) in coordinated partner drills
CCSS.ELA-LITERACY.SL.9-10.1 - Engage effectively in collaborative discussions with peers.
"I can…" apply wrist, elbow, and shoulder control using the three-point contact method safely.
Use tactical communication and coordination to improve partner defensive control
CCSS.ELA-LITERACY.SL.9-10.4 - Present information clearly, demonstrating command of appropriate tone and vocabulary.
"I can…" use tactical verbal communication to coordinate and maintain defensive control with my partner.
Apply Defensive Control principles emphasizing safety and control
CCSS.ELA-LITERACY.RST.9-10.5 - Identify and understand scientific and technical concepts in complex texts relevant to physical tactics.
"I can…" explain and demonstrate the importance of Defensive Control principles for safe self-defense practice.

Materials Needed

Mats for safe practice
Printed dyslexia-friendly instruction sheets (large font, sans serif, colored overlays available)
Whiteboard & markers
Stopwatches/timers
Optional: Wrist/elbow/shoulder marking bands for tactile focus

Lesson Breakdown

Time	Activity	Description & Purpose	Success Criteria (I can…)	Differentiation & Supports
0-5m	Introduction & Objective Review	Brief overview of takedowns and three-point contact. Explain safety and Defensive Control principles.	I can describe what we will learn today.	Use dyslexia-friendly visuals; oral summary.
5-15m	Warm-up & Coordination Drills	Light dynamic stretching + partner mirroring drill (focus on coordination and partner awareness).	I can move safely with a partner and mirror their actions.	Pair stronger and weaker students; use varied instructions (visual, verbal).
15-30m	Upper & Lower Body Two-Man Takedown Demonstration + Practice	Teacher models high and low takedowns emphasizing control and body positioning. Students practice in pairs with instructor guidance.	I can perform high and low takedown techniques safely and with control.	Step-by-step visuals; peer demonstration for reluctant learners; extra repetitions for advanced learners.
30-40m	Three-Point Contact Method	Explain wrist, elbow, shoulder controls; highlight safety and pressure points. Practice each control point with partner.	I can demonstrate wrist, elbow, and shoulder controls using the three-point method.	Use tactile wrist/elbow/shoulder markers; verbal cues for dyslexic learners.
40-50m	Tactical Communication & Coordinated Control Drill	In pairs, students practice takedown sequences while using clear communication cues to maintain safety and control.	I can use tactical communication to coordinate movements and maintain safety.	Provide sentence starters for tactical communication; pair verbal and kinesthetic learners together.
50-55m	Defensive Control Principles Recap & Safety Check	Group discussion about importance of control and safety, reinforcing lesson’s key points.	I can explain why Defensive Control is essential for safe self-defense.	Graphic organizers to outline key principles; oral summaries.
55-60m	Cool Down & Reflection with Exit Ticket	Light stretching, then complete a short “I can…” reflection exit ticket answering: What did I learn? What do I need more practice on?	I can reflect on my learning and identify next steps.	Offer oral or written reflection options; use bullet points for clarity.

Dyslexia-Friendly Reading Options

Use large, sans-serif fonts (e.g., Arial, Verdana) with 14-16 pt. size
Provide color overlays for printed materials (light pastel backgrounds)
Short, simple sentences with bullet points
Use images/icons to accompany instructions for visual reinforcement
Provide audio versions of text where possible

Differentiation Strategies for Diverse Learners

Visual learners: Demonstrations, diagrams on the board, colored overlays.
Auditory learners: Clear verbal instructions, peer discussions.
Kinesthetic learners: Hands-on practice with mats and partner drills.
Students with motor delays: Simplified movement steps, supportive peers assigned.
English Language Learners: Provide key vocabulary visuals (wrist, elbow, shoulder; takedown, control).
Dyslexic learners: Use dyslexia-friendly printed materials and allow oral response options.

Extension Activities for Advanced Learners

Challenge partners to create a short takedown sequence incorporating all three contact points.
Practice takedown techniques with increased speed and fluidity while maintaining safety and control.
Lead a peer coaching mini-session focusing on tactical communication skills.

Assessment

Observation of paired practice to check form, control, and communication (formative)
Exit ticket reflection to assess understanding and self-awareness (summative)
Use checklist for instructors focusing on: safety adherence, technique execution, communication clarity

Reflection for Teachers

Did students effectively coordinate communication and physical technique?
Were the dyslexia-friendly materials and differentiation strategies effective in engaging all learners?
What adjustments might support deeper mastery or inclusivity in future lessons?

This lesson plan integrates physical skill development with literacy skills in technical reading and verbal communication, aligning with Common Core standards to foster a comprehensive learning experience in self-defense tactics appropriate for ninth graders.

Teaching Instructions