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Steven Gallagher

Football Unit
September-October 2014
Grades- 4th & 5th
Tamarac Elementary School

Table of Contents
Unit Outcomes and Content
Lesson Plans
Assessments
Results of Assessment
Resources

Unit Outcomes/State & National Standards/Content/Assessment Template


Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level
4&5

Reference
MA CF &
NASPE
Standards
by #

Content to be taught

Psychomotor
Perform a variety of
football skills, including
throwing, catching,
Shuffle passing, and
kicking.

MA CF
2.1, 2.2,
2.7,
SHAPE
Standard 1

DAY 1: Shuffle passing and


catching
DAY 2: Throwing and
catching stationary
DAYS 3 &4: Throwing and
catching on the run
DAYS 5: Kicking
DAY 6: Throwing/Catching
and Kicking in game

Teacher Checklist
Peer Checklist

Cognitive
Develop knowledge and
proficiency of the game,
including tactics,
reaction to plays, the
ability to verbally
explain cues of the
psychomotor skills, and
complete knowledge of
the rules of football

MA CF
2.1, 2.2,
SHAPE
Standard
2)

DAYS 1 & 2: Rules


DAYS 1 & 2: Regulations
DAYS 1-6: Skill Cues
DAYS 3, 4 & 5: Tactical
Decisions
DAY 6: Play Making

Turn and Talk


Closure
Exit Slip

Affective
Express enjoyment and
cooperatively work
together as a team, work
effectively with different
skill levels, follow all
class rules and
guidelines, give their full
effort, stay safe in class,
and respect themselves,
each other and the
teacher

(MA CF
2.7 ,
SHAPE
Standard 4
& 5)

DAYS 1-6: Safety


DAYS 1-6: Team Work
Skills
DAYS 1-6: Respect

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

Assessment
(include rubrics, quizzes,
etc. in written materials
section)

LIKERT Scale at
beginning and end
Exit Slip about
teamwork and rules

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: ____Steven Gallagher

DATE: 9/22/14

SCHOOL: Tamarac Elementary School


FACILITIES: Half Gymnasium
UNIT/THEME: Football
EQUIPMENT:

LESSON#: 1 of 6
CLASS SIZE: 19-24

GRADE: 5th /4th

GENERIC LEVEL: Pre-Control/Control

1. 12 footballs 2. LIKERT Scale


4. 24 Pencils

TIME: 40 Minutes

3.Watch

5.2 tag noodles

FOCUS OF LESSON: Practice Shuffle passing to a partner


STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate a shuffle pass on the move by flicking the ball to their partner while moving
during the activity. (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football by catching the ball while using the skill cues through the
entire lesson. (SHAPE 1, MA CF 2.3)
(C)- Identify the skill cues for shuffle passing and catching when asked by the teacher during the
closure(SHAPE 2, MA CF 2.7)
(A)- Exhibit safe behavior in a physical activity environment by only shuffle passing to their
partner when they both have eyes on each other(SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
LIKERT Scale- Ss spread out in
0:00-5:00 personal space and fill out
LIKERT scale about football

5:0012:00

12:0016:00

16:00-

Warm-Up- Hand Off Tag- Two


Ss are the taggers and three Ss are
the helpers. Once a student is
tagged they place their hands and
arms like they are receiving a
handoff. Once a helper hands off
the ball to them, that student
becomes a helper. Ss are to
gently place hand off the ball and
not throw it.
Extensions Add more helpers
Add another tagger
Change taggers after a
couple minutes
Introduction- Review stop & go
signals. First day of football for
the next two weeks. Today our
focus is shuffle passing. The
purpose of shuffle passing is to
get rid of the ball quickly to
someone close to you.
Shuffle Pass Skill Cues Eye on target
Extend arm out
Flick wrist
Catching will also be focused
here.
Catching Skill Cues Thumbs together, making
a diamond if its above
your waist
Pinkies together if it
below your waist
Have soft hands and give
in with it (Like a water
balloon)
Transition- Ss get into groups of
two. One student gets a football
and one student lines up on the

ORGANIZATION
ssssssss
ssssssssT
ssssssss

REFLECTIONS
Students were a little negative
about it at first because they saw
paper, but then they realized it
wasnt that bad. A lot of mixed
results as well which is good,
because I can hopefully increase
their enjoyment for football.
Handoff tag was smooth and
students picked it up fairly
quick.

ssssssss
ssssssssT
ssssssss

ssssssssss

Some students were talking, but


then quieted down. Skill cues
were easy to understand.
Student demonstrations were
effective as well.

