CRP Assignment

Tanner Ludwin, Connor Dennehy, Cody Jacobs EDU 255 Spring 2020
Tanner Ludwin
Connor Dennehy
Cody Jacobs
Floor Hockey
Part 1:
History:
Floor hockey is said to have been invented in 1875 in Canada, however the credit for its
invention is given to Samuel Perry Jacks much later. He was the first person to be credited with
the creation of the skate-less version of ice hockey, as well as for codifying its first rules in 1936.
The game also derives itself from another similar game known as ringette. Floor hockey is a
sport that can be found in many physical education classes and has even made it as a Special
Olympics sport, appearing first back in 1970.
Objectives:
(Tanner)
Psychomotor:
1. During a drill, students will be able to successfully complete 3 out of 5 passes to
a partner with proper form.
2. During a drill, students will be able to successfully receive 3 out of 5 passes
from a partner with proper form.
3. During a drill, students will successfully perform a v-cut on a defender to get
open 3 out of 5 times correctly.
4. During a drill, students will make 3 out of 5 goals with proper form.
(Cody)
Affective:
1. Students will take proper care of equipment throughout the lesson.
2. During gameplay, students will work together and communicate effectively.
3. During gameplay, students will show sportsmanship towards their teammates and
opponents.
4. Respects and assists struggling classmates when necessary.
(Connor)
Cognitive:
1. By the end of today's lesson students will be able to write down at least 2 cues
used in the forehand pass/forehand reception on an exit slip.
2. Throughout the activity, students will lead their partner with a forehand pass to
show that they understand the concept of passing.
3. During the lesson students will be able to explain the importance of the “V-cut”
to a partner.
4. By the end of the lesson students will be able to list safety rules to the teacher.
Rationale:
This unit is developing the 3 domains in many ways. To start off with the psychomotor domain,
this entire unit is a progressive unit, since the same activity is being taught throughout. The skills
start out very basic so that students can develop a foundation for which to build the rest of the
complex skills that they progress towards as the unit goes along. It is developing the cognitive
domain because students are taught basic rules and strategies in the beginning and then progress
to more complex rules and offensive and defensive strategies. Along the way, they also learn
terms associated with Floor Hockey that enhance their understanding of the game. This unit
develop the affective domain because they are learning how to work together as a team during
certain activities and gameplay. They also learn self-control and social responsibilities because
they are handling equipment they must use properly and safety with others.
Part 2:
Major rules and scoring procedures or important guidelines:
Scoring:
 A goal is scored when the puck passes completely across the plane of the
 goal-line.
 Goals may be scored from anywhere
 Goals will not count if stick blade is above the waist level, kicked in, batted in
 by the hand or if an offensive player is in the crease.
 No goal can be scored while an offensive player’s feet are in the crease.
Penalties:
 High sticking
 Holding
 Tripping
 Interference
 Elbowing
 Checking
 Slashing
 Preventing break away by throwing stick or illegal substitution
 Boarding or checking from behind
 Boarding or checking into wall
Important Terms:
 Centering: Passing to a teammate who is in front of your opponent's goal
 Forehand: When a player shoots or passes with the bottom hand pushing the stick
forward
 Backhand: When a player shoots or passes with the bottom hand pulling the stick
forward
 Clear: Getting the puck out of your zone to prevent your opponents from scoring
 Cutting Down the Angle: When the goalie comes out to force a player to shoot farther
away from the goal (If the goalie comes too early or too far the offensive player may go
around them to score an easy goal.)
 Dribble: (also known as stick handling or puck handling) Using both sides of the blade to
control & move the puck
 High sticking: Penalty called when a player lifts the blade above the waist, winds up, or
follows through when attempting an illegal shot (slap-shot)
 Hooking: Illegal use of the hockey stick to "hook" another player (This is a penalty.)
 Offside: When players move or cross out of the designated areas assigned to their
position
 Penalty: Consequence given for roughing, high sticking, hooking, or other misconduct
fouls that are illegal (The player charged with the penalty will sit out of the game for a
designated period of time - usually two minutes in official hockey. Any player who
accumulates five penalties during a game will be disqualified from playing.)
 Power play: When the team with all their players (full strength) has an advantage over
the team charged with a penalty that now must play with less players (short-handed)
 Roughing: Play that endangers resulting in a penalty ( Examples of roughing may be
slashing, contact with the goalie, pushing, blocking with the body, or tripping.)
 Slap shot: An illegal shot in floor hockey (A slap shot involves the swinging of the stick
behind, slapping the puck, and the follow through which brings the stick high.)
 Wrist shot: When a player uses a flicking motion to move the puck (The stick remains in
contact with the floor. There should be no back swing or high follow through. This is the
best shot for speed and accuracy in floor hockey.)
Block Plan:
Day 1: assessment of students, introduction of floor hockey Day 2: short review of floor hockey terms, passing, stick
terms handling
instant activity: instant activity:

Grab a stick and a ball, find a partner, and practice passing to Grab a stick and ball and practice stick handling around the
each other for 1 minute and then jog from one side of the gym outside of the basketball court for 1 minute, stop, and then
to the other, and then practice passing again for one minute and dynamically stretch your hamstrings for 30 sec., then practice
jog from one side to the other. stick handling, stop again, dynamically stretch your quadriceps
for 30 sec.
lesson focus:
assessment of students – stick handling, passing, shooting, lesson focus:
defense reiteration and deeper explanation of stick handling cues,
passing cues
introduction of floor hockey terms – stick handling cues,

passing cues, shooting cues passing drills, stick handling drills
activity close/lesson close: discuss todays lesson, talk about the activity close/lesson close: discuss todays lesson, talk about the
next lesson (stick handling and passing), discuss the floor next lesson (stick handling and shooting)
hockey terms
assessments:
assessments: exit slip – name 1 passing cue and 1 stick handling cue
teacher generated checklist for the assessment of students
teacher generated list of floor hockey terms for each student – keywords:
quiz after 6th lesson stick handling cues – hand placement, stick action, eyes
passing cues – body position, eyes, stick action, stick control
keywords:
stick handling cues – hand placement, stick action, eyes
passing cues – body position, eyes, stick action, stick control
shooting cues – body position, eyes, stick action
Day 3: quick review of floor hockey terms Day 4: introduction to basic rules, defense
instant activity: instant activity:

