dangreen26.weebly.com€¦ · web viewflag football unit plan. grade 5. munger hill elementary...

Flag Football Unit Plan

Grade 5Munger Hill Elementary School

Westfield, MA

September 28th - October 23rdDan Green

Springfield College Physical Education Health Education DepartmentPE Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive DomainsGrade 5 Flag Football

Unit Outcomes(By the end of the unit, students will be able to…)

Reference MA CF & NASPE Standardsby #

Content to be taught Assessment(include rubrics, quizzes, etc. in “written materials” section)

Psychomotor

Perform a variety ofskills such as throwing a football, catching apass, snapping afootball, running with a football in correctform, running specific pass patterns, and executing different defenses.

Shape 1-S1.E13.5aS1.E14.4b

MA CF-MACF 2.8MACF 2.9

DAY 1: Throwing & Catching

DAY 2: Snapping/Hiking & Running Back Skills

DAY 3: Passing Patterns & Defense

DAY 4: Small-Sided & Modified Games

Day 1: Teacher skills assessment

Day 2: Peer Checklist

Day 3: Turn & Talk

Day 4: Class Discussion

Cognitive

Name strategies andtechniques of the game,identify different passing patterns, differentiate between positions, identify skill cues for throwing a spiral, and identify skill cues for snapping a football.

Shape 2 -S2.E5.4aS2.E5.4c

MA CF-MACF 2.9

DAY 1-4: Skill CuesDAY 1-4: Strategy (Open Space vs. Crowded Space) (Offense vs. Defense) (Person - Person Defense)

Day 1: Pre-Test

Day 2: Whiteboard Closure

Day 3: Turn & Talk

Day 4: Post-Test

Affective

Identify different ways to maintain safety, ways to show others respect, and ways to display good sportsmanship.

Shape 4-S4.E4.5S4.E2.5b

MA CF-MACF 7.3MACF 7.7

DAY 1: SafetyDAY 2: Respecting OthersDAY 3: SportsmanshipDAY 4: 100% Effort

Day 1-4: Teacher Observation

SPRINGFIELD COLLEGE - SPRINGFIELD COLLEGE - DAILY LESSON

PLAN

Name: Dan Green Date: 9/28/15 Time: 40 min

School: Munger Hill Elementary Lesson #: 1

Facilities: Outdoor Field Class Size: 25 Grade: 5

Unit/Theme: Flag Football Generic Level: Control

Equipment: Football field, 12 rubber footballs, whistle, 25 pre-tests, 25 pencils

Focus of Lesson: Throwing & Catching

Student Performance Objectives (SPO): (National # ; MA CF # ; Task/Activity # )

By the end of the lesson, students should be able to:

(P) Demonstrate throwing a football with proper technique 85% or more of the time

during all activities. (S1. E14 MACF 2.8) (All activities)

(C) Identify 2 skill cues of an effective football throw during an informal closure held by

the teacher. (S2. E3 MACF 2.7) (Closure)

(A) Express ways the students remained safe during class when asked by teacher

throughout the lesson (S4.E2 MACF 2.7) (All activities)

Check each objective – is it specific? Is it achievable? Is it developmentally

appropriate?

Teacher Performance Objectives – During the lesson the teacher will:

1. Use 90% of students’ names when providing feedback

2. Demonstrate new skills in a whole-part-whole format

Special Considerations – What are the safety concerns? What is unique about the

students in this class?

The class will be held outside. Students can extend their throws and use the real

football when we are outside. However, should there be inclement weather and we

cannot go outside, students will use yellow foam balls to participate in today’s lesson.

Students will focus on cooperating and competing together with their partner or team.

References: (include page # and/or actual web site address)

National Association for Sport & Physical Education. (1995) . Moving into the future:

National standards for physical education. St. Louis, MO: Mosby-Year Book, Inc.

http://mrsuarezpe.blogspot.com/2014/02/flag-football-skill-cues-for-throwing.html

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

0 - 4 min

4 - 10 min

10 - 13 min

Introduction - Teacher will re-

introduce himself, read the goals and

focus for today, as well as the quote

of the day and take attendance.

Teacher will go over whistle as

start/stop (1 blow = start, 3 blows

= stop)

Pre-Test - Teacher will give the

students a pre-test before their 4

week unit on Flag Football starts to

see where they are and what they

already know.

Activity 1 - Students will choose their

own partner to play catch with.

Students will start close and slowly

back-up as they get warmed up.

Students will be spaced out and have

plenty of room to work. Students will

only back up as far as they are both

comfortable. This will serve as an

opportunity for the teacher to observe

where the class is at, as the class

loosens up.

