Teacher Candidate(s): Michael Huber

Lesson Plan
#__ of #__

NYS/National
Standards

School: Intech

Unit/Activity: Flag Football

Central Focus and Lesson Focus: Running Plays
Link to previous lesson(s):

Date: 5/8/15
Grade: 9-12
# in class: approx. 50

Now that students have mastered the pass patterns its time they put them to together to make plays.

Objectives Students will be able to..

Behavior / Condition / Criteria
Objective #1
Domain:
Psychomotor

1A/1,2

2b/2

Objective #3
Domain: Affective

2a/2

Language
Function/Common
Core

Length of class:

47 minutes

Teaching Styles/Strategies:

Objective #2
Domain:
Cognitive

List of Academic
Language Used

Assessment Tool

SWBAT correctly run a play from all positions (QB, Center, Receiver)

informal

SWBAT create a play using the pass patterns they have been using the last three
weeks.

Direct
Peer

Formal
SWBAT work together in groups productively to collectively create plays listening to
each other.

Informal
Equipment:

Vocabulary
words
Examples:
analyze,
compare,
evaluate,
sequence,
signal, &
summarize
2c/4

Passing, Receiving, Touchdown, Endzone, Snap, Downs, Line of Scrimmage

12 Footballs
Cones
Play Sheets
Tests
Pencils

SWBAT analyze self with throwing and catching on assessment.

SWBAT follow and observe the best safety practices making sure they have ample
self space.

References(e.g. Book, course packet, pg #, complete web address URL):

Safety Statement
Play Sheet
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.
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition
NYS Learning Standard 2 A Safe and Healthy Environment
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.
2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.
NYS Learning Standard 3 Resource Management
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.
3b. Students will be informed consumers and be able to evaluate facilities and programs.
3c. Students will also be aware of career options in the field of physical fitness and sports

National Standards The physically literate individual:

1. Demonstrates competency in a variety of motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement
and performance.
3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.

Time

Task
Change

0-10
10-15

15-30

30-40

Instructions / Demonstrations

Plays

Post Test

Description/Organization
In the first 10 minute, students will change and come either
outside or to the gym.

Students will run plays trying to advance as far as they can.

QB, Center, 2 Receivers

Students will be given a post test to demonstrate their

knowledge and assess throwing and catching skills.

Lockerroom

Adaptations/Modifications
.X X..
.X X..
.X X..

Students will gather quietly waiting for teacher instructions.

Last Friday we worked on and mastered pass patterns.
Today we will use those patterns to make plays. Using the
same groups you will come up with different plays. Can
anybody name and demonstrate a pass pattern that was on
that sheet? You can look at the sheet for reference. There
will be 4 in each group. A quarterback, a center, and two
receivers. After the ball is hiked each player will be running
a route. The QB will pass to their choosing. If the ball is
caught you get to stay where you caught the ball. If the ball
is dropped you have to go back and have to start over. You
get a point for each completed pass. There will be a
demonstration to solidify learning. Students will be
reminded of what each position is responsible for along with
the line of scrimmage.

When finished students may go into the locker room to

change
40-end

Cues

.X X..
.....X X.
.X X.

Visual Demonstrations of a play and other

Spanish speaking students can accommodate for
ELL students.

Center: Knees bent, head

down, toss ball behind to QB
QB: Ear to Pocket, Step in
opposition. Throw ahead of
receiver
Receiver: Dont stop running
the route, show hands.
Triangle if high, pinkies if low
Defender: Hands up, stay
close to your man, between
them and the QB

Groups that are still struggling with the pass

patterns can continue to work on them.
Groups that are advanced will take turns playing
offense and defense. They will get one point for
each complete pass they make. They will have 4
down (chances) to get the ball to the other side.
If defense turns the ball over they will now be on
offense.

Students are using brick words such as pass pattern, line of scrimmage, Passing, Receiving, Touchdown, Endzone, Snap, Downs.
Mortar words such as demonstrate, productively, advance, reference, responsible, solidify, analyze.
Discourse is being used with the different terminology that isnt used in the everyday lives of those who are not associated with sports. The vocabulary
and language is different. The approach to thinking and planning is different because of the endless outcomes from slight variations that could happen.
Syntax is being used when the students talk to each other. Here they are using sentence structure and using words in a particular order that makes sense.
Students are communicating that their learning in a variety of different ways. In this lesson they are communicating that they are learning when they
correctly answer questions on verbally (teacher or peer) or written (test). They are communicating that they are learning by demonstration. The teacher
may go over and spot a slight error. After explaining what they are doing wrong and instructing them on what to do, the student corrects themselves
communicating to the teacher that they are learning. The Pre and Post test are a great way of showing a students learning from the beginning to end of a
unit.