Professional Documents
Culture Documents
Football Unit Plan
Football Unit Plan
Block/Unit Plan
Day _____1_____
Day ____2______
Day_____3______
Focus/Outcomes:
Focus: Introduction to football,
throwing and catching
Outcomes: SWBAT
Demonstrate how to
throw and catch a
football with a partner
and among other
classmates during game
play
Identify the positions
associated with throwing
and catching in a flag
football game
Demonstrate fair play
and sportsmanship by
remaining an arms
length away while
playing defense.
Focus/Outcomes:
Focus: Running patterns and
punting
Outcomes: SWBAT
Run different pass
patterns while trying to
get open on a football
field
Explain why it is
important for
quarterbacks and
receivers to communicate
when using passing
patterns
Adhere to important
safety rules by punting
when no other students
are in their own personal
space
Focus/Outcomes
Focus: Defense a
play
Outcomes: SWBA
Demonstrat
maintain a p
defensive st
during flag f
game play
Identify how
defender sh
positioned o
during a flag
game
Use teamwo
cooperation
students du
game of flag
Equipment/Materials/Technolo
gy:
Equipment/Materials/Technolog
y
Learning Activities:
Students will jog 2 laps around
the perimeter of the modified
football field as a warm-up.
Learning Activities:
Students will participate in a
short throwing and catching
warm-up with a partner using
cues learned from last class.
Equipment/Mater
ology
1 whiteboard, 30 fl
football belts, 30 c
football field and o
activities), 30 foot
Learning Activit
Students will parti
warm-up with the
football belts. Stud
be split into two d
teams based on th
their flag football
Teams will try to p
flags on their oppo
belts while trying
their own belts. O
flags have been p
students must rem
stationary and sit
ground. They are
Explain line of
scrimmage, offense on
one side defense on the
other (cannot go across
line of scrimmage until
ball is snapped)
Players are ruled down
if one of their flags is
pulled or if they go out of
bounds.
Students have 4 chances
to advance the ball
forwards otherwise the
other team gets
possession of the ball. A
first down is achieved
every time the ball
successfully advances
forward.
For class purposes, no
handoffs will be used.
Kickoffs will be used to
start game and after
each touchdown
No blitzing the
quarterback
Students will be in
to the concept of
flag football. Stud
be playing person
defense during th
football games. Te
explain important
use when playing
Bend knees
to the groun
Stay betwee
opponent an
line
Stay on the
your feet
Watch the o
players hips
the direction
go
Explain certain po
related to defense
Safeties, cor
linebackers,
Activity: Students
into groups of at l
students. One stu
be the quarterbac
be the receiver, a
other will be the d
Students will rotat
each position. Wh
quarterback yells
the receiver will ru
passing pattern to
get open while the
tries to prevent th
catching the pass
to explain what a
students and how
in football. Encour
defenders to use d
cues given to them
Students will then be introduced beginning of class
to punting in flag football.
encourage receive
Teacher will explain that
routes that were l
students will be punting during
last class. (Note:
flag football games as a form of Quarterback and r
a kickoff at the beginning of
should talk about
the game and after each
certain pass patte
touchdown. Important cues will
they want to run t
be:
complete a pass)
Drop the football, no toss
Explain position
Slightly lean body back
snapping the footb
Contact with laces
Center- snap
Extend kicking leg and
football to th
follow through
quarterback
Explain position related to
these cues:
Punter/kicker- Punts ball
to opposing team (used
on kickoffs in flag football)
No touching
partner. Students will continue
teams on two sides of the field
throwing and catching with
flags to prev
divided by cones. Each student
their partner, and take one step will start off with a football. On
from falling
back after each completed pass the teachers go signal,
If student dr
back and forth. Separate
students will try to punt their
any time, it
rounds of this activity can be
football on the other teams
wherever it
performed to see who is the
side of the field. After this,
ground
last pair left that can complete
teams will compete by trying to
Students wi
passes from the farthest
punt any footballs that come
to man defe
distance away.
over on their side of the field so
4 tries to ad
it lands on their opponents
football for a
Activity: Students will
side. The team that has the
down
participate in a modified
least number of footballs on
Turnover occ
ultimate football game.
