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 working on their passing and receiving from a partner both stationary and moving
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).
2 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: 40 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor In all activities, students will demonstrate stationary passing of the Command
1/1 Observation Practice
Domain puck at least 5 times with correct mechanics. Reciprocal
Self-Check
Affective During the intro, students will list how they will show respect to their Inclusion
4/4 CFU
Domain classmates by giving examples of what they will do Discovery
Problem Solving
During task 2, students will review and recite the critical cues of Cooperative
2/2 Stations
Cognitive passing and receiving Jig-Saw
Peer dialogue
Domain List of
Academic Pass, Dribble, Receive, Force, Pace
Language Used
Fitness Objective Equipment:
Health/Skill 3/3 15 hula hoops
PM/Cogn 20 low cones
25 hockey stick
Common Core CC Standard 25 hockey pucks
Standards

During the lesson, students will make sure to have the blades of References(e.g. Book, course packet, pg #, complete web address URL):
/ https://www.pecentral.org/lessonideas/
Safety Statement 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 rock, paper, scissors. They will line up across form each other and when they
Instant Activity 5 min Squad spots meet play a game of rock, paper, scissors. The winner will continue to the other groups cone and the loser will return back to their
teams cone.

Transition
Introduction, Intro- Hello everyone, my name is Mr. Mangerian and today will be the second day of our floor hockey unit. Today we will focus on
Signal for our passing and receiving in floor hockey.
Attention, 2 min Squad spots SFA- Stop, drop, and listen
Hook, Hook- Your passing skills are critical to making this a team sport and not a individual sport.
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 cues for passing and receiving. Students will follow cues of hip to target, weight from back to front Safety/Reminders:
foot, fling the wrist, and follow through to target and for receiving the cues are blade flat, facing passer, and guide it. For  When following through
this drill students will rotate though cones in groups of 3. One person will dribble to the center cone and once they get the stick should stay
5 min Task #1 there pass the puck to the next cone. The student that receives the puck will then dribble to the cone and pass to the next below your knees
person.
Body of Lesson  Keep your eyes up don’t
(Lesson Focus) go too fast for yourself
b. Students will work on their dribbling, passing, 1. Side to target
and receiving allowing for a review from last class 2. Back to front
S<. Easier – Move cones closer or remove middle cone
while also introducing new skills. 3. Wrist CFU- How are we giving the puck
> >S
4. follow through to the next person?
Harder – 3 passes in a row instead of having them
1. Flat blade AL- Passing, receive
S< each dribble then pass
2. face the passer
3. Guide
Students will stop where they are, drop to a knee, and listen the new instructions where they are. I will introduce hockey golf and
Transition
demo it with one group of 3
15 min Task #2 a. Students will focus on their passing in a game of hockey where one partner will stand on the spot and wait to receive the pass, the Safety/Reminders:
other two will take turns trying to pass the group members and keep track on how many passes it takes. IF a stick goes above the  When following through
 knee it is a one stroke penalty the stick should stay
below your knees
b. Students will build their passing skills to others 1. Side to target Easier – let students use a different ball
CFU- what happens if a stick goes
(S ) of different distances developing the knowledge on 2. Back to front
above a knee?
<SS pace and force needed 3. Wrist Harder – Add obstacles for them to avoid
AL- Passing
4. follow through
Students will stop where they are, drop to a knee, and listen the new instructions where they are and will be moved over to the other
Transition area where the hula hoops are lined up
a. For this game they will same in their groups of 3 and complete against the other groups to reach their cone first. Groups Safety/Reminders:
will do this by completing a pass and flip the hula hoop one length forward until they reach the cone. If they don’t  Remember to follow
5 min Task #3 complete the pass they will go back and the next person that passed to them be will receive the pass. through to your target so
you don’t hit someone
else
O > b. Students will practice their passing and 1. Side to target Easier – use lighter weight balls and not the pucks
O > receiving from different distances 2. Back to front
AL- Passing, force
O > 3. Wrist Harder – Have them go to the cone and back
O > 4. follow through
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 #4

b. 1.
2. Easier –
3.
Harder -

Transition
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition

Lesson Closure,
Sat as a class in Students will brought over to the blue mat wall and will go over how now with these skills they can make and build offensive chances
Hook to Next 2 min
center of gym and allow for the to score. Next class we will be shooting and review our passing but with more movement
Lesson
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

Section 2: Lesson Activities

 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
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