Grab a stick and a ball, find a partner and practice stick Jog 3 laps around the gym, then grab a stick and ball and weave
handling in place for 3 seconds and then passing to your through the cones set up by the teacher 2 times
partner, stop after 3 passes each and do 30 jumping jacks, and
then continue with the passing warm-up lesson focus:
introduction of basic rules – offensive and defensive
lesson focus:
reiteration of stick handling drills, deeper explanation of how to play defense/defensive strategies
shooting cues
activity close/lesson close: discuss todays lesson, talk about the
shooting/accuracy drills, stick handling refinement drills next lesson, discuss some of the basic rules
activity close/lesson close: discuss todays lesson, talk about the assessments:
next lesson (basic floor hockey rules, defense) exit slip – name 3 rules that an offense player has to keep in
mind
assessments:
exit slip – 1 reason why proper hand placement while stick keywords:
handling is important and 1 shooting cue and explain penalty
ways to score – powerplay, penalty shot, regular score
keywords: defensive positioning – between person and goal
stick handling cues – hand placement, stick action, eyes
shooting cues – body position, eyes, stick action
Day 5: Forehand and backhand shots Day 6: Introduction of Offensive Strategy
Instant activity: Students will grab a stick and send 5 passes Instant activity: Students will arrive and grab a stick. They
to a partner and then practice receiving 5 passes from a will then pick a station to practice at “on air”, or with no ball,
partner. After every 5 passes give me 5 jumping jacks. until further instructed.
Lesson Focus: To make sure students have an understanding Lesson Focus: Todays focus is on the offensive strategy of
of the forehand and backhand shot in floor hockey. changing direction to creating space from an opponent.
Activity close: Discuss the lesson with students and talk Activity close: Go over the days lesson and answer any
about the next lesson. Make sure students don’t have questions. Talk about the upcoming lesson and ask if anyone
questions about prior lessons. has any old questions.
Assessment: Teacher will observe students shoot 10 Assessment: Students will explain the purpose of this
forehand and 10 backhand shots on net. The goal is for offensive strategy on an exit slip before the end of class.
students to make at least 5/10 for each shot type.
Key word(s): Separation, space, change of direction
Key word(s): Forehand, backhand, target, finish
Day 7: Passing to a moving target Day 8: Receiving passes from a partner
Instant activity: Students will be led by teacher though 4 Instant activity: Students will come in and begin freely stick
min of dynamic stretches. handling through the cones in the gym.
Lesson Focus: Students can successfully pass the hockey Lesson Focus: Students are able to receive passes from a
puck/ball to a moving target. partner with control.
Activity close: Explain to students that this is an important Activity close: Tell the students how this can be used in
skill to use in games and an answer any other questions. game and go over terms with students.
Assessment: Students make 3/5 successful passes while be Assessment: On an exit slip students will be asked 5
observed by the teacher. questions about receiving a pass from a partner. We are
looking for at least a 3/5.
Key word(s): Lead, target, push, flick, extend
Key word(s): Soft hands, eyes focused, lead
Day 9: Floor Hockey Gameplay introduction Day 10: Floor Hockey Gameplay Continued
instant activity: Grab a stick and a ball, practice dribbling for instant activity: Grab a stick and a ball, dribble around the
1 minute, lap the gym dribbling 2 times, practice passing and gym once, play 1v1 wall ball for 3 minutes.
receiving with a partner.
lesson focus:
lesson focus: Teach the students team play during floor hockey games.
Give the students an easy introduction to floor hockey Give the students the chance to pass and cooperate in a real
gameplay. Teach students what offense and defense are. game environment. Students will play a game where offense
Have students play a 1v1 wall ball game where they can learn and defense is assigned and switched by the teacher in order
the basics of offense and defense. to give all students time on both phases of the game.
introduction of floor hockey terms – defense, offense, introduction of floor hockey terms – defense, offense, passing
shooting. under pressure and playing in defensive roles like goalie.
activity close/lesson close: Discuss the purpose of today’s activity close/lesson close: Discuss passing under pressure.
lesson and discuss how we will progress to eventually having Discuss the role of a defender and a goalie. Talk about the
less modified games. goal of the next lesson and game strategies.
assessments: assessments:
Assess the student’s knowledge of gameplay roles like when Assess the student’s knowledge of gameplay roles to a higher
you are offense and when you are defense. degree like when to pass and when to shoot.
keywords: keywords:
dribbling cues- eyes forward, proper grip, knees bent, tap the passing cues- eyes on target, step toward target, swing and
ball follow through.
shooting cues- eyes on target, step toward target, swing shooting cues- eyes on target, step toward target, swing
through and follow through. through and follow through.
Blocking cues- eyes on ball, move toward ball, cover your
openings, prepare to catch.
Day 12: Floor Hockey Final Gameplay Assessment
Day 11: Floor Hockey Full Modified Gameplay
instant activity: Grab a stick and a ball, practice dribbling
instant activity: Grab a stick and a ball, lap the gym dribbling around the gym for 1 minute, play 2v2 wall ball for 4
2 times, play 2v2 wall ball with a group for 3 minutes. minutes.
lesson focus: lesson focus:

Allow students to get a feel for small sided gameplay. Have This lesson will be focused on assessing the student’s learnt
students learn the faceoff. Students will play in 4v4 (one gameplay strategies, skill application and ability to follow
goalie each side) modified games where they will implement and call rulings.
rules and gameplay strategies to the best of their abilities.
introduction of floor hockey terms – Scoring, Assists, settling activity close/lesson close: Discuss basic gameplay strategies
(penalty) disputes, faceoff. and rules along with the skills they have learned throughout
the course.
Introduction of floor hockey terms- Scoring, Penalties
assessments:
activity close/lesson close: Discuss how to settle penalties Give a final assessment of the student’s gameplay via a
again, talk about the gameplay assessment coming in the final checklist geared towards skill usage, gameplay strategy and
class. rule application.
assessments: keywords:
Assess the student’s knowledge of strategies, rules and Offense
scoring systems. Defense
passing cues- eyes on target, step toward target, swing and
keywords: follow through.
faceoff- Prepare for the puck drop, then hit the ball toward Blocking cues- eyes on ball, move toward ball, cover your
teammates and then rotate to your position. openings, prepare to catch.
penalties
Teacher Candidate(s): Tanner Ludwin School: Winsburg Central Date: 4/30/20
Lesson Plan Unit/Activity: Floor Hockey

NYS/National Grade: High School
Central Focus (entire lesson segment): Intro to floor hockey
1 of 12
Standards Lesson Focus: stick handling, passing, shooting, receiving
# in class: 20
National Outcomes: (S1.H1.L1), (S2.H1.L1), (S4.H5.L1) Fitness: (S3.H10.L1)
Objectives
Assessment Tool Length of class: 50 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor During the activities, students will execute the basic skills of stick handling, Command
1a/1 Checklist
Domain passing, shooting, and receiving, continually throughout the lesson.
Practice
Reciprocal
Self-Check
Affective During the activities, students will independently use equipment appropriately,
2c/4 Rating scale Inclusion
Domain throughout the lesson.
Discovery
Problem Solving
At the end of the lesson, students will answer at least 3 out of 5 questions on an exit
2c/2 Cooperative
slip, correctly.
Cognitive Stations
Heart rate, cardiovascular endurance, momentum, dynamic stretch Exit slip
List of Jig-Saw
Domain
Academic
Language Used
Fitness Objective Equipment:
Health/Skill 1b/3 At the end of the fitness activity, students will measure their heart rate, correctly. Rating scale -20 hockey sticks
PM/Cogn -25 balls
CC Standard -4 nets
-20 safety glasses
Common Core
Standards
Students will not lift their sticks above their waists to avoid hitting their peers, be References(e.g. Book, course packet, pg #, complete web address URL):
mindful of the space around them, and wear their safety glasses at all times.
2c/4 255 packet, National Standards book,
Safety Statement https://www.uleth.ca/sportrec/content/floor-hockey-rules,
https://www.pecentral.org/lessonideas/ViewLesson.asp?
ID=12923#.XquDyKhKjIV
NYS Learning Standard 1 – Personal Health and Fitness
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. National Standards – The physically literate individual:
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition 1. Demonstrates competency in a variety of motor skills and movement patterns.
NYS Learning Standard 2– A Safe and Healthy Environment 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. and performance.
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. level of physical activity and fitness.
NYS Learning Standard 3– Resource Management 4. Exhibits responsible personal and social behavior that respects self and others.
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
3b. Students will be informed consumers and be able to evaluate facilities and programs. expression, and/or social interaction.
3c. Students will also be aware of career options in the field of physical fitness and sports
Adaptations,
Organization
Lesson Time Assessments, Reminders
Description
Components (mins)
CFU, Academic Language,
Alignment to objectives
T
Students will sit in front of the teacher while they explain the activity, then will grab a stick and a ball, find a partner, and practice CFU – can they describe what they
Instant Activity 4 S S S S S S S passing to each other for 1 minute and then jog from one side of the gym to the other, and then practice passing again for 1 minute are supposed to do, or do they need
and jog from one side to the other. guidance?
S S S S S S
15-30s Transition Students gently put away equipment and sit in front of teacher for further instruction
Introduction,
T
Signal for Name is Mr. Ludwin, will be physical educator, signal is my whistle, will be doing various activities that will introduce skills/terms CFU – do they know what is
Attention, 3-4 S S S S S S S required for floor hockey, safety statement, if everything is done timely order there should be time for modified gameplay at end of expected of them? Safety
class statements?
Hook, S S S S S S
Expectations
15-30s Transition Set up cones and get equipment
S S
CFU – do students know where to

check for their heart rate?
S S Students will split in half and attempt to weave through a series of cones 2 times, and then measure their heart rate with teacher
Fitness Activity 4
guidance.
S S
Assessments:
S S
- Fitness Rating Scale
S S
S S
15-30s Transition Students will grab sticks and a ball, get into position for the activity
Body of Lesson Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
(Lesson Focus) Learning Tasks Cues (Refinements) – Variations / Modification – Adaptations,