their side at the end of the
is intercepte
Students will be split up into
game is the winner.
team does n
four teams (two games going
advance the
Assessment:
Teacher observation- Teacher
will observe students
participating in both passing
pattern activities to see if they
use the cues that were taught
to them
Exit Slip- Students will answer
quick exit slip at the end of
class that asks them about why
is it important for the
quarterback and receiver to
communicate when the receiver
runs a pass pattern, and naming
one important safety rule used
when punting
tries
No handoffs
the quarterb
Activity: Students
participate in two
sided games of fla
(create four teams
Assessment:
Teacher observati
teacher will obser
student playing de
the first activity a
the flag football g
see if they utilize
were taught to the
game
References:
http://www.broncosflagfootball.com/Default.aspx?tabid=464119
Elementary Physical Education Teaching and Assessment by Christine J.
Hopple
http://www.ducksters.com/sports/football/passing_routes.php
Children Moving: A Reflective Approach to Teaching Physical Education
by George Graham, Shirley Ann Holt/Hale & Melissa Parker
http://www.pelinks4u.org/naspeforum/discus/messages/1239/Flag_Foot
ball_Fuller_Wesen-2792.pdf
Unit Outcomes
(By the end of the
unit, students will
be able to)
Psychomotor
Perform a variety
of skills that are
used in the game
of flag football
including
throwing,
catching, running
routes, punting,
and playing
defense.
Cognitive
Identify various
positions that are
used in the game
of flag football
and role of each
position.
Affective
Reference
MA CF &
NASPE
Standards
by #
Content to be
taught
Assessment
S1. E14.
5a
Day 1- throwing
and catching
Day 1- teacher
checklist
S1. E16.
5c
Day 2- running
patterns and
punting
Day 2- teacher
observation
S1. E21.
5
MA CF
#2.2
S2. E5.
5a
MA CF
#2.2
Day 3- playing
defense (and
combining all skills
in game play)
Day 1- Introduction
to football,
throwing
(quarterback),
catching
(receivers)
(include rubrics,
quizzes, etc. in
written
materials
section)
Day 3- teacher
observation
Day 1- Closure
discussion
Day 2- Exit slip
Day 3- Post quiz
for unit
Day 2- running
patterns
(receivers),
punting
(punter/kicker)
S4. E5. 5
Demonstrate
MA CF
good
#2.7
sportsmanship by
abiding to the
flag football rules
used throughout
the unit.
Day 3- defensive
positions (ex.
cornerback),
center
Day 1- Introduction
to flag football
rules, ultimate
football activity
Day 1- Thumb
up, thumbs
down
Day 2- Exit slip
Day 2- Clean my
backyard activity
Day 3- Playing
proper defense,
Flag football game
play
Name:
Football Unit
Directions: Please answer each question in the space provided
1. Who is the person that throws the ball in a football game?
2. What is the position that snaps the ball in a football game? What
is a snap?
10.
Assessments
Throwing and Catching Checklist
Students will receive a check if they are able to demonstrate 3 out of
the 4 key elements used when throwing and catching a football.
Throwing- Body faces target, Grip= Four fingers over seam of football
with thumb underneath, Hold ball back near ear, Step with opposition
and follow through
Catching- Eyes on ball, Thumbs together above waist, pinkies together
below waist, Move to meet ball, Bring ball to chest
Students Name
Jalyn A.
Bruce B.
Spencer B.
Peyton B.
Matthew B.
Muriella C.
Gavin C.
Josiah C.
Brayden C.
Landon D.
Zachary E.
Marcus F.
Isabella G.
Casey J.
Ashley K.
Nicholas L.
Michael L.
Samuel L.
Angelica L.
Tariq M.
Owen O.
Ryan P.
Andrew R.
Francisco R.
Alejandro R.
Throwing
Catching
Joseph R.
James S.
Ava S.
Jack S.
Name:
4 Passing Patterns
Please draw how to run each of the four passing patterns:
Fly
Buttonhook
Slant
Out
In and
Name:
Defense!
List the important cues used in class today when playing defense:
1.
2.
3.
4.
