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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mr. Logan McLeod


Date 4/16/15

Subject/ Topic/ Theme

PE/ Invasion Games/ Flag Football Grade ____9th _________

I. Objectives
How does this lesson connect to the unit plan?
This unit is going to be compiled with football skill, strategy, and gameplay days. This is our second skill day which we will be building off our initial passing
foundation from our first lesson. We will be passing today, but also catching. Some offensive strategy will be incorporated today when we learn wide receiver running
routes. Our knowledge base will be expanded upon as we look into the positions on the football field.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to catch a football with correct technique, while standing stationary.
Students will be able to catch a football on the move utilizing correct form.
Students will be able to list & explain the player positions on a football field.
Students will display proper attitude towards teammates and opponents.
Students will be able to employ correct route running in a gameplay situation.

physical
development

socioemotional

X
X
U
X
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Students should have proficient listening skills.


Students should be able to throw a football
Students should have the ability to catch a ball (not necessarily a football with proper technique)
Students should possess sufficient hand eye coordination.
Pre-assessment (for learning): Whole class verbal quiz about yesterdays material & about the proper technique
of catching a football.
Formative (for learning): Practice throwing and catching with a partner. Recording results.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Watch & give informative feedback to students while throwing, catching, & route
running in gameplay situations.
Summative (of learning): Students will be asked to utilize skills already learned in our small sided

games. I will also be asking questions about the steps involved with passing, catching, and route
running in football to conclude our lesson.

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction

Poster board with catching


instructions listed along with route
running names.

Make smaller teams for the small


sided games.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Poster board with catching steps


listed with pictures and a diagram
with the WR running routes.

9-15-14

Students will be encouraged to


catch, run, and tuck the ball as if in
a game.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
With proficiency students may start
incorporating more advanced route
running.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students may add a defender to the
mix if the numbers allow it.

Provide options for comprehensionactivate, apply & highlight


Highlight & emphasize the cue
words: eyes, extend, triangle,
clamp.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Students will record catching goals


at the beginning of the lesson in
order to see if they met those goals
and how they progressed.

Student will record what


percentage of balls were caught at
the running and stationary catching
stations. .

Football field or gym (inclement weather)


Whiteboard with marker or poster board with marker (cue words & images)
Footballs (one per student if possible)
Pinnies enough for every student.
Flags enough for every student.
60 Cones to mark throwing stations & outline small sided game fields.
Football Recording Sheets (1 per student)
The gym or football field will be set up with two stations. One will be for catching while stationary.
There will be a row of cones about ten yards away from another row of cones. The next station is for
catching on the run. This will have a line of cones, each ten yards apart. This will enable students
plenty of space to run and catch without running into one another. Cones will outline 3-4 fields for
small sided games as well.

III. The Plan


Time

Components

7:55
8:02

8:03

8:04

8:07

8:10

8:15

9-15-14

Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Write todays activity on the board.
Students look at the board to see what we
will be doing today.
Put out a couple footballs for early
students
Students will head into the locker room to
change (7 minutes max)
Welcome to PE

Students who are out early will be able to


Take attendance
throw a football around.
Anticipatory Set: Ask students: Who here

Students will line up on their numbers on


wants to learn how to catch like Calvin
the whistle.
Johnson? Me too, but it isnt going to
happen because that is just God given
Students will be active listeners and
ability that you cant teach. I can however
respond to questions.
teach you how to catch well enough that
Students are to follow the teacher by
you should be good enough to play for the
jogging to the football field.
Spartans someday.
Ask the student to recap what we talked
about yesterday history, rules, football
field, throws (pick a student to
demonstrate a proper throw).
Go over the positions on the football field.
Field any remaining student questions
about it. Refer them to the study guide.
Ask the students to tell you what they
know about route running. How does this
incorporate with offensive strategy?
Lead the class in a jog to the field use
this as a warm-up.

8:20
8:21

8:22

8:24

Development
(the largest
component or
main body of
the lesson)
8:25

8:26

8:27

9-15-14

Gather the students at midfield.