Simple words to
a) For each learning task, please describe demonstrations and/or improve performance
and understanding. Add variations to the learning tasks to make it Assessments, Reminders
questions that will facilitate student learning and engagement. easier and harder according to needs and abilities
b) Describe the learning task. E.g. Hit the ball over the net to your E.g. Eyes at target of the students (lower and higher skilled students). CFU, Academic Language,
partner 10 times. Alignment to objectives
a. stand in front of students and show them how to properly stick handle. Demonstrate from 3 different angles (both sides, straight Answers:
towards them) at full speed and then once slowly.
1. stance, control, eyes
Task #1
1. What are the 3 cues for stick handling?
2. so that a defender can't steal
2. Why is control so important? the ball/puck
S b. Sharks and Minnows for stick control: 1. stance Reminders to keep ball under
control and watch where they are
S Two students will start in the middle and the rest 2. control
dribbling their ball
of the class will attempt to make it to the other side
S S without having their ball stolen. If they get their 3. eyes Easier – make boundaries bigger
ball stolen, they go to the middle and the game
5 S S continues until there is one student left. Assessments:
S Harder – make boundaries smaller
- Psychomotor Checklist (Stick
S Handling)
T - Affective Rating Scale
15-30s Transition
Set up cones
a. stand in the middle of the organization of the activity with a student across from me. Demonstrate how to properly receive a pass 3 Answers:
times full speed from 3 different angles, then one time slowly and explain cues.
Task #2 1. because they are both
1. How do the cues ‘angle’ and ‘soft’ relate to each other? important for absorption of the
ball/puck
5 S S b. Back and Forth: 1. stance Easier – shorten distance between cones CFU – how many passes are
required at each distance? 10
S S Students will get in pairs and there will be 4 sets of 2. track
cones that will make the distance between you and
S S your partner greater as you progress. Goal is to 3. angle Harder – increase number of passes required
complete ten passes to your partner as fast as you before progressing to next set of cones
S S can at each distance. 4. soft
Assessments:
S S
- Psychomotor Checklist
S S (Receiving)
T - Affective Rating Scale

1 Transition
Set up bowling pins, get bean bags
a. stand in front of students and set up a bowling pin so they can see you and the pin. Demonstrate how to properly shoot with a Answers:
hockey stick full speed at the pin 3 times and have a student reset the pin each time. Then, demonstrate slowly and explain cues.
Task #3 1. it helps with power and
1. Why is flicking your wrist important for shooting? accuracy
S S S S S b. Bowling Shoot-Out 1. stance

CFU – how many chances do you
Students will break up into 5 groups of 4 and the 2. target
get to knock down all the pins? 2
first person in line will stand on the poly-spot
S S S S S about 10 feet from 6 bowling pins and shoot a bean 3. step Easier – make shooting distance shorter
bag towards the pins with the hockey stick. Take
5 S S S S S two turns like in bowling, unless you get a "strike". 4. flick
Assessments:
Set up the pins and give the stick and beanbag to
S S S S S Harder – make shooting distance longer
the next student in line. - Psychomotor Checklist (Shooting)
- Affective Rating Scale

T
15-30s Transition
Organize students into 3 lines
a. stand in front of class and ask for 2 volunteers to help. Demonstrate the weave 3 times slowly because the volunteers may not know
Answers:
it well enough to do it full speed. Explain the details of the weave while demonstrating. Then show them once full speed.
Task #4
1. stance, eyes, push
1. What are the 3 cues for passing?
5 b. 3-Person Weave: 1. stance Easier – lengthen distance between lines for longer Remind them that speed is not the
passes focus, the quality and consistency
T Students will line up in 3 lines and the group in the 2. eyes of the passes are
middle always starts with the ball. The first person
in the middle will pass to one of the outside groups 3. push
and follow their pass and then that student will Harder – give a set number of passes they must
pass it to the other side and follow their pass, and make before they make it to the other side Assessments:
so on and so forth. Once they are at the other end,
S S S - Psychomotor Checklist (Passing)
the student closest to the goal will shoot it.
S S S
S S S
S S S
15-30s Transition Students will gently set down sticks and balls and help set up nets, split into teams
a. 1. what are 2 safety things to keep in mind during gameplay? Keep stick below waist, no checking
Task #5
2. name the 3 things we focused on today that apply to gameplay – passing, receiving, stick handling
S S b. Modified Gameplay: 1. eyes
Gym will be split into 2 halves and teams will 2. smart

rotate every 2 minutes. Teams must pass to all
their teammates before they can shoot. 3. teamwork
S S S S S S
Remind them of safety statements
S S Adaptations: a student who can't
run may play goalie, student in
Easier – bigger ball
wheelchair can be score keeper
10 S S
S S S S S S Harder – smaller boundaries

Assessments:
S S
T -------T
15-30s Transition Students gently put away equipment and sit in front of the teacher to await further instruction
T
Lesson Closure,
S S S S S S S Discuss todays lesson, talk about the next lesson (stick handling and passing), discuss the floor hockey terms, talk about future quiz,
5 Assessment - Exit slip
Hook to Next exit slip
S S S S S S
Lesson
Pre-planning: Previous instruction in this activity (earlier grade levels)
Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Evaluation of
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports
Teacher Candidate(s): Tanner Ludwin School: Winsburg Central Date: 5/16/20

NYS/National Grade: High School
Central Focus (entire lesson segment): basic hockey skills
2 of 12
Standards Lesson Focus: stick handling, passing
# in class: 20
National Outcomes: (S1.H1.L1), (S2.H1.L1), (S4.H5.L1) Fitness: (S3.H10.L1)
Objectives
Teaching Styles:
Psychomotor During the activities, students will execute the basic skills of stick handling and Command
1a/1 Checklist
Domain passing, continually throughout the lesson.
Practice
Reciprocal
Self-Check
Affective During the activities, students will independently use equipment appropriately,
2c/4 Rating Scale Inclusion
Domain throughout the lesson.
Discovery
Problem Solving
At the end of the lesson, students will name 2 cues for both stick handling and
2c/2 Cooperative
passing on an exit slip, correctly.
Cognitive Stations
Heart rate, cardiovascular endurance, momentum, dynamic stretch Exit slip
List of Jig-Saw
Domain
Academic
Language Used
Fitness Objective 1b/3 At the end of the fitness activity, students will measure their heart rate, correctly. Rating Scale Equipment:
Health/Skill -20 hockey sticks
PM/Cogn -25 balls
-4 nets
CC Standard -20 safety glasses
Common Core
Standards
Students will not lift their sticks above their waists to avoid hitting their peers, be References(e.g. Book, course packet, pg #, complete web address URL):
mindful of the space around them, and wear their safety glasses at all times.
2c/4 255 packet, National Standards book,
Safety Statement https://www.uleth.ca/sportrec/content/floor-hockey-rules,
https://www.pecentral.org/lessonideas/ViewLesson.asp?
ID=12923#.XquDyKhKjIV
Adaptations,
Organization
Description
Components (mins)
T Students will sit in front of the teacher while they explain the activity, then will grab a stick and ball and practice stick handling
around the outside of the basketball court for 1 minute, stop, and then dynamically stretch your hamstrings for 30 sec., then practice CFU – can they describe what they
Instant Activity 4 S S S S S S S stick handling, stop again, dynamically stretch your quadriceps for 30 sec. are supposed to do, or do they need
guidance?
S S S S S S
15-30s Transition Students gently put away equipment and sit in front of teacher for further instruction
Introduction,
T
Signal for Name is Mr. Ludwin, will be physical educator, signal is my whistle, will be doing various activities that will help develop CFU – do they know what is
Attention, 3-4 S S S S S S S passing/stick handling skills, safety statement, if everything is done timely order there should be time for modified gameplay at end of expected of them? Safety
class statements?
Hook, S S S S S S
Expectations
15-30s Transition Each student gets equipment in an orderly fashion
S CFU – do students know where to

check for their heart rate?
A leader (student) will be chosen by the teacher and students will follow the leader around the gymnasium while maintain control of
their ball. At the end, students will measure their heartrate.
Fitness Activity 4 S S S S S
Assessments:
S S S S
- Fitness Rating Scale
15-30s Transition Students will grab sticks and a ball, get into position for the activity
Cues (Refinements) – Variations / Modification – Adaptations,