WHITEBOARD

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Monday’s class: Finished entire lesson and ready for Day 2

Be sure to include more female demonstrators.

Tuesday’s class:Finished entire lesson and ready for Day 2

Friday’s class: Finished entire lesson & very skilled class

13 - 15 min

15 - 20

min

20 - 28

min

Debrief/Wrap-up - The teacher will

provide skill cues and a

demonstration on throwing a football

in a spiral. Skill Cues: opposite

shoulder to target, wrist snap, &

follow through across body. Aiming

for partners chest

Activity 2 - Students will play catch at

a set distance of 10 feet and focus on

using proper technique. Teacher will

give cross-group feedback and

pinpoint good mechanics.

Activity 3 - “Back ‘ em up”

Students will start at a set distance

apart. Teacher will dictate throws and

the activity. One side will throw and

the other side will catch. If the ball

hits the ground both partners will take

a step closer to each other. If the

partners complete two successful

exchanges, one partner will take a

step back and the activity will

continue until we have a group that

wins the activity and is clearly the

furthest. Partners will start close and

then work their way back. This

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28 - 30

min

30 - 35

min

35 - 38

min

38 - 40 min

activity will be played twice!

Debrief/Wrap-Up - The teacher will

bring the group in and go over

catching a football. This will help

keep more teams moving backwards

in the back ‘em up activity. Skill

Cues:

Below the waist - pinkies together

Above the waist - thumbs and index

together.

Soft hands

Teacher Demo

Student Demo

Activity 4 - “Back ‘Em Up” extendedStudents will play “Back ‘Em Up” one more time. This activity should be crisp and students should be throwing and catching with correct skill cues now.

Closure - Students will review the

skill cues for throwing. Student demo.

Students will review the skill cues for

catching. Student demo.

Transition - Students will collect equipment and walk back to the gymnasium from the football field.

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Teacher Skills Assessment - Football Throw (Day 1)

Student Name:____________________

1) Opposite shoulder was pointed towards target.

3 2 1

2) Snapped wrist to side when releasing the football.

3 2 1

3) Arm followed through across the student’s body when finishing the throw.

3 2 1

Teacher Key:

3- Always performed skill every repetition in class.2- Performed skill most times but not every time.1- Rarely performed the skill during activity.

SPRINGFIELD COLLEGE - SPRINGFIELD COLLEGE - DAILY LESSON PLAN





Equipment:

Focus of Lesson: Snapping & Running Back Skills



P) Demonstrate 2 different ways to snap the ball with correct skill cues 85% or more of the time during all activities. (S1. E13, MACF 2.8). (All activities)

C) Identify 1 advantage and 1 disadvantage of each snap during an informal closure led by the teacher with 100% accuracy. (S2.E3, MACF 2.9) (Closure)

A) Elaborate on ways that students were respectful to one another during today’s class (S5, E4, MACF 7.7) (All activities)


appropriate?


1. Use a whistle on the field effectively

2. Utilize cross-group feedback to pinpoint good behavior



The class will be held outside. Students can extend their throws and use the real

football when we are outside. However, should there be inclement weather and we


Students will focus on cooperating and competing together with their partner or team.


Purcell,T. (1994). Lesson plans for physical education for elementary school children.

Needham Heights, MA: A Pearson Education

LESSON PLAN FORM

TIME SEQUENCE OF LESSON

ORGANIZATION REFLECTIONS

0 - 4 min

4 - 10 min

10 - 12 min

12 - 14 min

Introduction - Teacher will

re-introduce himself, read

the goals and focus for

today, as well as the quote

of the day and take

attendance. Teacher will go

over whistle as start/stop

(1 blow = start, 3 blows =

stop)

Transition - Students will go

to the bathroom if needed

and then walk through the

halls and to the field

Intro Activity 1-

Students will be shown the

indirect snap. Teacher

Demo w/ skill cues (Facing

sideways, eyes on QB,

snap to chest)

Activity 1 - Students will

practice indirect snaps with

their partner, switching

roles halfway through.

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Monday - class got through entire LP. Students were more successful with indirect snap and many students more comfortable doing indirect snap. Students understood what running plays were and how to hold a football when running. Impressed with this class

Tuesday - class got through entire LP. Students really enjoyed using the shotgun snap. They want to use shotgun snap so badly because they see the NFL teams on tv using that snap. They were taught both, but the class definitely likes shotgun snapping better. Also - Max needs to be reminded about good behavior and staying under control.