Begin instruction for what is going to take
place. The class will be split up into
predetermined groups. One group will go
to the stationary catching station, while
the other will be at the catching on the run
station. Every student will have a
predetermined partner for both stations.
Demonstrate, explain, & ask questions for
understanding (What are our verbal cues?
& Do we catch the ball with our hands or
in or midsection?) on how to catch a
football. Verbal cues to help with the
catching process are eyes (always keep
eyes on ball), extend (extend your arms to
meet the ball), triangle (make a triangle
with your thumbs touching & index
fingers touching), and clamp (clamp your
fingers on the ball when the nose of the
football slides through the triangle).
Catching steps will be listed on the
whiteboard.
Demonstrate, explain & ask questions for
understanding (How hard to throwing
students throw? & Where are we aiming
on our partner?) for the stationary
catching station. Each partner set will
stand at a cone facing their partner on a
cone ten yards away. As the students get
more comfortable they may attempt high
and low throws. The students will record
the amount of consecutive passes caught
between them.
Next demonstrate, explain, & ask
questions for understanding (What routes
are we running? & How many throws
before the QB becomes the WR and vice
versa?) for the catching on the run station.
One student (QB) stands on a cone with
the other student (WR) standing 5 feet
away to either side. The QB will say hike
and the WR will run a predetermined
route (button hook, slant, out route, in
route, & post route). The QB will attempt
to hit the WR on the run. Five passes will
be thrown before the roles will be
reversed. Each student will be the role of
QB & WR twice. The students should
record the amount of completions per
attempts while they were the QB & WR.
Inform the students of who they are
partnered with, what group they are in,
and what station they will be starting at.
(They have 15 seconds from now to find
their partner, get to their station, and start
the activity.)
The teacher will walk around never
turning their back to either group. Give
feedback, both positive and negative.
Make sure to be specific and sandwich
anything corrective with two positives.

Students will gather at midfield and wait


for instructions.
Students will be active listeners and
participate when called upon.

Students will follow along as well as


answer questions.

Students will be actively engaged with the


instruction.

Students will find their partner and head to


the correct station to start the activity.
The students will follow directions and
either play stationary catch with their
partner or play QB & WR with route
running. Upon completion, they will wait
for further instruction.
The students will quickly move to the
other station when instructed to do so.

Students will begin their second station.


Making sure to record all results at their
new station. They will wait for instruction

8:37

8:47

8:48

8:49
8:50

9:09

upon completion of the activity.


Students turn in their football record
sheets.

Students listen to instructions and then go


to their assigned field with team. Flags
and pinnies will be on the field already.
Students play within the rules of the game,
while attempting to implement newly
acquired skills.
Students should encourage one another
and show outstanding sportsmanship on
the field.
Students report scores of their small sided
games to the PE instructor.

Ask for two volunteers to demonstrate


Students should answer questions and give
proper technique involved in throwing and
feedback on the lesson.
catching a football stationary and while
Students should hustle back to the locker
Closure
on the run.
room to get changed.
(conclusion,
Ask questions concluding the lesson:
culmination,
wrap-up)
Identify & define a specific running route?
Have the class identify & define each
position on a football field.
How did you like the modified small sided
game?
Dismiss back to the locker room to get
9:12
changed.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I have not taught this lesson. If or when I do, I will be curious to see if students are able to apply running routes and other
information they learned into our small sided games.
9:09

9-15-14

When every group has finished with the


activity, the whistle will be blown
signaling to the students that they have ten
seconds to get over and start the next
station.
The teacher will once again walk around
constantly observing while giving specific
and useful feedback. I will also be
listening to make sure students are being
positive towards one another.
Blow your whistle once all the groups are
finished and give the students five seconds
to gather at midfield.
Teacher collects student football record
sheets.
Explain the rules for our small sided 4x4
& 5x5 games. There is no running the
ball. Only throwing from QB to WR. The
QB switches every new offensive series.
A player is down when their flags come
off (doesnt matter if they were ripped off
or fell off). The positions are QB, Center,
& 3 WR. The Center becomes a WR as
soon as the ball is hiked. No pass rush.
The rest of the rules are standard flag
football rules.
The teacher reads off who is on what team
and gives the students sixty seconds to get
there and get the game started.
The teacher walks around observing all of
the games looking to see if skills and
strategy are being implemented (correct
throws, catches, route running, and basic
offensive strategy).
The teacher blows the whistle and
everyone takes off their pinnies and flags
and leaves them in a pile on the field.
Students then hustle to congregate at
midfield.

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