Learning Tasks
Simple words to
improve performance Add variations to the learning tasks to make it Assessments, Reminders
c) For each learning task, please describe demonstrations and/or
and understanding. easier and harder according to needs and abilities
questions that will facilitate student learning and engagement.
of the students (lower and higher skilled students). CFU, Academic Language,
d) Describe the learning task. E.g. Hit the ball over the net to your
partner 10 times. E.g. Eyes at target Alignment to objectives
a. stand in front of students and show them how to properly stick handle. Demonstrate from 3 different angles (both sides, straight Answers:
towards them) at full speed and then once slowly.
1. control, eyes or any combo of 2
Task #1 1. What are 2 cues for stick handling?
2. wait, if necessary, for peer to
2. What do you do after you have weaved through the cones? retrieve ball and then you can
shoot
Target Target b. Cone Weave: 1. stance
Students will split up evenly into 2 lines and will 2. control

weave through a set of cones as a reasonable pace
that challenges them. After they have gone through 3. eyes
the cones, they will shoot at a target taped to the
wall and retrieve their ball after it bounces off the
wall. They will then go to the back of the other
S S
line.
(Lesson Focus) Assessments:
Easier – cones spaced out more
- Psychomotor Checklist (Stick
5
Handling)
S S Harder – cones closer together
S S
S S
S S
S S
15-30s Transition Students will keep their stick and ball, and will each get two cones
a. briefly re-go over cues for stick handling and then demonstrate the activity from 3 different angles Answers:
Task #2 1. Is speed important? 1. No, however as control
increases, speed should too.
5 x x x x x x b. Figure 8’s: 1. stance Easier – move hands down stick toward blade Assessments:
S S S Students will place 2 cones 3 feet apart and weave 2. control - Psychomotor Checklist (Stick
a figure eight pattern under control without hitting Handling)
the cones. 3. eyes
Harder – increase speed with control
T
15-30s Transition Students will neatly put away their cones and wait for instruction on the next activity
a. stand in front of the class and explain how the activity is done and then demonstrate how to properly pass 3 times from 3 different
Answers:
angles and explain the cues
Task #3 1. stance, eyes, push
1. What are the 3 cues for passing?
2. say the person’s name
2. What are you supposed to do before you pass the ball?
SS b. Around the World: 1. stance
S S Students will organize themselves into a circle, all 2. eyes CFU- can you pass the ball in the
facing the middle. Someone will start with a ball
Easier – use only one ball air? No
S S and then say another student’s name before passing 3. push
it to them. The order will be kept as a second ball
S S is introduced, after 2 rounds, while the other ball is
5
being passed around. The max number of balls in Harder – keep adding balls until there are 5 in play Assessments:
S S
play at one time shouldn’t exceed 5. (granted the students have been able to handle the
- Psychomotor Checklist (Passing)
SS increase in balls)
15-30s Transition
Set up cones
a. briefly re-go over passing cues and demonstrate the activity with another student Answers:
Task #4
1. How many passes are required at each distance? 1. 10
5 S S b. Back and Forth: 1. stance Easier – shorten distance between cones Assessments:
S S Students will get in pairs and there will be 4 sets of 2. eyes - Psychomotor Checklist (Passing)
cones that will make the distance between you and
S S your partner greater as you progress. Goal is to 3. push Harder – increase number of passes required - Affective Rating Scale
complete ten passes to your partner as fast as you before progressing to next set of cones
S S can at each distance.
S S
S S
15-30s Transition Students will gently set down sticks and balls and help set up nets, split into teams
Answers:
a. 1. What are 2 safety things to keep in mind during gameplay? 1. Keep stick below waist, no
checking
Task #5 2. Name the 3 things we focused on today that apply to gameplay
2. passing, receiving, stick
handling
S S b. Modified Gameplay: 1. eyes
Gym will be split into 2 halves and teams will 2. smart

rotate every 2 minutes. Teams must pass to all
their teammates before they can shoot. 3. teamwork
S S S S S S
Remind them of safety statements
S S Adaptations: a student who can't
run may play goalie, student in
Easier – bigger ball
wheelchair can be score keeper
10 S S
S S S S S S Harder – smaller boundaries

Assessments:
S S
T -------T
15-30s Transition Students gently put away equipment and sit in front of the teacher to await further instruction
T
Lesson Closure,
S S S S S S S Discuss todays lesson, talk about the next lesson (stick handling and shooting), discuss the floor hockey terms, talk about future quiz,
5 Assessment - Exit slip
Hook to Next exit slip
S S S S S S
Lesson
Evaluation of Pre-planning: Previous instruction in this activity (earlier grade levels)

Lesson
(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports
Teacher Candidate(s): Connor Dennehy School: SUNY Cortland Date: 4/30/2020
Unit/Activity: Floor Hockey Day 1

Grade:7th
Central Focus (entire lesson segment): Forehand, back hand, shooting, passing
Lesson Focus:
# in class: 24
Lesson Plan NYS/National National Outcomes:
D Standards (S1.M12.7)
(S4.M1.7)
(S2.M9.7)
Objectives
1a/1 Students will demonstrate consistently shoot the puck/ball with good form by Teacher observation Teaching Styles:
hitting the target 7/10 times
Psychomotor Command
Domain
Practice
Affective Students will exhibit responsible social behavior by providing one compliment to a
2/4 Peer observation
Domain classmate by the end of the period.
Students will develop an understanding of floor hockey by answering an exit slip

1b/2
following the days activities.
Cognitive
Exit slip
List of
Domain
Academic Fore hand, back hand, puck, soft hands. flick
Language Used

Students will focus on warming up their cardiovascular system before we will begin
Health/Skill 1a/1 Teacher observation 15 Cones
our lesson.
PM/Cogn 12 Hockey sticks
24 Hockey balls/pucks
CC Standard 1 hockey net
Common Core
Standards Colored gym tape
For safety please do not raise the blade of the stick above waist level. References(e.g. Book, course packet, pg #, complete web address URL):
2c/4 https://www.flaghouse.com/?
gclid=Cj0KCQjwncT1BRDhARIsAOQF9Ll2hnUEIvtD8i1ZCC
Safety Statement
mPH1wNhwdMEqiFZiDiW3pl6QZEjReO6zabrh0aAsXKEALw
_wcB&
NYS Learning Standard 1 – Personal Health and Fitness National Standards – The physically literate individual:
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1. Demonstrates competency in a variety of motor skills and movement patterns.
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
NYS Learning Standard 2– A Safe and Healthy Environment and performance.

2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.
Adaptations,
Organization
Description
Components (mins)
SSS SSS
Students will roll the colored die while coming in. that will send them into a corner of the gym. It is at the corner they will do
Instant Activity 3min
dynamic stretches of that areas body part. I will rotate students after 2 min.
SSS SSS
30sec Transition Order students in front of teacher to listen for directions.
Introduction, 3min T Hello class my name is Mr. Dennehy and my signal for attention is my whistle. When you hear it please stop look and listen to what I Does anyone remember from last
Signal for have to say. If you have any questions, please don’t hesitate to ask me. We will be going back over last weeks unit of floor hockey week what the front part of the
stick blade is called?

SS
Attention,
SSSS and for safety today we want to make sure no one raises that stick above their waist level. So remember have fun but be safe.
Hook,
Expectations What part of the body are we not
SSSSSS
allowed to raise the stick past?
30sec Transition
Grab a stick when you come in and students will begin the “Line Run” activity, in which students will run to each line on the gym
Fitness Activity 4min S S S S S S
floor but return to their starting point in between going to each new line. This will get the blood pumping.
30sec Transition
Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Cues (Refinements) – Variations / Modification – Adaptations,

Learning Tasks
Simple words to
e) For each learning task, please describe demonstrations and/or
and understanding. easier and harder according to needs and abilities
of the students (lower and higher skilled students). CFU, Academic Language,
f) Describe the learning task. E.g. Hit the ball over the net to your
partner 10 times. E.g. Eyes at target Alignment to objectives
Task #1 a. Pucks on Net!
N b. Students will be lined up along 3 point line and 1. Target

their will be a net under the basket. Students must
S S stay behind the 3 point line for safety and will 2. Step Easier – Provide more targets to shoot at
move one position to their left after a minute and a Give specific feedback to students.
6min S S half 3. Finish
Body of Lesson Don’t turn back to students.
S S Harder – Put an object in net to block shots
(Lesson Focus)
S
30sec Transition Quickly transition students to the next activity!
a. Partner Pass & Shoot

Task #2
b. Students will get in groups of two and then 1. Locate partner Easier – have the student passing the ball roll it
N
break into two lines staying in their order. One slowly instead. Introduce students to the term “One
student will practice his fore hand pass to a partner 2. Pass
6min Timer” and explain it’s a forehand
while his partner tries to shoot to ball/puck right shot off a pass.
off the pass. 3. Time up shot
S S
Harder - Increase distance between students

Task #3 a. Zig Zag Passing Tree
S 1. Ready
S b. Students will try and get the ball from one side 2. Receive Easier – Don’t restart after a bad pass
to the other without messing up a pass. After every (Use cones to mark where students
6min S successful or unsuccessful attempt the students 3. Pass
should stand)
will move one spot down sot the order changes.
S Harder - Increase the pace
Quickly transition students to the next activity!