Transition could have been a


little faster for the first class. I

17:00

red line. The other partner lines


up about 5 feet away.

had to simplify my explanation a


little bit and it worked much
better on the reteach.

17:0024:00

24:0025:00

25:0036:00

36:0036:30

36:3039:00

Shuffle Passing- With their


partner, each group works on
shuffle passing with their partner
Extensions Increase distance
Catch with one hand
Opposite hand

S
S
S
S
S
S

S
S
S
S
S
S

Students did well with the


shuffle and their catching was
fairly good. Some had to grasp
the concept that you need to give
in when you catch and not be
frozen.

Transition- Teacher was setting


up cones for next activity during
the last activity. Each group goes
and lines up at cones on GO
signal. One partner is at each
cone in line with their partner.

Shuffle Pass on the move- Ss


work on shuffle passing while
moving. Their objective is to go
from one set of cones to the other
while shuffle passing to their
partner.
Extensions Add a number of passes
the students must strive
for. 5 passes if you want
them moving fast or 10
passes if you want them
moving slow
Increase/Decrease
distance of partners

S S
S S
S S
S S

S S
S S
S S
S S

Transition- On Go Signal, Ss put


footballs back into bag and then
go sit at horse shoe.
Closure- Teacher asks Ss
questions. Raising your hand Tell me one thing you
learned today?
Why do we use the shuffle
pass?
Why is it important to
make sure your partner
has their eyes on you

Students really had fun with this


and the extensions worked great.
Changing the number of passes
really had them focusing because
they had to strategize.

Transition was quick and smooth


for all classes.

SSSSSSSSSSSS
T

Students did well answering all


questions and said exactly what I
was looking for.

when passing

39:0040:00

Transition- Using birthday


months, Ss line up at black line to
be brought out to hallway.

Transition was quick and easy.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: ____Steven Gallagher

DATE: 9/22/14

SCHOOL: Tamarac Elementary School


FACILITIES: Half Gymnasium
UNIT/THEME: Football
EQUIPMENT:

TIME: 40 Minutes
LESSON#: 2 of 6

CLASS SIZE: 19-24

GRADE: 5th /4th

GENERIC LEVEL: Pre-Control/Control

1. 12 footballs 2. 2 tag noodles 3.Watch 4. Stereo

FOCUS OF LESSON: Explore overhand throwing and catching with a football


STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate throwing a football to a partner by using the skill cues provided throughout the
entire lesson (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football by catching the ball while using the skill cues throughout the
entire lesson. (SHAPE 1, MA CF 2.3)
(C)- Identify the skill cues for throwing a football with 100% accuracy when asked by the teacher
during the closure (SHAPE 2, MA CF 2.7)
(A)- Express enjoyment for football by choosing a favorite activity and why when asked by the
teacher during the closure. (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
Warm-Up- Hand Off Tag- Two
0:00-7:00 Ss are the taggers and three Ss are
the helpers. Once a student is
tagged they place their hands and
arms like they are receiving a
handoff. Once a helper hands off
the ball to them, that student
becomes a helper. Ss are to
gently place hand off the ball and
5:00not throw it.
12:00
Extensions Add more helpers
Add another tagger
Change taggers after a
couple minutes

12:0016:00

16:00-

Introduction- Review stop & go


signals. Day two of football.
Moving on to overhand throwing
with a football
Throwing Skill Cues Grip- 2-3 fingers on laces,
thumb is on bottom half
Shoulder to target
Football up by ear
Elbow is up pointing out
Step with opposition
Snap wrist with seat belt
motion follow through
Catching cues will be reviewed
again and stressed.
Catching Skill Cues Thumbs together, making
a diamond if its above
your waist
Pinkies together if it
below your waist
Have soft hands and give
in with it (Like a water
balloon)
Transition- Ss get into groups of
two. One student gets a football
and one student lines up on the
red line. The other partner lines
up about 5 feet away.

