Teacher Candidate(s): Christian Mangerian School: Victor Date: 9/22-23/2022

Intermediate
Grade: 4, 5, 6
Unit/Activity: floor Hockey
# in class: 25
Central Focus (entire lesson segment):
Students will be practicing their dribbling skills in floor hockey while performing change in direction or speeds throughout
Lesson Focus:
National Outcomes (Code + Text):
Lesson Plan i
Combines traveling with manipulative skills for execution to a target (e.g., scoring in soccer, hockey and basketball).
1 of 5 NYS/National (S1.E1.5c)
Standards
Foot-dribbles or dribbles with an implement with control, changing speed and direction in a variety of practice tasks.
(S1.M9.6)
NYS Outcomes (Code + Text):
Demonstrates a mature combination of locomotor, non- locomotor, and manipulative skills in a variety of physical
activities. (NY .S1.1.5)
Demonstrates emerging forms of simple strategies, tactics, and communication in small-sided games and other
physical activities (NY .S2.2.5)
Objectives
Assessment Tool Length of class: mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor In all activities, students will demonstrate control of the puck when Command
1/1 Practice
Domain dribbling within the activity area boundaries Reciprocal
Self-Check
During task 2, students will work cooperatively with their partner by Inclusion
Affective
Domain
4/4 watching her/his performance, praising good effort, and providing Discovery
Problem Solving
feedback for improvement Cooperative
Stations
At the end of class, students will identify the critical elements of
2/2 Jig-Saw
Cognitive dribbling in each activity by naming all four to correctly dribble
Domain List of Dribble, General Space, Open Space, Puck Control, Change in
Academic
Language Used Speed/Direction
Fitness Objective Students will learn the health related fitness components that floor Equipment:
Health/Skill 3/3 8 low cones
PM/Cogn hockey can help achieve. 15 polly spots
4 large cones
10 wiffle balls
Common Core CC Standard 10 foam balls
Standards 10 frisbees
25 pucks

Safety Statement References(e.g. Book, course packet, pg #, complete web address URL):
 / During the lesson, students will make sure to have the blades of https://www.pecentral.org/lessonideas/
their sticks on the ground without more than 1 reminder to the class. ViewLesson.asp?ID=132770#.YyjzcyUpAlQ
New York State Standards (2020) – Click the link to find the outcomes under each standard National Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor skills and movement patterns.
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. and performance.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
Standard 4: Exhibits responsible personal and social behavior that respects self and others. level of physical activity and fitness.
Standard 5: Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression. 4. Exhibits responsible personal and social behavior that respects self and others.
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
wellness. expression, and/or social interaction.

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives
Students will partner up and play a game of hula hoop tag. They will start by playing rock, paper, scissors and the winner will have to
Instant Activity 5 min Squad spots try avoid getting tagged by their partner. The tagger can’t cross or go over the hula hoop in anyway. Once they take it restarts the
game and they play another game of rock, paper, scissors.

Transition
Intro- Hello everyone, my name is Mr. Mangerian and today will be the first day of our floor hockey unit. We will start by focusing
Introduction,
on working on dribbling with a puck.
Signal for
SFA- Stop, drop, and listen
Attention, 5 min Squad spots
Hook- Practicing our dribbling allows us to progress faster to the skills of passing and shooting to allow for small sided games in
Hook,
class
Expectations
Expectations- I expect everyone to keep the blades of their sticks on the ground at all times
Transition Students will move from their squad spots to the cone that each squad will start at