Friday - Friday’s class did not get to have their lesson at all due to a mandatory assembly during the first block.

14 - 16 min

16 - 18 min

18 - 22 min

Student Demo.

Intro to Activity 2 - Students

will be shown how to do a

shotgun snap w/ proper

skill cues (Ball between

feet, Face forward, snap

backwards) Teacher demo


practice the shotgun snap

with a partner, switching

roles halfway through.

Activity 1&2 Debrief -

Teacher chooses two

responsible, skilled

students to student demo

both snaps.

“When the ball is snapped,

what happens?” (players

may move & play begins)

“Which snap was easier?”

(Indirect)

“Why was that snap

easier?” (Looking at QB)

“Of the 2 snaps, which one

do you feel more

comfortable using in a

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22 - 24 min

24 - 30 min

30 - 35 min

game situation?” (Indirect)

“Which snap do you see

done in the NFL?”

(Shotgun)

Intro to Activity 3- How to

run with the ball w/ skill

cues. Teacher Demo (High

& tight) “Why do we want to

run with the ball high and

tight?” (protect it from

defenders)


now work in a group of 3.

Students will rotate roles

(Center, QB, RB) Center

will snap to QB, will handoff

to RB. RB will run 10-15

feet forward keeping the

ball high and tight,

pretending to be running

past defenders. Groups are

encouraged to try both the

shotgun and indirect snap.

Teacher demo w/ 2

students

Activity 4 - Hand-off relay

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35 - 37 min

37 - 40 min

race. Students will be put in

4 teams of 6. Students will

run to the cones and turn

around and run back.

Students need to focus on

holding the ball high and

tight and effective hand-offs

because any time the ball

touches the ground that

group will be eliminated.

Closure -

Student demo indirect snap

& skill cues review.

Student demo shotgun

snap & skill cues review

Student demo running with

the football & skill cues

review

“Advantages &

disadvantages of each

snap” “Why do we hold a

football tight to our body?”

Transition - Students will collect equipment and walk back to the gymnasium from the football field.

Peer Checklist (Day 2)

My Name:________________

Partner’s Name:___________

Check Yes or No after watching your partner practice snapping.

1. My partner performed a shotgun snap by tossing the ball between his/her legs.

Yes____ No_____

2. The quarterback caught my partner’s shotgun snap. Yes____ No_____

3. My partner was facing sideways when performing an indirect snap.

Yes____ No_____

4. The quarterback caught my partner’s indirect snap.

Yes _____ No _____


PLAN





Equipment: 8 footballs, 24 hotspots

Focus of Lesson: Passing Patterns & Person to Person Defense



P) Demonstrate 3 different passing patterns with 85% or better accuracy when asked to do so during different times throughout class. (S1. E16 MACF 2.8) (All activities)

C) Identify and draw 3 passing patterns on the whiteboard with 100% accuracy when asked by teacher during an informal closure. (S2. MACF 2.9) (Closure)

A) Explain one way that they displayed good sportsmanship during activities (S5, E4, MACF 7.7) (All activities)


appropriate?


1. Effectively debrief activities within 2 minutes

2. Arrange teams and activities in a way that is fair and safe for all



The class will be held outside. However, should there be inclement weather and we


Outdoors, students will be instructed to keep the passing routes short. For today we will

be practicing and we want to be very successful. We can increase our success rate by

running 5 yard in, out, and button hooks. Also, it will be clearly stated that defense can

only knock thrown balls down. This is a passing only day (besides activator) and we will

not go over pulling flags today, so no flags will be used. After the offense catches or

drops the ball, the play will stop.


http://www.shapeamerica.org/standards/pe/

http://healthyliving.azcentral.com/play-mantoman-coverage-football-4653.html

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION

REFLECTIONS

0 - 4 min Introduction - Teacher will re-

introduce himself, read the

T Monday - Columbus Day (Did not receive this lesson)

4 - 8 min

8 - 12 min

12 - 15 min

goals and focus for today, as

well as the quote of the day

and take attendance.

Transition - Students will line

up and walk outside.

Students who need to use the

bathroom will do so before

the class leaves the

gymnasium

Scaffolding - How to throw a

spiral? (fingers on laces, flick

wrist, follow through) How to

catch a ball above the waist?

(Index fingers together) How

to catch a ball below the

waist? (Pinkies together) 2

different snaps (Indirect and

shotgun) How do we run with

the ball (High and tight)

Student Demo ALL

Instant Activity- Students will

get in groups of 3. One

center, QB, and RB. Students

will rotate positions and get 2

reps at each position.