ORGANIZATION
ssssssss
ssssssssT
ssssssss

REFLECTIONS
Students are getting better at the
game and it is flowing much
better.

ssssssss
ssssssssT
ssssssss

Review went well, and I had a


student demo the skill cues as I
broke it down.

ssssssssss
T

Transition was quick and easy.


Placed group of three on other
side.

17:00

17:0024:00

Passing and catching- With their


partner, each group works on
passing with their partner
Extensions Increase distance
Catch with one hand
Opposite hand

T
S
S
S
S
S
S

S
S
S
S
S
S

Transition- Stop Signal, Teacher


goes over next game. Ss place
football in front of them for less
distraction

I was able to give a lot of


feedback here and a lot of
improvement occurred.

Had to tell students to place


football on ground due to
students playing with ball.

24:0025:00

25:0036:00

36:0036:30

36:3039:00

One Step Back Game- With


their partner, Ss must work
together to get as far as they can.
The objective of the game is to
catch and pass with your partner.
Ss can use either the shuffle pass
or the overhand. Whenever the
partner on the red line catches the
ball, the other partner takes one
step back. However, if either
partner drops the ball or the ball
isnt caught, they have to restart.
Extensions Time limit to see how far
they can get
One arm catch only
Survivor- Once a group
drops the ball, they take a
seat. Last group standing
wins.

T
S
S
S
S
S
S

S
S
S
S
S
S

Transition- Stop sign. Teacher


goes over Hot Potato Tag.
Hot Potato Tag- With a partner,
each group is playing catch while
the music is playing. Once the
music stops, which ever student
has the ball is the tagger. If the
other partner gets tagged, they
switch taggers. Once the music
comes back on though, each
group must get back together and

Students really enjoyed this


game. The extensions were
great and they really found them
challenging.

Students were much more quiet


this time around.

S
S

S S
S S
S
S S
T

Students were a little rough at


first so I had to stop them and
slow them down. Students liked
this game a lot to.

play catch again.


Extensions Test students by being
inconsistent with music
timing.
39:0040:00

Closure- Teacher asks Ss


questions. Raising your hand Tell me one thing you
learned today?
What are my skill cues for
throwing a football?
Tell me your favorite
activity from today and
why?

Transition- Using birthday


months, Ss line up at black line to
be brought out to hallway.

A lot of mixed answers for


favorite activities which is good
to hear. They seem to
understand the skill cues.
SSSSSSSSSSSS
T

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: ____Steven Gallagher

DATE: 9/22/14

SCHOOL: Tamarac Elementary School


FACILITIES: Outside Tennis Court
UNIT/THEME: Football
EQUIPMENT:

TIME: 40 Minutes
LESSON#: 3 of 6

CLASS SIZE: 19-24

GRADE: 5th /4th

GENERIC LEVEL: Pre-Control/Control

1. 12 footballs 2. 2 tag noodles 3.Watch 4. 12 Hula-Hoops

FOCUS OF LESSON: Explore overhand throwing and catching with a football on the run
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate throwing a football to a partner on the run by using the skill cues provided
throughout the entire lesson (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football by catching the ball on the run while using the skill cues
throughout the entire lesson. (SHAPE 1, MA CF 2.3)
(C)- Identify why its important to throw ahead of your receiver when they are on the move.
(SHAPE 2, MA CF 2.7)
(A)- Express enjoyment for football by choosing a favorite activity and why when asked by the
teacher during the closure. (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
Transition- Ss follow teacher
outside to tennis court.