Fitness Activity

Transition

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
a. The teacher will demo a correct mechanics of dribble for floor hockey. We will talk about how this dribbling differs from Safety/Reminders:
dribbling in soccer but how they have the same goal. Students will start at one cone and dribble to the other cone and go
around the cone and dribble back to the cone they started at. When they return students will leave the puck at the front of  Keep your eyes up
5 min Task #1
Body of Lesson the line and for the next person.  Don’t go too fast for
(Lesson Focus) yourself
b. Students will develop their dribbling skills with 1. Bent knees Easier – Move cones closer or have students start
SSS<. >
a ball or puck depending on challenge they choose 2. Strong in the middle at both cones, slow pace CFU- How are we giving the puck
3. Blade flat with floor to the next person?
4. Mini Zs Harder – Allow for different types of balls/pucks AL- Dribble
SSS<. >
to be used changing the difficulty, fast pace
Students will stop where they are, drop to a knee, and listen the new instructions where they are. They will partner up and one person
Transition
will return their stick and grab a polly spot
5 min Task #2 a. In Driver’s Test you will partner up and with your partner, one will start at the polly spot( the instructor) and the other (the driver) Safety/Reminders:
 with the puck will dribble around the general space. When the teacher says, “go” the drivers are going to dribble throughout the
activity area, working to not cause a crash. Listen for the traffic signal (whistle). When you hear it, return to your polly spot by  Keep your eyes up
dribbling and switch being drivers with your partner. If you cause a crash you and the other driver both must switch drivers, a Don’t go too fast for yourself
crash is when the driver either goes out of bounds or your puck or stick is touched by another driver.
b. Students will build their dribbling skills and 1. Bent knees Easier – Spread out the polly spots more CFU- what happens when there is a
(I) learn to dribble to open space and be focusing on 2. Strong in the middle crash?
(I) D. D keeping their eyes up to look out for other drivers 3. Blade flat with floor Harder – Add more signals to cause “closed roads” what happens when there is a
(I) D 4. Mini Zs or speed limits whistle?
AL- Open space and dribble
Students will stop where they are, drop to a knee, and listen the new instructions where they are
Transition
a. We will play a game where students have to return different types of equipment (bean bags, foam balls, wiffle balls,
pucks) by dribbling through the general space to their designated area in the gym. Each type of equipment will have their Safety/Reminders:
10 min Task #3 own spot, once all the fish (equipment) are returned then that will be the end of that round. Each round at the end different  Watch for others around
stipulations will be added, for example the pucks need to be returned first.
you when dribbling

< S S S. S. > b. Students will build their dribbling skills and 1. Bent knees Easier – Lower number of cops or size o cones CFU- How do we knock over a
S. . S. S S S. learn to dribble to open space and be focusing on 2. Strong in the middle bank?
S S S S S> S S keeping their eyes up to look out for other drivers 3. Blade flat with floor Harder – Increase number of cops or banks AL- Dribble, puck control, general
<. S S S > 4. Mini Zs space
Transition Students will stop where they are, drop to a knee, and listen the new instructions where they will be going to the center of the gym

a.
Task #4

b. 1.
2. Easier –
3.
Harder -

Students will stop where they are, drop to a knee, and listen the new instructions where they are. Everyone will move to the sideline
Transition
nearest to the school and we will debrief the lesson and closure.
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition

Lesson Closure, Students will brought over by squads to the center of the gym once they sit in the center of the gym, we will review how dribbling in
Sat as a class in
Hook to Next 5 min floor hockey differs from hockey and what are some ways that dribbling can help us create open space. Next class we will focus on AL- Open space, Dribble
center of gym
Lesson passing and receiving from a partner/teammate so come ready for a new challenge.
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports

Lesson Plan Instructions – Delete After Planning

Section 1: Contextual Information
 Lesson Plan Component Directions Course/s
Lesson plan # Indicate the # in the lesson sequence or unit EDU 255
Teacher Candidate/s Write name of teacher(s) EDU 255
School SUNY Cortland or the school where lesson is taught EDU 255
Unit/Activity List the unit or activity EDU 255
Central Focus: A statement that captures or summarizes the overarching learning outcomes associated with content standards and
learning objectives. It may not be as broad or comprehensive as a central focus used in a longer unit of instruction, but it should
Central Focus EDU 255
represent a focus beyond facts and skills. For example, the central focus for a physical education learning segment might be
executing basic basketball skills in a small-sided game.
More specific than the central focus as in what is being taught today and what are the national outcomes that are being addressed?
Lesson Focus & EDU 255
List the national outcomes (words and #) and in section 2 of the lesson, be sure to indicate where you will meet these outcomes
National Outcomes EDU 355
e.g. S1.E13.1: Throws underhand, demonstrating two of the five critical elements of a mature pattern.
Date Date or anticipated date the lesson is expected to be taught. EDU 255
Grade Indicate the grade level of the lesson. This may be a range for secondary. For example, Grades: 7th-8th. EDU 255
# in Class Number of students in the class or give a range (15-20 students). EDU 255
Length of class Total duration of the lesson. EDU 255
Indicate the NYS and the National Standards & outcomes which align with the lesson. NYS standards were modified in 2020.
NYS/National Standards Standard 1-5 for NYS and National are the same. Standard 6 is added for NYS. NYS and National standards have different EDU 255
outcomes.
PED 201 writes objectives as proposed goals. Include a situation, task, and criterion in each objective in this format:
PED 201
Objectives i.e.- SITUATION- TASK (in bold); CRITERIA (underlined). The criteria must be measurable, observable and specific.
PED 434
Affective and Fitness objectives should be THEMED based
Identify a formal or informal assessment tool for each objective. The tool must match the corresponding objective criteria. Formal
PED 434
Assessment tool assessment tool examples include: written quiz, rubric, rating scale, checklist, self-report, journal, etc. Examples of informal
EDU 255
procedures include teacher observation and CFUs. Indicate the assessment tool in the right hand column on pg. 2-3.
Teaching Styles Bold the styles used in the lesson EDU
255/355
Academic Language A list which includes the “Language of the activity/discipline”. – could include vocabulary, symbols, concepts, cues such as: “drop
EDU 255
shot”, a referee’s ‘T’ for time-out, F.I.T.T., “step w/ opposition”. The students are expected to use these terms within the lesson.
EDU 355
EDU 355 uses academic language at a higher level and goes beyond vocabulary. AL is indicated in the right column on pg. 2-3.
Common Core Standards Identify the CC standard the lesson will support. Copy from the CC website. Physical Education supports Literacy/Language Arts in
the CC. Go to: http://www.corestandards.org/ELA-Literacy/CCRA/L/  
Click on reading, writing, speaking standards and the grade on the right and find the corresponding standard - copy # and text 
EDU 355
**Connect the CC standard with your academic language task**
e.g. Grade 3 comprehension: CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the
discussion.
Equipment List all the equipment and number used in the lesson. PED 201
EDU 255
Safety Statement Brief statement or statement in form of a quote/script. Also indicate in the right column on pg. 2-3 PED 201
EDU 255
References Full internet URL; APA format on books w/ page #, references are proof of standard practice such as:
 Malmberg, E. (2003). Kidnastics: a teacher-centered approach to teaching gymnastics. Champaign, IL: Human Kinetics.
EDU 255
(pp.33-35)
 Internet site- use the FULL url!!! Like this: http://www.exrx.net/Articulations/Shoulder.html#anchor102874