Name:
Exit Slip
Please respond to the two questions:
1. Do you think most students played defense at an arms length away today?
DATE: 10/5/16
LESSON#: 5
FACILITIES: Gymnasium
GRADE: 5
CLASS SIZE: 30
GENERIC LEVEL:
Precontrol/Control
EQUIPMENT: 1 whiteboard, 15 footballs, 30 cones, 30 flag football belts (for making
teams), 1 whistle
FOCUS OF LESSON: Introduction to football, throwing and catching
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Demonstrate how to throw and catch a football with a partner and among other
classmates during game play situations. (S1. E14. 5a, MA CF#2.2)
(C) Identify the positions associated with throwing and catching in a flag football game.
(S2. E5. 5a, MA CF #2.2)
(A) Demonstrate fair play and sportsmanship by remaining an arms length away while
playing defense. (S4. E2. 5a, MA CF #2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally
appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Use extensions to make appropriate modifications during lessons based on how
students do with activities.
2. Assess students performance with the throwing and catching skills by using a
checklist while monitoring the entire class.
3. Use a quick informing portion at the beginning of the lesson to make sure students
have enough time to complete activities after transitioning outside.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique
about the students in this class?
1. Use a whistle when teaching outside to gain the attention of the students and make
sure they are focused during informing portions of the lesson
2. Remind students to place all equipment at their feet while the teacher is talking to
decrease distractions during lesson.
REFERENCES :
http://www.broncosflagfootball.com/Default.aspx?tabid=464119
Elementary Physical Education Teaching and Assessment by Christine J. Hopple pg. 203
TIME
SEQUENCE OF LESSON
0-:30
Entrance: Teacher will greet students at the door of
the gymnasium. Students will enter the gymnasium
and walk along the black line of the basketball court
and sit at the meeting place at the corner of the
gymnasium facing the whiteboard.
:305:30
ORGANIZATION
REFLECTION
S S SSSSSSSSS
T
T
S
S
S
S
S
S
S S S S
T
S
S
S
S
S
S
S S S S
Quickly went
through the
introduction of th
lesson to make
sure students
would have
enough time
outside for the
lesson. Also
mentioned to
students how the
football lessons
related to the
Turkey Bowl tha
students would
participate in in
November.
Throwing= quarterback
Catching= wide receiver
5:308:30
8:3016:30
16:3017:00
17:3025:30
O O O O O
O
O O
S S
S S
S S
S S S S
S S
S S
SS
S S S S
S S
T
O O O O O O O
O
O = cones on
field
O O
As I watched
students throw a
catch, it was
evident that som
were more skille
at this than other
I made sure to
take some time t
help out other
students who we
struggling with t
throwing and
catching cues,
reminding them
what I said durin
the introduction
inside
see which group can get the farthest away from each
other without dropping the ball. Make sure students
are spread out far enough from each other to give
them enough room to perform activity without
interfering with each other
Extensions Up: Have students swap roles (person
staying on end line vs. person moving), make it into
a challenge by eliminating groups when they drop a
pass to see who the last team left is
Extensions Down: Have students alternate between
throwing and catching if there are any groups of
three, allow students two drops before they need to
take one step closer
Debrief: How did the cues help you be successful
with this activity? What did you need to do once you
and your partner got farther and farther away?
25:3026:00
26:0035:00
O
T
S S S S S S
S S S S S S
O O O O O O O
O
O = cones on
field
O O O O
O
S S S
S S S
O O O O
O
This activity
seemed to go we
yet it was difficu
to monitor all
students at once
since I had them
spread out over
the entire footba
field. I still tried
my best to get to
all groups. I even
O O O regrouped studen
at time during th
lesson, remindin
T
them of importan
S S S
catching cues to
S S S
use such at
making sure they
O O O are not stationary
and go to the bal
O = cones on
field
O O O O O
O
O O
S S
S S
S S
S S S S
S S
S S
SS
S S S S
S S
T
O O O O O O O
O
39:0040:00
O = cones on
field
T
S
S
S
S
S
S
S S S S
S S SSSSSSSSS
T
Good closure
reminding
students about
important
throwing and
catching cues,
even remembere
to have students
help me pick up
equipment and
carry the bag of
football inside
DATE: 10/12/16
LESSON#: 6
FACILITIES: Gymnasium
GRADE: 5
CLASS SIZE: 30
GENERIC LEVEL:
Precontrol/Control
EQUIPMENT: 1 whiteboard, 15 footballs, 30 cones, 30 flag football belts (for making
teams), 1 whistle
FOCUS OF LESSON: Passing patterns used in flag football
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Run different passing patterns while trying to get open on a football field (S1. E1. 5b,
MA CF#2.2)
(C) Explain why it is important for quarterbacks and receivers to communicate when
using passing patterns. (S2. E5. 5a, MA CF #2.2)
(A) Respect the personal space of other students while running passing patterns on a
football field. (S4. E2. 5a, MA CF #2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally
appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
4. Use extensions to make appropriate modifications during lessons based on how
students do with activities.