ORGANIZATION
ssssssss
ssssssssT
ssssssss

0:00-7:00 Warm-Up- Hand Off Tag- Two


Ss are the taggers and three Ss are
the helpers. Once a student is
tagged they place their hands and
arms like they are receiving a
handoff. Once a helper hands off
the ball to them, that student
becomes a helper. Ss are to
5:00gently place hand off the ball and
12:00
not throw it.
Extensions Add more helpers
Add another tagger
Change taggers after a
couple minutes

12:0016:00

Introduction- Review stop & go


signals. Day three of football.
Introducing positions. Review
skill cues quickly.
Throwing Skill Cues Grip- 2-3 fingers on laces,
thumb is on bottom half
Shoulder to target
Football up by ear
Elbow is up pointing out
Step with opposition
Snap wrist with seat belt
motion follow through
Catching cues will be reviewed
again and stressed.
Catching Skill Cues Thumbs together, making
a diamond if its above
your waist
Pinkies together if it
below your waist
Have soft hands and give
in with it (Like a water
balloon)
Transition- Teacher places Ss
into groups of 3 or 4. Groups

ssssssssss
T

REFLECTIONS

then go into assigned spaces.


16:0017:00

17:0024:00

24:0025:00

25:0036:00

3 Position Game- Ss are in


groups of 3 or 4 to practice
football positions. Each student
rotates for each position. The
positions are Quarterback, Wide
receiver, and center. The QB
passes the ball and controls the
game. The WR runs a route and
catches the ball. The center
pitches the ball to the QB when
they give their signal. The WR
will run 5 steps and turn around
to start. Teacher will demo each
position and rotation. If there is a
group of four, there will be two
WRs.
Extensions
Change WR route
Take away center and add
defender
Change football size

QB WR
C

QB WR
C
T

Transition- Stop sign. Ss bring it


in to teacher and take a seat.

Informing- Teacher Explains


Football bingo.
Transition- Teacher allows
students to find their own partner.
Each group takes a seat at the
hula hoop.
36:0036:30

36:3039:00

Football Bingo- Ss are split into


groups of two. Each group has a
hula-hoop and a football on the
ground. The objective of the
game is to steal another football
from another hoop. They do so by
running to another hoop and

O O O
O
O
O
O
O O O
T

39:0040:00

picking up a football and then


placing it back in their own. The
first team to three wins. A
student cannot steal more than
one football at a time. A team of
three is required to retrieve 4
footballs.
Extensions Add a receiver- one
student may stay back and
keep one foot in the hoop.
Bring hoops closer or
place them farther apart
Cant go to the same hoop
twice in a row

Closure- Teacher asks Ss


questions. Raising your hand Tell me one thing you
learned today?
Why is it important to
lead your partner on when
you throw to them on the
move?
Can someone tell me a
strategy that worked well
in football bingo?
Why is it important in
football bingo to have
your head up?

SSSSSSSSSSSS
T

Transition- Girls line up at


entrance, then boys. Then Ss
follow teacher back to school.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: ____Steven Gallagher

DATE: 9/30/14

SCHOOL: Tamarac Elementary School


FACILITIES: Outside Tennis Court
UNIT/THEME: Football
EQUIPMENT:

TIME: 40 Minutes
LESSON#: 4 of 6

CLASS SIZE: 19-24

GRADE: 5th /4th

GENERIC LEVEL: Pre-Control/Control

1. 12 footballs 2. Pinnies 3.Watch 4. Cones

FOCUS OF LESSON: Practice overhand throwing and catching with a football on the run
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate throwing a football to a partner on the run by using the skill cues provided
throughout the entire lesson (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football by catching the ball on the run while using the skill cues
throughout the entire lesson. (SHAPE 1, MA CF 2.3)
(C)- Identify strategies for razzle dazzle football by answering the teacher correctly at the end of
the lesson. (SHAPE 2, MA CF 2.7)
(A)- Exhibit safe behavior in a physical activity environment by being aware of their surroundings
when throwing a football at all times during the entire lesson. (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them and to improve safety
3. Exhibit enthusiasm throughout the entire lesson by being engaged with the students and enjoying the
lesson
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8741#.VDPMz_ldWSo

LESSON PLAN FORM


TIME
0:004:00

SEQUENCE OF LESSON
Transition- Ss follow teacher
outside to tennis court.