30sec Transition
Task #4 a. Back hand reception of a Pass
b. Students will break off into groups of two and 1. Focus Easier – roll the ball softly with hand to partner
one student will be the passer and will be the Give specific feedback to students.
6min S S S S receiver. The passer will provide a friendly roll to 2. Soft
their partner who will use the back of the stick Don’t turn back to students.
blade to receive the pass. 3. Control Harder – Increase distance between partners
a. 3 vs 3 small sided simulated gameplay

Task #5
S S b. Two nets will be set up at either end of the gym 1. Safe

and students will take their skills into small sided 3
S min games of hockey. Here they will practice all 2. Aware
the skills we have been learning. Easier – softer defense
3. Respect Give specific feedback to students.
6min
Don’t turn back to students.
Harder - add a goalie
S
S S
30sec Transition Transition students to corner of the gym where you will provide the lesson closure.
T
Lesson Closure,
Go over everything the class did well and point out some negatives and build on them. Ask your students to please fill out one of the
2-3min SSS
Hook to Next exit slips provided before leaving the gym.
Lesson SSSS

Evaluation of
Lesson
Provided 3 min to answer a short exit slip at the end of class.

Instructional
Supports
Teacher Candidate(s): Connor Dennehy School: SUNY Cortland Date: 5/15/2020
Unit/Activity:
Grade:7th
Central Focus (entire lesson segment): Floor Hockey
Lesson Focus: Introduction to offensive strategy

# in class: 24
Lesson Plan NYS/National National Outcomes:
D Standards Psy: (S2.M7.7)
Aff: (S4.M1.7)
Cog:(S3.M7.5)
Objectives
1a/1 Students will create open space by implementing varying force and direction to Teacher observation Teaching Styles:
create space from a defender.
Psychomotor Command
Domain Practice
Students will exhibit cooperation and respect by interacting positively with one
Affective
2/4 student by the end of class. Peer observation
Domain
Students will be able to answer 5 questions on offensive strategy with a score of at

1b/2
lest 3/5.
Cognitive
Exit slip
List of Separation, create space, change of direction, change of speed
Domain
Academic
Language Used
Health/Skill 1b/1 Students will focus on their flexibility by stretching at the beginning of class. Teacher observation 20 sticks
PM/Cogn 20 hockey balls
5 tennis balls
CC Standard 5 whiffle balls
Common Core
Standards
For safety please do not raise the blade of the stick above waist level. References(e.g. Book, course packet, pg #, complete web address URL):
2c/4 https://www.flaghouse.com/?
gclid=Cj0KCQjwncT1BRDhARIsAOQF9Ll2hnUEIvtD8i1ZCC
Safety Statement
mPH1wNhwdMEqiFZiDiW3pl6QZEjReO6zabrh0aAsXKEALw
_wcB&
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.
Adaptations,
Organization
Description
Components (mins)
SSSSSSSS
Have students arrive and grab two bean bags (low friction can fit hand). Divide the students into 4 teams and have a hula hoop at
Instant Activity 3min each. Students will put their bean bags on the floor and put their hands on top of the beans bags. They will travel around the gym by Can use poly spots as well
sliding around on their hands (beanbags) and feet.
T
30sec Transition (Whistle)… transition students in front of teacher
Introduction,
SSSSSS Hello class my name is Mr. Dennehy and my signal for attention is going to be my whistle. When you hear it please stop look and
Signal for listen to what I have to say. Today we are going to focus on stretching before we get into today games. During todays lesson we will
Attention, Can we hit other sticks to get the
3min primarily focus on offensive strategies and concepts we hope you will understand. Floor Hockey is a fun way to get active and there is
ball free?
plenty about it to learn about. For safety today we do not want to raise the blade of the stick above our waist level and we do not want
Hook, T to hit other sticks with out blade.
Expectations
30sec Transition (Whistle)….transition students towards activity
S S S S S S
Have students form a line in front of the teacher (not a circle around) and begin stretching the hamstring for 10 seconds. Then target
Fitness Activity 4min
the quads, calves, and finish with 10 arm circles and 10 second trunk twists.
T
30sec Transition (Whistle)…. Direct students attention towards you

Simple words to
g) For each learning task, please describe demonstrations and/or improve performance
and understanding. Add variations to the learning tasks to make it Assessments, Reminders
questions that will facilitate student learning and engagement. easier and harder according to needs and abilities
h) Describe the learning task. E.g. Hit the ball over the net to your E.g. Eyes at target of the students (lower and higher skilled students). CFU, Academic Language,
partner 10 times. Alignment to objectives
Task #1 b. Give and Go!- Students will practice their passing and receiving. Students will practice their give and go passes with a
partner. Students will use forehand pass and lead their partner with their pass.
S S b. Go over the forehand and back hand shots again 1. Locate Easier – slow pace or stop pace
with students from all angles as well as the cues. Make sure students groups are
6min Explain how it is important to lead your target 2. Lead
similar in skill.
when they are moving in order to be accurate
3. Flick Harder – increase pace/ distance
b. Passing Party- Students will be on teams of 8 vs 8. Students will all have a stick and will be divided in halves of the gym. Give specific feedback to students.
Task #2 Whiffle balls, tennis balls, and hockey pucks will be scattered around the gym and you do not want them on your side. The
goal of this game is to have the least amount of equipment on their side when the music stops. Don’t turn back to students.
b. Students must keep their passes low. Teams will 1. Quick

be randomly divided and students will implicate
both offensive strategies of forehand and backhand 2. Locate
passing. Easier – use very bright colored objects
SSSSSSS 3. Low
6min
Harder - Implicate more hockey balls
SSSSSSS
Task #3 b. Through The Hurdles- Student stands on a poly-spot 15 feet from the stand up mat as a goal. They try to aim a puck
underneath 3 mini hurdles to score a goal. Return the stick and puck to the next person in line.
S 1. Target
S b. This offensive strategy will help them later 2. Step Easier – Decrease distance
during game play. Show them a demo from 3 Give specific feedback to students.
6min S different sides and show the students where to 3. Follows
rotate. Don’t turn back to students.
S Harder – Increase distance
Quickly transition students to the next activity!

30sec Transition
Task #4 b. King of the hill- One student will play defense 5 feet in front of the net. A line will be formed 10 feet from the net. The Avoid shots up high.
student at the front of the line will try and perform an offensive tactic to try and beat their defender. Once you go on
offense you will move to defense and then to the back of the line from defense. Ask students, where they will go
after defense?
b. Demonstrate what this will look like using a 1. Square Easier – make the net wider
student as a defender. Show the class the rotation
6min SS S S N of the activity and where everything is set up 2. Change
3. Speed/direction Harder – move the net further apart
b. Team Keep Away- The gymnasium will be broken into four quadrants. Students will be divided into 8 teams of 4. Teams
Task #5 will play keep-away against each other in their quadrant. The first team to successfully complete 10 consecutive passes
gains 1 point. Passes cannot be made back to the person you've received from until it has touched someone else.
S S b. The defending team's job will be to play defense 1. Focus
and attempt to block/intercept the passes.
S Turnovers occur when: a ball is knocked down by 2. Consistency
the defending team, defending team intercepts the Easier – 5 passes = 1 point Enforce no stick contact or high
pass, offense drops the ball. No stick contact and 3. Finish sticks.
6min
only wrist shots allowed.
How many passes will gain you a
Harder - 15 passes = 1 point point?
S
S S
30sec Transition Transition students to corner of the gym where you will provide the lesson closure.
T
Lesson Closure,
I enjoy what today I saw class. All really great stuff, (go over some bad in a positive way) and I hope we bring the same energy next
2-3min SSS
Hook to Next class.
Lesson SSSS

Evaluation of
Lesson
Provided 3 min to answer a short exit slip at the end of class.