5. Use a whiteboard to show students a visual of how to run each passing pattern
used in football.
6. Pinpoint students who are running proper passing patterns and even use them as a
demonstration.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique
about the students in this class?
1. Teacher will make sure to tell students about the importance of maintaining their
own personal space while running passing patterns so they do not run into other
groups.
2. Teacher will use a whistle as a signal outside to help prevent students from
becoming distracted while outside.
REFERENCES :
http://www.ducksters.com/sports/football/passing_routes.php
TIME
SEQUENCE OF LESSON
0-:30
Entrance: Teacher will greet students at the door of
the gymnasium. Students will enter the gymnasium
and walk along the black line of the basketball court
and sit at the meeting place at the corner of the
gymnasium facing the whiteboard.
:305:30
ORGANIZATION
REFLECTION
S S SSSSSSSSS
T
Good use of a
student demo,
students played
the role of the
quarterback whil
I was the receive
running the pass
patterns
T
S
S
S
S
S
S
S S S S
T
Explain some important cues students should keep in S
S
mind when running passing patterns:
S
S
Stay close to ground when changing
S
S
directions
S S S S
Be quick, yet sneaky when running passing
patterns to trick defenders
Teacher will also review the position in flag football
that relates to passing patterns:
Good use of
whiteboard to
illustrate each
pattern
5:308:30
8:3016:30
16:3017:00
17:3025:30
Wide receiver
O O O O O
O
O O
S S
S S
S S
S S S S
S S
S S
SS
S S S S
S S
T
O O O O O O O
O
O = cones on
field
O O O O O
O
Good, quick
warm-up that go
students prepared
for the other
throwing and
catching activitie
Partnering the
students up boygirl also seemed
work much bette
in this activity.
O O
T
S S S S S S
S S S S S S
O O O O O O O
O
O = cones on
I will be more
careful about
safety when
Slant
In-and-out
Extensions Up: Add a defender and have students
try running passing patterns to beat the defender
Extensions Down: Have students start out by
running the passing patterns without throwing and
catching the football, allow students to continue on
stationary throwing and catching if they are still
struggling
Debrief: Why was it important to make sure the
quarterback and wide receiver were on the same
page when running passing patterns? What helped
you run the proper passing pattern?
field
25:3026:00
O O
O
26:0035:00
O O
O
S
S
field
running certain
pass patterns. Fo
example, I would
only have certain
groups perform a
slant to make sur
there is enough
O O O O O room between
groups to
complete the
T
activity. Also, I
S S S S S
will try to be ver
S S S S S
specific when
giving feedback.
O O O O O should have state
the throwing and
catching cues
O = cones on
learned last class
more often.
O O O O O
O
O O
S S
S S
S S
S S S S
S S
S S
S S S S
SS
S S
T
O O O O O O O
O
O = cones on
field
35:0035:30
35:3039:00
S S
T
O O O O O O O
O
O = cones on
39:0040:00
field
T
S
S
S
S
S
S
S S S S
S S SSSSSSSSS
T
DATE: 10/19/16
LESSON#: 7
FACILITIES: Gymnasium
GRADE: 5
CLASS SIZE: 30
GENERIC LEVEL:
Precontrol/Control
EQUIPMENT: 1 whiteboard, 15 footballs, 30 cones, 30 flag football belts (for making
teams), 1 whistle
FOCUS OF LESSON: Defense and modified game play in flag football
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Demonstrate how to maintain a proper defensive stance during flag football game
play. (S1. E1. 5b, MA CF#2.2)
(C) Identify how a defender should be positioned on the field during a flag football game.