Warm-Up- Team Tag- Three Ss


4:00-8:30 start off as taggers and are
wearing pinnies. The only way
they can tag someone is with the
football. The taggers can move
the football by throwing or
shuffle passing. Once they catch
it they may only take one step. If
they tag someone, that person
joins them and retrieves a pinnie.
After a while, the teacher will add
a football to correspond with how
many taggers there are.

ORGANIZATION

ssssssss
ssssssssT
ssssssss

REFLECTIONS

Students really liked this game.


Their teamwork was good and
there were no arguments.

Quick and easy transition.


8:309:00

9:0010:30

Transition- Stop Sign. Ss put


pinnies away and take a seat by
the teacher.
Introduction- Review stop & go
signals. Day four of football.
Introducing positions. Review
skill cues quickly if needed. Go
over three positions game. This
time, Students will be assessing
each other. Teacher does a demo
to check for understanding.
Throwing Skill Cues Grip- 2-3 fingers on laces,
thumb is on bottom half
Shoulder to target
Football up by ear
Elbow is up pointing out
Step with opposition
Snap wrist with seat belt
motion follow through
Catching cues will be reviewed
again and stressed.
Catching Skill Cues Thumbs together, making
a diamond if its above

I explained the peer checklist


well, and there wasnt much
confusion.

ssssssssss
T

10:3012:00

12:0022:00

22:0022:30

22:3024:30

24:3026:00

your waist
Pinkies together if it
below your waist
Have soft hands and give
in with it (Like a water
balloon)

Transition- Teacher places Ss


into groups of 3 or 4. Groups
then go into assigned spaces.

3 Position Game- Ss are in


groups of 3 or 4 to practice
football positions. Each student
rotates for each position. The
positions are Quarterback, Wide
receiver, and center. For this day,
there will be no center; instead
that student will assess the QB
and the WR. The QB passes the
ball and controls the game. The
WR runs a route and catches the
ball. The WR will run 5 steps
and turn around to start. Teacher
will demo each position and
rotation. If there is a group of
four, there will be two WRs.
Extensions
Change WR route
Change football size

Transition- Stop sign. Ss bring it


in to teacher and take a seat.

Informing- Teacher Explains


Razzle and demos.

Transition- Teacher places Ss


into groups to allow for even
teams.
Razzle Dazzle Football- The
activity should start in the

I used the same groups from the


previous class because they
worked very well.

S
QB WR

S
QB WR
T

Students did a good job peer


assessing each other and really
seemed to enjoy it. It was
something they were really used
to but they did it well.

Transition was smooth.

Game takes a while to explain


and demonstrate. Some classes
did a bad job listening and some
listened very well.
Teams were even, and no one
seemed upset with their team.

26:0036:00

36:0036:30

opposing teams end zone and the


students will try to go the length
of the field by throwing and
catching the football. They are
not to run when in possession of
the ball. Once they catch the ball,
the player should stop and look
for another teammate to throw the
football. Once they throw the ball
they may run out for a pass. The
object is to go to the end zone
without dropping a pass or having
a pass broken up by your
opponent. If a ball is not caught,
the ball is given to the other team
at that spot and they are now
trying to score. When they are
guarding their opponent it is
important that they stand 3 ft. in
front of them. They are not to
have physical contact with their
opponent. They can only go for
the ball.
Extensions Certain # of passes before
scoring
Pass to everyone on team

S S S
S S

Transitions- Stop sign. Ss help


pick up equipment and line up at
entrance.