Instructional
Supports
Teacher Candidate(s): Cody Jacobs School: Suny Cortland Date: 4/14/20

NYS/National Grade: 8-9th
Central Focus (entire lesson segment): Gameplay Introduction
9 of 12
Standards Lesson Focus: Introduce students to gameplay through gradual means. Offense, Defense.
# in class: 20
National Outcomes: S1.M7.8, S1.M11.8, S2.M6.6, S4.M7.8, S3.M12.6
Objectives
Teaching Styles:
Psychomotor During gameplay, students will transition from offense to defense and defense to Command
1A/S1 Observation by the teacher
Domain offense immediately.
Practice
Reciprocal
Affective Before the lesson, students will identify safety issues when prompted by the teacher. Self-Check
2a/S4 Check for understanding
Domain Inclusion
Discovery
1A/ S2 During gameplay, students will understand when and how to transition between Problem Solving
offense and defense effectively according to a teacher checklist.
Cooperative
Cognitive
Observation Checklist Stations
Domain
Offense, defense, control, poke check. Jig-Saw
List of
Academic
Language Used
Fitness Objective 1B/S3 At the beginning of the lesson students will understand the purpose and importance Check for understanding Equipment:
of a warm up and a cooldown when asked questions by the teacher.
Health/Skill Cones- 40x
PM/Cogn Floor hockey sticks- 20x
Hockey balls- 40x

CC Standard
Common Core
Standards
References(e.g. Book, course packet, pg #, complete web address URL):
2c/4 When handling the hockey stick make sure to keep the end on the ground at all times National Standards and Grade Level Outcomes
and always be aware of your surroundings.
Safety Statement Basics of Effective Instruction in PE
EDU 255 packet
https://www.youtube.com/watch?v=g7NJQ40P39M
Adaptations,
Organization
Description
Components (mins)
Students stand on If students have trouble with the

Instant Activity 5min Students will practice dribbling stationary with low cones and then move on to dribbling around the gym 2 times.
a line in the gym. stretches they can walk instead.
30 Gently place the equipment down and focus attention towards me.
Transition
seconds
Introduction,
Signal for Students gather Hello class, today we will be working on understanding offensive and defensive gameplay. Make sure to turn and face me when I What is our expectation for today? How
Attention, 3
in the center of blow my whistle and standby for further instruction. I expect everyone to be able to identify when to transition from offense to high should we not bring the stick?
minutes
the gym. defense during gameplay. If we accomplish everything today then we can try some modified 3v3 gameplay. (waist high)
Hook,
Expectations
Transition
seconds
Students spread We warmup to avoid injuring our

Students will jog around the gymnasium and perform multiple active stretches using the hockey sticks or other implements for
5 out at least arms muscles and to ready us for exercise.
Fitness Activity support. During these dynamic stretches we will go over what a warm up consists of and why we do them. What is one reason we
minutes length from one The ideal warmup should last up to
want to warmup before intense exercise? How long should the ideal warmup last?
another. 5minutes.
Transition
seconds

Simple words to
i) For each learning task, please describe demonstrations and/or improve performance Add variations to the learning tasks to make it Assessments, Reminders
questions that will facilitate student learning and engagement. and understanding. easier and harder according to needs and
j) Describe the learning task. E.g. Hit the ball over the net to your abilities of the students (lower and higher CFU, Academic Language,
partner 10 times. E.g. Eyes at target skilled students). Alignment to objectives
a. For this task I will demonstrate by picking 3 students and entering a box created with 4 cones. I will demonstrate how
Watch the chest when getting ready to
2 to play with the aid of the students. These 3 students will all be dribbling a ball and I will attempt to steal the ball from
Task #1 poke check. Using one hand gives you
minutes them using my stick to poke check the ball out of their control. I will show in each corner with each student to help the
class see what I am doing more effectively. When poke checking where do you want to be watching the other player? better reach without losing balance.
Do you use one hand or two hands when poke checking?
b. Get into groups of 4 and designate one person to 1. Watch chest Easier – If this is too difficult then the area the
Students will get attempt to steal the balls. The other 3 will dribble students have access to can be enlarged.
and attempt to protect their ball from the person 2. One hand Do not hit the other students when poke
10 into groups of 4
stealing it. The person who lost control of their ball checking. Your poke check should
minutes inside a set of 4 3. stick on puck
will then have to take one from another player. always be aimed directly at the ball.
cones. Harder – You can make it groups of 5 and
Students cannot exit the cones.
have 2 stealers.
Transition
seconds
a. For this task I will demonstrate using 2 students. This activity will require a “goal” location. We will demonstrate by When trying to make a shot on net you
me running up by myself to make a solo goal and then running back to tag in a partner to run up and make a goal with want to pass often to keep the goalie
2 2 people and then again with the third involved. When we make the third goal with all students then the next student and defense from being able to stop you
Task #2 starts the next round solo. Students should be spread far from each other when running up. This drill emphasizes
minutes easily. You want to spread out as much
passing and goal shooting strategizing. Why is it important to pass to your teammates when attempting to make a as possible so the opponents can’t
goal? Why should you spread out as offense? adjust to your passes easily.
b. One student runs up and makes a goal by 1. Eyes on target Easier – Make the goal larger if students are
themselves, then the next player grabs a ball and having trouble making the goal while Do not slap shot or bring the stick up
Students will passes between the two of them to make a goal and 2. Prepare advancing. above your waist. All shots should be
10 group in 3’s next then the final player does the same with a 3-person
3. Extend and follow made with the stick low and lift can be
minutes to a pair of cones group. Once the whole group is involved then it
through. generated through a flip of the stick
setup as a goal. restarts with the next person in line starting as the
Harder – Put an obstacle in the center of the head. (learned earlier on).
solo player.
cones to act as a “goalie”.
Transition
seconds
a. This task will be a 1v1 “wall ball” game. I will demonstrate with one student how to play. In this task we will be using We can stop someone from advancing
poke checks and advancing strategies. I will demonstrate by having the student get past me (as a defender) and by poke checking the ball and making
2 shooting at the wall to score. This activity will teach how to transition between offense and defense by allowing the
Task #3 them lose the ball. We can score by
minutes students to play a heavily modified, but live game. I will also demonstrate a “fake” by bringing the ball in 2 different shooting the ball into the net in an
directions to trick the defender. I can show this at 3 different angles. What is one way we can stop the opponent’s average game of floor hockey.
offense? How do we score in a real game?
15 Students will get 1. Pull away Easier – Students can use any wall in the Because this game is 1v1 with just
minutes into pairs of gymnasium walls being the only line be very careful
equal skill level b. The students will start in pairs with one student 2. Jab across of your surroundings and other students
if possible. having possession of the ball and one ready to nearby.
defend. The student with the ball will attempt to 3. quick step and follow
get near a section of wall and shoot to hit the wall through Harder - Students can use a small portion of
and when they make the shot or the ball is knocked the wall in the gymnasium.
out of their control the ball is turned over to the
defender’s control.
Transition
seconds
a. a. For this task we will be playing 2v2 wall ball. I will have a short demonstration with 3 students since the students You can pass to your teammates or fake
already know how to play wall ball. The goal is for the students to use the skills they learned from passing and the opponent to get past the defense.
2 advancing to apply strategy when having to pass multiple players. This also helps the defenders learn how to
Task #4 You can poke check or force your
minutes cooperate and defend. What are some ways you could get past the defense in floor hockey? What are some ways you
could obtain possession of the ball? opponent to make undesirable
passes/shots.
b. Students verse each other in 2v2 wall ball. You 1. eyes on target Easier – When the offense loses control of the
score by hitting the wall with the hockey ball using ball then the play is dead for the turnover
Students get into teamwork. If the offense loses control of the ball or 2. step forward instead of continuing with a turnover. Make sure to pass often. “Stick on
10 pairs and find scores, then the ball is turned over to the defense.
3. extend forward puck” make sure to poke check directly
minutes another pair to
at the ball.
verse.
4. follow through Harder – Students can use cone goals instead
of the wall.
30
Transition Gently place the equipment down and focus attention towards me.
seconds
a. For this task students will play 3v3 games with one net and a backline for turnovers. I will demonstrate what each
marking is for in this particular modified game including the cone goals and the backline. Students will understand The ball carrier has to be the first
2
Task #5 offensive and defensive tactics through 3v3 gameplay. When on offense who has to pass blue line first in order to person to pass the blue line on your
minutes
avoid a penalty? team to avoid a penalty.
b. Students will start with a designated offense and 1. eyes on target