(S2. E5. 5a, MA CF #2.2)
(A) Use teamwork and cooperation with other students during a game of flag football.
(S4. E2. 5a, MA CF #2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally
appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
7. Use extensions to make appropriate modifications during lessons based on how
students do with activities.
8. Use a whiteboard during the informing portion of the lesson while demonstrating
key defensive cues students should use throughout the lesson.
9. Encourage students to be enthusiastic and energetic while playing defense by
participating in the first activity with the students.
TIME
SEQUENCE OF LESSON
0-:30
Entrance: Teacher will greet students at the door of
the gymnasium. Students will enter the gymnasium
and walk along the black line of the basketball court
and sit at the meeting place at the corner of the
gymnasium facing the whiteboard.
:305:30
5:308:30
ORGANIZATION
REFLECTION
S S SSSSSSSSS
Had to do a quic
informing portio
of the lesson tod
because of the
post-test that wa
given, quickly
stated how to pla
proper defense to
students while
they sat at the
meeting place
8:3011:30
11:3012:30
12:3020:30
20:3021:30
21:3035:00
S S S S S
S
S
S
S
S
T
S
S
S
S S S S
O O O O O
O
S S
S S
S S
S S
SS
S S
Actually ended u
skipping this
activity, due to th
shorter amount o
O O time we had from
the post-test.
S S
S S
S S
S S
S S
S S
T
O O O O O O O
O
O = cones on
field
I thought I could
have done a bette
job of spacing
students out
39:0040:00
S S
S S S S
SS
S S
T
O O O O O O O
O
O = cones on
field
T
S
S
S
Even though I
kind of got away
from the whole
focus of the
lesson, some
students were sti
able to tell me
about the
important
defensive cues to
use in flag
football.
S
S S S S
S S SSSSSSSSS
T
Rainy day/In gym use lesson plan: Use same lesson but perform inside the gym with
half the class participating in the modified soccer game while half the class participates in
rock wall activity:
SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Michael Grego
DATE: 10/19/16
11:00-11:40 (4th )
SCHOOL: Munger Hill Elementary School
LESSON#: 7
FACILITIES: Gymnasium
GRADE: 3-4
CLASS SIZE: 20
UNIT/THEME: Soccer
EQUIPMENT: 1 whiteboard, 1 whistle, 30 cones, 2-3 soccer balls, 8 larger cones (for
goals)
FOCUS OF LESSON: Defense and soccer game play
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Demonstrate how to maintain a proper defensive stance during soccer game play (S2.
E5. 4a, MA CF#2.2)
(C) Identify benefits of having good energy and enthusiasm while playing defense in
soccer. (S2. E5. 4b, MA CF #2.2)
(A) Adhere to important safety rules by playing defense without contacting other
students. (S4. E6. 4, MA CF #2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally
appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
10. Use extensions to make appropriate modifications during lessons based on how
students do with activities.
5:306:00
6:0011:00
ORGANIZATION
S S SSSSSSSSS
T
S S S S S
S
S
S
S
S
T
S
S
S
S S S S
T
S
S
S
REFLECTION
12:0024:00
S
S S S S
T
S
S
S
S
S
S
S S S S
O O O O O
O
S S
S S
S S
S S
SS
S S
O O
S S
S S
S S
S S
S S
S S
T
O O O O O O O
O
O = cones on
field
25:0035:00
35:00-
O O O O
O
0
S
S
0 S S
S S
0
S
S
S S
S
S
0
O O O O
O
O O
0
S
S
0
S
S
S
0
O O O
O = cones on
field
O O O O
O
0
S
S
0 S S
S S
0
S
S
S S
S
S
0
O O O O
O
O O
0
S
S
0
S
S
T
S
0
O O O
O = cones on
field
36:00
field outside
36:0039:00
T
S
S
S
S
S
S
S S S S
S S SSSSSSSSS
T
39:0040:00