Closure- Teacher asks Ss


questions. Raising your hand Tell me one thing you
learned today?
Can someone tell me a
strategy that worked well
in Razzle Dazzle
What didnt work well?
*Teacher asks closure questions
on way back to school
37:0040:00

SSSSS

Transition- Girls line up at


entrance, then boys. Then Ss

Students did alright with the


game. Started out very slow and
there wasnt much teamwork. A
lot of students were trying to
throw it all the way downfield,
and it wasnt really working out
for them. Eventually some
teams adjusted, and some I had
to explain why it wasnt working
and what they could do.

Transition was alright. Some


students were goofing off and
had to be desisted.

Some students did a good job


answering the questions. I called
on some students and some
werent able to explain a strategy
in depth.
SSSSSSSSSSSS
T

follow teacher back to school.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: ____Steven Gallagher

DATE: 10/1/14

SCHOOL: Tamarac Elementary School


FACILITIES: Outside Tennis Court
UNIT/THEME: Football
EQUIPMENT:

TIME: 40 Minutes
LESSON#: 5 of 6

CLASS SIZE: 19-24

GRADE: 5th /4th

GENERIC LEVEL: Pre-Control/Control

1. 12 footballs 2. Pinnies 3.Watch

FOCUS OF LESSON: Explore Punting and Practice game play


STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate punting a football by using the skill cues provided during the lesson. (SHAPE 1,
MA CF 2.3)
(C)- Identify the skill cues for punting with 100% accuracy when asked by the teacher during the
closure. (SHAPE 2, MA CF 2.7)
(A)- Exhibit safe behavior in a physical activity environment by being aware of their surroundings
when punting a football at all times during the entire lesson. (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them and to improve safety
3. Provide effective teacher scanning by always have my back to the wall and facing a majority of the
students.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8741#.VDPMz_ldWSo

LESSON PLAN FORM


TIME
0:004:00

SEQUENCE OF LESSON
Transition- Ss follow teacher
outside to track.

ORGANIZATION

S
Warm-Up- Students take 1-2
4:00-9:00 laps around track depending on
how fast they do them.

9:0010:00

10:0012:00

12:0013:00

13:0023:00

23:0023:30

REFLECTIONS

S
S
S
S

S
S
S
S

Some students did two laps and


some only did one because they
walked. I encouraged them to
jog a little bit though.

Transition- Stop Sign. Ss follow


teacher to tennis court.
Introduction- Review stop & go
signals. Day five of football.
Today our focus will be Punting.
Skill Cues for Punting Hold football out in front
of you with two hands
Laces facing up. Never
kick laces
Drop ball- dont toss up
Kick with shoe laces not
your toes

ssssssssss
T

Had to do a count down because


some of the students were taking
a little too long.

Transition- Ss get with one


partner and get one football. Ss
then head out to grass field. One
partner is by fence and the other
partner is about 20 feet out.

Punting to a partner- With a


partner, Ss punt back and forth to
each other. Students are stressed
to not kick hard, but have control.
Extensions Change ball
Everyone comes to fence,
each group has a
competition to see who
can punt the farthest.
Transition- Stop sign. Ss place
their footballs in the bag. Ss head
back over to the court.

My skill cues were easy to


understand and the students were
listening well. I provided solid
demonstrations for the students
at different angles.

T
S
S
S
S
S
S

S
S
S
S
S
S

Students did alright with this


skill. Punting is a difficult skill
to learn at 5th grade and even all
levels. The hardest part is
keeping control of your kicks.
But a lot of the students
improved a lot in the given time.

Transition was smooth.

23:3025:00

Informing- Teacher reviews


Razzle Dazzle and anything the
Ss could improve on from last
class.

ssssssssss

I praised students on what they


did last time and stuff they could
improve on like shuffle passes.