defense. There are no goalies. The offense has to Easier – The entire team does not have to cross
2. step forward back over the blue line. This is our first introduction to full on
Students get into try to get past the defense and shoot at the cone
gameplay. Make sure to keep passing if
15 groups of 3 and goal. Turnovers happen when a team scores. The
3. extend forward you have trouble advancing. If your
minutes find another play does not stop when someone loses the ball
teammate gains control of the ball make
group of 3. and it doesn’t leave bounds. The defender can Harder - Possession can be decided with a
4. follow through sure to get ready for offensive plays.
reclaim the ball, but must cross back over the blue hockey faceoff instead.
line in order to shoot.
15
seconds
Lesson Closure, Today we went over what we want to do when playing offense or defense. You have learned how to protect the ball in offense
Sitting in the and how to steal the ball in defense and use that when in an ongoing gameplay scenario. Next lesson we will be working on team To take the ball from the opponent you
5 minute
Hook to Next center of the gym roles like goalie and center and learning how to play offense and defense as a team. How do you steal the ball or make someone have to poke check it.
Lesson lose control of it?
Evaluation of Pre-planning: Previous instruction in this activity (earlier grade levels)

Lesson
1x Gameplay checklist
Instructional
Supports
Teacher Candidate(s): Cody Jacobs School: Suny Cortland Date: 4/14/20
Unit/Activity: Floor Hockey

Lesson Plan Grade: 8-9th
Central Focus (entire lesson segment): Modified gameplay and tactics focus.
NYS/National
10 of 12
Lesson Focus: This lesson we will focus on teamwork and the concept of positioning and team roles. Students will learn what a
Standards
goalie does, a center and other floor hockey roles. # in class: 20
National Outcomes: S1.M10.8, S1.M11.8, S2.M6.8, S4.M5.8, S3.M7.7
Objectives
Teaching Styles:
Psychomotor Command
1A/S1 During gameplay, students will be able to shoot on goal with proper form. checklist
Domain
Practice
Reciprocal
During gameplay, students will communicate effectively with their teammates Self-Check
Affective
2a/S4 according to a teamwork rubric. Rubric
Domain Inclusion
Discovery
Cognitive 1A/ S2 Exit slip
Problem Solving
At the end of the lesson students will be able to name roles and positions of a team Cooperative
on an exit slip.
Stations
Jig-Saw
Domain
Offense, defense, goalie, center, poke check.
List of
Academic
Language Used

Students will understand the importance of skill related fitness and can implement it
Health/Skill 1B/S3 Exit slip Nets- 10x
on an exit slip.
PM/Cogn Floor hockey sticks- 20x
Hockey balls- 40x

CC Standard
Common Core
Standards
References(e.g. Book, course packet, pg #, complete web address URL):
2c/4 When handling the hockey stick make sure to keep the end on the ground at all times National Standards and Grade Level Outcomes
and always be aware of your surroundings.
Safety Statement Basics of Effective Instruction in PE
EDU 255 packet
https://www.youtube.com/watch?v=g7NJQ40P39M
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. level of physical activity and fitness.
2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. 4. Exhibits responsible personal and social behavior that respects self and others.
NYS Learning Standard 3– Resource Management 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.
Adaptations,
Organization
Description
Components (mins)
Students stand on Students will practice dribbling stationary with low cones and then move on to dribbling around the gym 2 times. Afterwards If students have trouble with the
Instant Activity 5min
a line in the gym. students will perform dynamic stretches. stretches they can walk instead.
Transition
seconds
Introduction,
Signal for Hello class, today we will be working on understanding team roles and positioning along with the role of a goalie. Make sure to
Students gather What is our expectation for today? How
Attention, 3 turn and face me when I blow my whistle and standby for further instruction. I expect everyone to be able to name 3 roles
in the center of high should we not bring the stick?
minutes associated with hockey by the end of this class and if we are able to get through all of this by the end of the day then we can play
the gym. (waist high)
Hook, some full sided gameplay.
Expectations
5
Fitness Activity Students spread Students will perform strength and endurance exercises designed around skill related fitness for hockey like lunges and suicides. If you are participating in a sport then
minutes out at least arms During this I will explain why you should pay attention to skill related fitness as well as health related fitness. Why should we skill related fitness can give you many
necessary like explosiveness and speed.

It also can help prepare your body for
length from one
pay attention to skill related fitness? necessary maneuvers that most people
another.
would have trouble performing like a
hockey stop in ice hockey.
Transition
seconds
(Lesson Focus) Cues (Refinements) – Variations / Modification – Adaptations,

Learning Tasks
Simple words to
k) For each learning task, please describe demonstrations and/or
and understanding. easier and harder according to needs and
abilities of the students (lower and higher CFU, Academic Language,
l) Describe the learning task. E.g. Hit the ball over the net to your
partner 10 times. E.g. Eyes at target skilled students). Alignment to objectives
b. For this task we will be playing 2v2 wall ball. I will have a short demonstration with 3 students since the students Passing and fakes are two strategic
already know how to play wall ball. The goal is for the students to use the skills they learned from passing and ways to pass the defense. You can
2 advancing to apply strategy when having to pass multiple players. This also helps the defenders learn how to
Task #1 obtain possession of the ball by stealing
minutes cooperate and defend. What are some ways you could get past the defense in floor hockey? What are some ways you it from the opponent or from making
could obtain possession of the ball? them lose control of it.
b. Students verse each other in 2v2 wall ball. You 1. eyes on target Easier – When the offense loses control of the
score by hitting the wall with the hockey ball using ball then the play is dead and the defense starts
teamwork. If the offense loses control of the ball or 2. step forward with the ball instead of a live turnover. Do not hit the other students when poke
10 Students will get
scores, then the ball is turned over to the defense. checking. Your poke check should
minutes into groups of 4. 3. extend forward always be aimed directly at the ball.
4. follow through Harder – Use a net instead of the wall.
Transition
seconds
b. For this tasks students will be learning how to goaltend and positioning. I will demonstrate this drill by using 3 The cues for the goalie stance are feet
2
Task #2 students and showing it at different angles. There will be one student as the goalie (with padding) and one student in wide, glove hand high, stick arm low,
minutes each center, left wing and right wing on offense. There are no defensive wings here as this is simply a drill goalie and and knees bent in.
offense positioning drill. An important skill to know here is the goalie stance. What is one cue for the goalie stance?
10 Students will b. In this drill the center will start with the ball and 1. Feet wide Easier – Only use the preset drill and don’t Do not slap shot or bring the stick up
minutes group in 3’s next pass to the right wing, then the right wing will pass change after all students have tried the above your waist. All shots should be
to a net. to the left wing and then the left wing will shoot on 2. glove hand high positions. made with the stick low and lift can be
goal. Every time someone shoots the positions generated through a flip of the stick
rotate to the left. Once every student has tried 3. stick arm low head. (learned earlier on).
every position then the passing order can be
4. knees bent in Harder – Have 2 extra students to play
changed until the end of the task.
defense.
Transition
seconds
b. This task will be used to teach students how to play in the faceoff. I will demonstrate with 1 student to show how to
perform proper faceoff form. I will show this at 3 different angles. We will go over the cues for a faceoff and when
2 you might see a faceoff happening. What is one cue for a faceoff? The cues for a faceoff are feet wide,
Task #3
minutes hands low, stick firm and eyes on ball.
1. feet very wide Easier – Have students practice the technique