Students will line-up using the

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Tuesday - Class was taught inside the gym. All groups worked in the same direction. Motivational challenges were provided and the class went really well. The red hot spots and blue hot spots were spaced in a way that allowed for maximum participation.

Friday - Class was taught outside. Students learned the button hook, in, and out. However, students did not get to physically practice the in. They only got to the Out and the Button Hook. They also did not receive last week’s lesson due to an assembly, so they are rather behind.

15 - 18 min

18 - 23

min

23 - 24

min

24 - 26

min

hotspots already set-up by

the teacher.

Intro to Activity 1- Teacher

will explain each of the 3

passing patterns (Button

hook, in, out). Teacher will

demonstrate how to run each

pattern and a student QB will

throw the ball. Teacher &

Group Demo Students will

rotate the same way, but with

a WR instead of a RB now.


practice huddling, then

running different passing

patterns. Students will get to

practice snapping, passing,

catching, and running routes

all in the same activity.

Transition-

Students will leave their

football on a hotspot and

come back to the circle

Debrief/Wrap-up -

“What went well in your

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26 - 33

min

33 - 37

min

37 - 40 min

groups?” “Would you say a

good snap is important?”

“Who can tell me what

position is the one running

out for the pass?” “Why is it

important to huddle before

every play?”

Activity 2 - Person to Person

Defense Scrimmage

Groups of 3 will work together

and “play” against each other.

Teacher will define and

demonstrate person to

person defense with a group.

Teacher & group demo.

3 vs. 3 DEFENSE WILL NOT

TOUCH OPPONENT.

Defense will guard opponent

by knocking down passes,

but we will not go over pulling

flags today, so once the

offense catches the ball the

play is over. This is practice

with offense vs defense.

Offense will get 4 plays and

then Offense and defense will

S S

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switch roles.

Closure - Turn & Talk

Students will turn and talk to

a partner. Students will name

the three different passing

patterns. Students will draw

each passing pattern in the

ground with their fingers.

Students will identify the

defense taught today and the

purpose of using it..

Transition- Students will lineup, collect the equipment and walk quietly back to the gymnasium

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Talk and Turn (Day 3)Students will talk and turn to a partner in closure. Students will name the three passing patterns. Then the students will draw the patterns on the ground together with their finer. Students will name the defense taught and what the purpose of the defense is.


PLAN





Equipment: 25 football flags, 2 footballs, 8 cones (end zones), and dome comes

Focus of Lesson: Small-Sided Games



(P) Demonstrate cooperation and teamwork during all small-sided games for 90% of the

time or more. (S1. E14 MACF 2.8) (All activities)

(C) Define the word teamwork with 90% accuracy during the lesson. (S2. E3 MACF 2.7)

(All activities)

(A) Explain what it means to never give up and to give your best effort when asked by

the teacher throughout the lesson (S4.E2 MACF 2.7) (All activities)


appropriate?


1. Relate our team building unit to this final lesson

2. Give clear and concise instructions regarding how teams will rotate on fields



The class will be held outside. Should there be inclement weather and we cannot go

outside, students will use yellow foam balls and play the games inside in today’s lesson.

Students will focus on cooperating and demonstrating teamwork.



http://www.pelinks4u.org/naspeforum/discus/messages/1239/

Flag_Football_Fuller_Wesen-2792.pdf

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS0 - 4 min Introduction - Teacher will

re-introduce himself, read

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Monday- Class was held inside today. Games went well, but introduction, assessment, and putting on

4 - 8 min

8 - 10 min

10 - 19 min

the goals and focus for

today, as well as the quote

of the day and take

attendance.

Transition - Students will

walk in a line out to the field.

Students who need to use

the restroom will go now

because once we are

outside we are staying

outside.

Scaffolding - Students will

review the passing patterns

taught last class. Students

will identify and describe the

“button hook”, “in”, and “out”.

Students will also explain

when and why we want to

use these patterns.

Activity 1 - Two games will

be played. Students will be

introduced and be instructed

to play man to man defense.

Students will pull flags to

end a play. There will be 2

fields of 6 vs. 6. QB may not

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flags took too long. Find a way to speed these things up for rest of the week.

Tuesday- Class was held inside. Students did a great job during this lesson. Students had fun and really enjoyed the gameplay. A few girls chose to play but not really play. I am looking into how to get all students involved in all games.

Friday- Class went well today. There was not throwing and catching warm-up, but students had more time to play and rotate opponents.

19 - 28 min

28 - 31 mn

31 - 35 min

35 - 40 min

run. Indirect snaps only. No

first downs. Only 4 downs,

then turnover.


rotate fields winners will play

on one field and losers will

play on one field.