25:0026:00

26:0036:00

36:0036:30

Transition- Teacher places Ss


into groups to allow for even
teams.
Razzle Dazzle Football- The
activity should start in the
opposing teams end zone and the
students will try to go the length
of the field by throwing and
catching the football. They are
not to run when in possession of
the ball. Once they catch the ball,
the player should stop and look
for another teammate to throw the
football. Once they throw the ball
they may run out for a pass. The
object is to go to the end zone
without dropping a pass or having
a pass broken up by your
opponent. If a ball is not caught,
the ball is given to the other team
at that spot and they are now
trying to score. When they are
guarding their opponent it is
important that they stand 3 ft. in
front of them. They are not to
have physical contact with their
opponent. They can only go for
the ball.
Extensions Certain # of passes before
scoring
Pass to everyone on team

Transitions- Stop sign. Ss help


pick up equipment and line up at
entrance.

I used teams from the previous


day to make this transition much
quicker.

SSSSS

S S S
S S

This time around the students


did better with the game. Some
students still struggled for the
fast pace element of the game.
For instance, when their team
went from offense to defense, a
lot of students werent able to
react fast enough to transition,
resulting in the other team
making big plays.

Transition was done right and


efficient.

Closure- Teacher asks Ss


questions. Raising your hand Tell me one thing you
learned today?
Turn and talk- Discuss
with a classmate what you
thought about punting.
Did you feel you got
better as you went?
What were my skill cues
for punting?
*Teacher asks closure questions
on way back to school
37:0040:00

Transition- Girls line up at


entrance, then boys. Then Ss
follow teacher back to school.

SSSSSSSSSSSS
T

Students did well answering


questions. They enjoyed doing
the punting because it was
challenging. They were also
able to remember all my skill
cues.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: ____Steven Gallagher

DATE: 10/2/14

SCHOOL: Tamarac Elementary School


FACILITIES: Outside Tennis Court
UNIT/THEME: Football
EQUIPMENT:
6. 8 Cones

TIME: 40 Minutes
LESSON#: 6 of 6

CLASS SIZE: 19-24

GRADE: 5th /4th

GENERIC LEVEL: Pre-Control/Control

1. 12 footballs 2. 2 tag noodles 3.Watch 4. Pinnies 5. 12 hula hoops


7. LIKERT Scale/Exit Slip 8. 24 Pencils

FOCUS OF LESSON: Practice throwing and catching in a game like situation


STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate throwing a football to a partner in a game like situation by completing multiple
passes during the last activity (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football in a game like situation by catching the ball multiple times
during the last activity. (SHAPE 1, MA CF 2.3)
(C)- Explain why teamwork is important by answering correctly on the exit slip provided by the
teacher. (SHAPE 2, MA CF 2.7)
(A)- Express enjoyment for football by choosing a favorite activity on the exit slip provided at the
end of class. (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
Certain students require breaks, so be sure to include them as much as possible. Some students have
allergies so be aware of these when going outside.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4913#.VCQCPPldWqg

LESSON PLAN FORM


TIME
SEQUENCE OF LESSON
0:00-5:00 Transition- Ss follow teacher
outside to tennis courts

5:006:00

6:007:00

7:0015:00

15:0017:00

ORGANIZATION
ssssssss
ssssssssT
ssssssss

REFLECTIONS
Routine is down. Simple
transition

Introduction- Review stop & go


signals. Last day of football.
Start with football bingo then
play razzle dazzle football.

Very brief and simple.

Transition- Teacher splits up Ss


by sending the girls out first, then
boys. Every team is boy, girl.

Easy way to have even groups


and more interaction amongst
students.

Warm Up- Football Bingo- Ss


are split into groups of two. Each
group has a hula-hoop and a
football on the ground. The
objective of the game is to steal
another football from another
hoop. They do so by running to
another hoop and picking up a
football and then placing it back
in their own. The first team to
three wins. A student cannot
steal more than one football at a
time. A team of three is required
to retrieve 4 footballs.
Extensions Add a receiver- one
student may stay back and
keep one foot in the hoop.
Bring hoops closer or
place them farther apart
Cant go to the same hoop
twice in a row

Informing- Praise Ss on football


bingo. Start giving instruction on
Razzle Dazzle. Review skill cues

O O O
O
O
O
O
O O O
T

Students have the game down


well now and everyone was well
behaved. There was no arguing
and it was a great warm-up for
the students.

ssssssssss
T

Students were good and I praised


them on that. Didnt really have
to go over the skill cues because
students have done well picking

briefly based on how bingo goes.