without an opponent. Faceoffs are very fast paced and close
b. The students will be in pairs and perform the 2. hands low on stick
so be careful not to hurt the other
15 Students will get faceoff against another pair. In this drill the
3. stick firm student in the faceoff.
minutes into groups of 4. students will attempt to send the ball to their
teammate each time and then rotate at the end of Harder – Have groups of 3 so the center has
each faceoff. 4. eyes on ball more options to strategize where they send the
ball.
Gently place the equipment down and focus attention towards me.
30
Transition
seconds
a. This task will be a modified game with faceoffs, goalies and positioning involved. I will explain the rules and
guidelines to this game. I will demonstrate the positions before we start, but the students should all know them The center is always the position that
2
Task #4 beforehand. This will be a 4v4 modified game with no defensemen. The roles will be goalie, center, right wing and does the faceoff. Make sure to pass
minutes
left wing. What is the position that usually performs the faceoff? often.
b. Students will be in teams of 4 and will switch 1. eyes on target Easier – Students only don’t need to be behind
roles throughout the game for everyone to get the opponent’s zone to count their passes.
some time in each role. Goalies cannot go too far 2. step forward
10 Students get in away from the net. There will be a passing rule Be ready to transition to defense if you
minutes teams of 4 where students must pass inside the opponent’s 3. extend forward or a teammate loses control of the ball.
zone before shooting. Harder – Goalie can leave the goal for a
4. follow through powerplay. Requires more team
communication and strategy.
30
seconds
b. For this task students will play 6v6 games of floor hockey. Every position will be covered, and switching is not
necessary unless students want to. This will include all 4 positions we have covered plus 2 defensemen. I will
demonstrate the goal of the defensemen and how they play with the rest of the team. Since we have boundary lines No physical contact with opponents is
2 instead of “boards” a stray ball is out and we reset the play as a faceoff in the zone of the team that last touched the permitted. You can steal the ball with a
Task #5
minutes ball. There will still be a passing rule to encourage team play and many rules will be disregarded as we will go over poke check. Faceoffs will happen if the
implementing them next class. What is the best way to gain control of the ball? How are we coming back into play ball is stopped or out of bounds.
after ball stoppage or out of bounds?
15 Students get into b. This will be a full-sided game with 1. feet very wide Easier – The faceoff happens in the center Since the teams will be full contact is
modifications. Students are required to pass to 2. hands low on stick instead of the offense’s zone if the ball goes
each other at least 2 times within the opponent’s out of bounds.
full teams of 6 zone before shooting. Goalies cannot leave the net 3. stick firm very possible. Avoid contact as much as
minutes and find another except to retrieve the ball. After 5 minutes the possible and be aware of your
team to verse. students will find new opponents. 4. eyes on ball surroundings.
Harder - Students must pass 3 times inside the
opponent’s zone before shooting.
15
seconds
Lesson Closure, Today we went over the different roles and positions in floor hockey and we covered skill related fitness. Make sure to complete The goalie guards the net and stays
Sitting in the the exit slip on skill related fitness and floor hockey positions before leaving today. Next class we will be playing modified games there to make sure they are always
5 minute
Hook to Next center of the gym with rules and penalty calling being a large focus and the last class will be a full gameplay assessment. What is the purpose of the capable of blocking the enemy team
Lesson goalie on a team? from scoring.

Evaluation of
Lesson
2x exit slips
Instructional
1x checklist
Supports
1x rubric
Assessments:
Psychomotor Domain
1. Student can demonstrate the forehand pass consistently (7/10 times) to a
predetermined target.
2. Students can demonstrate the backhand shot consistently (7/10 times) on the net.
3. Students will demonstrate their ability to control or handle the puck by maintaining
control for at least 10 seconds.
Affective Domain
1. Students will provide one form of corrective feedback to a peer by the end of the period
2. Students will demonstrate their knowledge of safety and respect for others by not
shooting while someone is in their way.
3. Students will demonstrate cooperation skills by establishing guidelines for conflict.
Cognitive Domain
(There will be 3 exams each of which contain 3 questions)
Exam 1:
1. What is one que of the forehand pass?
a. Under
b. Step
c. Skip
d. Slide
2. How can the forehand pass be used in floor hockey?
___________________________________________ (To hit an open
teammate)
3. When we make a forehand pass, which level of the body should the blade of the stick not
go past?
a. Heel
b. Knee
c. Waist
d. Head
Exam 2:
1. What part of the blade do we use to stick handle the puck?
a. Front
b. Back
c. Both
2. What is one cue on stick handling?
a. Eyes
b. Duck
c. Turn
d. Low
3. How can stick handling be used while playing floor hockey?
______________________________________________ (to navigate past defenders)
Exam 3:
1. When receiving a forehand pass what part of the stick can we use?
a. Font
b. Back
c. Bottom
d. A & B
2. What is an important que in receiving a pass
a. Hard hands
b. Soft hands
c. Throw
d. Pull
3. What part of the body focuses on the puck/ball?
a. Eyes
b. Ears
c. Mouth
d. Feet
Part 3:
Strategies, Concepts, Skills:
1. Forehand pass: students will know when and how to use the forehand pass using the
following cues. STANCE-athletic position with the knees bent, EYES-forward so that
you can see target, PUSH-the ball with the blade of the stick
2. Backhand pass: student will know when and how to use the backhand pass using the
following cues. STANCE-athletic position with the knees bent, EYES-forward so that
you can see target, PUSH-the ball with the blade of the stick
3. Clear: students will know what a clear is and how to effectively use it during gameplay
4. Offsides: students will know what being offsides is and what the penalty is
5. Cutting: students will know different kinds of cuts and when to use them in gameplay
and activities.
End of Unit Performance Task:

Play a 6 vs. 6 game on a regulation basketball court for 10 minutes, with only fur on offense
(past the center line). Use either a regulation goal or use cones 6 feet apart for goals. You may
choose any positions, including the goalie, and you may change positions if you wish. You will
be assessed on your ability to play safely, using a variety of skills such as stick handling,
forehand passing, backhand passing, forehand/backhand receiving, shooting, and goaltending.
Offensive and defensive play such as how well you maintain control of the ball, pass to an open
teammate, and maintain correct offensive and defensive position on the field.
References:
1. Floor hockey. (2020, March 26). Retrieved from
https://en.wikipedia.org/wiki/Floor_hockey
2. Sport & Recreation. (n.d.). Retrieved from https://www.uleth.ca/sportrec/content/floor-
hockey-rules
3. Fun Hockey Drills. (2013, May 4). Retrieved from http://howtohockey.com/top-10-fun-
hockey-drills/

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Tanner Ludwin, Connor Dennehy, Cody Jacobs EDU 255 Spring 2020

instant activity: instant activity:

introduction of floor hockey terms – stick handling cues,

instant activity: instant activity:

Day 5: Forehand and backhand shots Day 6: Introduction of Offensive Strategy

Day 7: Passing to a moving target Day 8: Receiving passes from a partner

lesson focus: lesson focus:

Teacher Candidate(s): Tanner Ludwin School: Winsburg Central Date: 4/30/20

Lesson Plan Unit/Activity: Floor Hockey

Fitness Objective Equipment:

PM/Cogn -25 balls

-20 safety glasses

15-30s Transition Set up cones and get equipment

CFU – do students know where to

(Lesson Focus) Learning Tasks Cues (Refinements) – Variations / Modification – Adaptations,

T - Affective Rating Scale

T - Affective Rating Scale

S S S S S b. Bowling Shoot-Out 1. stance

- Affective Rating Scale

S S b. Modified Gameplay: 1. eyes

Gym will be split into 2 halves and teams will 2. smart

S S S S S S Harder – smaller boundaries

- Affective Rating Scale

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Teacher Reflection Notes:

Teacher Candidate(s): Tanner Ludwin School: Winsburg Central Date: 5/16/20

Lesson Plan Unit/Activity: Floor Hockey

Health/Skill -20 hockey sticks

PM/Cogn -25 balls

15-30s Transition Each student gets equipment in an orderly fashion

S CFU – do students know where to

Cues (Refinements) – Variations / Modification – Adaptations,

Target Target b. Cone Weave: 1. stance

Students will split up evenly into 2 lines and will 2. control

SS b. Around the World: 1. stance

S S b. Modified Gameplay: 1. eyes

Gym will be split into 2 halves and teams will 2. smart

S S S S S S Harder – smaller boundaries

- Affective Rating Scale

Evaluation of Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Teacher Reflection Notes:

Teacher Candidate(s): Connor Dennehy School: SUNY Cortland Date: 4/30/2020

Unit/Activity: Floor Hockey Day 1

Students will develop an understanding of floor hockey by answering an exit slip

Fitness Objective Equipment:

NYS Learning Standard 2– A Safe and Healthy Environment and performance.

30sec Transition Order students in front of teacher to listen for directions.

stick blade is called?

Cues (Refinements) – Variations / Modification – Adaptations,

Task #1 a. Pucks on Net!

N b. Students will be lined up along 3 point line and 1. Target

30sec Transition Quickly transition students to the next activity!

a. Partner Pass & Shoot

30sec Transition Quickly transition students to the next activity!

Task #3 a. Zig Zag Passing Tree