Lesson Plan Component
Column: time
Column: organization
Column: adaptations,
assessments, reminders,
CFUs Academic Language
Alignment
Instant Activity
Transition
Introduction
Fitness Activity
Body of Lesson
 Tasks
 Cues
 Variations
Lesson closure
Evaluation of lesson
 Pre-planning
 Post-planning
 Teacher reflection
notes
Instructional supports
Section 2: Lesson Activities
Directions Course/s
Provide a range of estimated time for each task presented EDU 255
A “map” of S and T placement, if space is limited, attach supplement EDU 255
Explain the protocol (management of students, equipment, time and space) used in each assessment. Describe CFU procedures; write EDU 255
out specific questions.
PED 434
Show the alignment between task, objective and assessment.
PED 356
If you have a specific focus student or student that needs individual adaptations, you can write it in here as well.
Plan and describe a task that students will participate in upon arriving to the learning environment. May be used as a 5 minute fitness EDU 255
or warm-up activity
Explain how the students will move from one space to another. Example: When I say “go”, when the music stops, when you hear the EDU 255
signal for attention…Place the equipment in the hula-hoop/ basket and meet in the circle.
Transcribe an introduction to the day’s lesson. Make sure to provide a set induction, outline, and introduce academic language. EDU 255
Hook
Signal for Attention
Overview/Expectations
Address any objectives/assessments you will expect your students to accomplish – be explicit!
Every lesson should come with an activity where fitness is EXPLICITLY taught. Explain the fitness activity here and be sure it is EDU 255
aligned to your fitness objective. PED 382
Include the full (words and #) National Outcome! EDU 355
Describe the task with enough detail so someone else could teach it.
In the first row of the task (a), explain how you will get the students engaged in the activity (through questions, or demonstration?). EDU 255
In the second row (b) you will describe the task in detail.
List cues used for the task. PED 434
EDU 255
Add modifications to make the tasks easier and harder according to the skill level of the students. (use GLSP)…(examples: change PED 434
the time, distance, challenges, 3 of people, etc.). EDU 255
Review lesson; check for understanding, hook to the next lesson. EDU 255
Name of school, date and grade (PED 201).
PED 201
Knowledge of students, community, personal assets/characteristics. What do the students know and what can they do before the
EDU 255
lesson. Include info about pre-assessment. Include a summary of previous instruction in the activity or related activities. Describe the
PED 434
present level of performance if known.
Analysis of student performance. What did the students learn in this lesson? Explain what your observations were or what your EDU 255
assessments tell you. PED 434
From the data and post planning, what can you do as the teacher moving forward to the next lesson? Teacher reflection includes
what worked, what didn’t, why, and what to change. EDU 255
PED 434
Attach copies of the assessment tools, recording forms, cue cards, station cards, etc. Be sure to list and number. Remember to PED 434
include language cards you will use within your lesson. EDU 355
i
Lesson plan updated August 14, 2020 – Dr. Baert