Closure -

Teacher will lead a brief

closure with informal

questioning. Teacher will

ask, “What teams

experienced success and

why? What teams struggled

and why? Give one example

of when your team worked

effectively together today.

What teams could share one

example of a great play that

happened in their game?”

Transition- Students will

walk back into the building

and go to the gymnasium.

Post-Test- Students will be distributed a post-test and a pencil. Students will complete the post-test and then line-up to leave.

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Informal Closure: Class Discussion (Day 4)What teams experienced success and why?What teams struggled and why?Give one example of when your team worked effectively together today.What teams could share one example of a great play that happened in their game?

Name: ___________________

Class: ___________________

Flag Football

Please circle the best answer for each question. There are 2 correct answers for number 3. Each question is worth 1 point for a total of 5 points.

1. When throwing a football we want to ____________?a. Run b. Flick the wrist c. Jump forward d. Use 2 hands

2. How do we catch a football thrown below our waist?a. One hand b. Thumbs together c. Pinkies together d. Eyes

closed

3. What are the two ways you can snap the football in flag football?

a. Indirect snap b. Underhand snap c. Shotgun snap d. Fast snap

4. Which of the following is not a passing pattern?a. In b. Out c. Go d. Dive

5. How do we hold a football when running with it?a. High and tight b. Loose and away from the body

Reflection

Above is the pre and post-test the students were given. Students were given 5 minutes to answer 5 multiple choice questions. The results of the tests were very telling and showed a large amount of student learning. Monday’s pre-test class average was 65% and their post test was 91%. Tuesday’s pre-test class average was a 42% and their post test was 88%. Friday’s pre-test class average was 57% and their post test was 88%. These results are proof of effective teaching and increased student learning

within this glad football unit. The pre and post test format were very beneficial for the teacher’s use. The pre-test really helped the teacher gage where the class was. The teacher could see a reoccurring theme that students did not know much about different passing patterns, as well as snapping. Knowing this, I tailored my lessons and emphasis of lessons to my students needs. I spent less time on how to hold a football because almost everyone got that question right and more time on patterns and snapping, since many students struggled in that area.

In addition to the pre and post-test, I incorporated an assessment into every day of the unit. Although 2 were formal and 2 were informal, I feel like all assessments were effective and gave the teacher valuable knowledge regarding the students in the class. The teacher rating scale of a student’s throw took a while for me to assess each student, but I think it was effective and a smart move for the first class. It allowed the teacher to have tangible evidence of where the class is at in terms of skill. Also, it being the first day, it was important that class time was spent engaged and improving passing skills throughout class, rather than worrying about being graded or assessed. The students did not even know I was evaluating them and I think that made the assessment much more accurate and valid. On day 2, the students completed a simple checklist for their partner as a formal assessment. This checklist was valuable, but many students did not observe three snaps. They decided after 1 snap what to record because they wanted to get back to playing and not doing paperwork.

The day 3 and 4 assessments were informal. The turn and talk informal assessment worked well. Students quickly discussed aspects of passing patterns and when each one should be executed. This was efficient and still allowed the teacher to see what the class learned today. Finally, the day 4 assessment was an informal questioning led by the teacher. This was efficient and effective. Students could answer the questions with ease and took the conversation seriously. Students bounced ideas off of one another in terms of what was and wasn’t successful and why.

As a whole, I am proud of the job I did creating and delivering this unit plan. Students learned more about the game of flag football as well as improved their football and teamwork skills. This unit was so successful because students were engaged in the majority of repetitions of each activity throughout this entire unit. I was impressed with the students as a whole. They never gave up when I made an activity harder by extending it. The students were very skilled and even the lesser skiller students developed their skills and made progress with every class. The classes had exceptional behavior and demonstrated fantastic sportsmanship, while also being competitive. One day 4, during the small-sided games, students shared the ball, shared the role of being quarterback, and played in a fair and competitive way.

References

http://healthyliving.azcentral.com/play-mantoman-coverage-football-4653.html

http://mrsuarezpe.blogspot.com/2014/02/flag-football-skill-cues-for-throwing.html

http://www.pelinks4u.org/naspeforum/discus/messages/1239/

Flag_Football_Fuller_Wesen-2792.pdf


National Association for Sport & Physical Education. (1995) . Moving into the future:

National standards for physical education. St. Louis, MO: Mosby-Year Book, Inc.

Purcell,T. (1994). Lesson plans for physical education for elementary school children.

Needham Heights, MA: A Pearson Education

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