Throwing Skill Cues Grip- 2-3 fingers on laces,
thumb is on bottom half
Shoulder to target
Football up by ear
Elbow is up pointing out
Step with opposition
Snap wrist with seat belt
motion follow through
Catching cues will be reviewed
again and stressed.
Catching Skill Cues Thumbs together, making
a diamond if its above
your waist
Pinkies together if it
below your waist
Have soft hands and give
in with it (Like a water
balloon)
17:0018:00

18:0030:00

them up.

Transition was smooth due to


picking similar teams the
previous class. Teams were
pretty even.

Transition- Teacher puts class


into groups of 5 or 4 and assigns
them a color. Teacher then
assigns what team is playing
what.
Razzle Dazzle Football- The
activity should start in the
opposing teams end zone and the
students will try to go the length
of the field by throwing and
catching the football. They are
not to run when in possession of
the ball. Once they catch the ball,
the player should stop and look
for another teammate to throw the
football. Once they throw the ball
they may run out for a pass. The
object is to go to the end zone
without dropping a pass or having
a pass broken up by your
opponent. If a ball is not caught,
the ball is given to the other team
at that spot and they are now
trying to score. When they are
guarding their opponent it is

SSSSS

S S S
S S

Game was smooth, and the


students really get this game
now. Students had a lot of fun
and no team was really
dominant. This means I did a
good job with picking teams.

important that they stand 3 ft. in


front of them. They are not to
have physical contact with their
opponent. They can only go for
the ball.
Extensions Certain # of passes before
scoring
Pass to everyone on team
30:0031:00

31:0036:00

36:0040:00

Transition was smooth. Had


girls go, then guys so that not
everyone was trying to get a
pencil and paper at once.

Transition- Stop sign, Ss help


teacher put equipment away then
grab a pencil and Exit slip.
Closure- Teacher asks Ss
questions. Raising your hand Tell me one thing you
learned today?
Tell me your favorite
activity from the entire
unit?
Why is Teamwork
important
LIKERT Scale/Exit Slip

Transition- Ss line up and follow


teacher back to school

SSSSSSSSSSSS
T

Students were able to complete


everything. A majority of the
students had increased
enjoyment of football and many
had a lot more confidence in
their skills.

Transition was smooth and we


were able to talk more about
football on the way out.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: ____Steven Gallagher

DATE: 10/2/14

TIME: 40 Minutes

SCHOOL: Tamarac Elementary School

LESSON#: Rainy Day

FACILITIES: Half Court Gymnasium CLASS SIZE: 19-24

GRADE: 5th /4th

UNIT/THEME: Football
EQUIPMENT:

GENERIC LEVEL: Pre-Control/Control

1. 12 footballs 3.Watch 4. Pinnies 5. 12 hula hoops

FOCUS OF LESSON: Practice throwing and catching with a partner stationary and on the move
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate throwing a football to a partner by using the skill cues provided throughout the
entire lesson (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football by catching the ball while using the skill cues throughout the
entire lesson (SHAPE 1, MA CF 2.3)
(C)- Identify the skill cues for throwing a football with 100% accuracy when asked by the teacher
during the closure (SHAPE 2, MA CF 2.7)
(A)- Express enjoyment for football by choosing a favorite activity and why when asked by the
teacher during the closure (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
Certain students require breaks, so be sure to include them as much as possible. Some students have
allergies so be aware of these when going outside.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4913#.VCQCPPldWqg

LESSON PLAN FORM

TIME
SEQUENCE OF LESSON
0:00-0:30 Transition- Ss enter room and
take a seat against the wall.

0:304:00

4:005:00

5:0015:00

Introduction- Weather isnt


cooperating today so we will be
inside today. First well start
with Football bingo. Teacher
explains and demos to students.
Safety is stressed, keeping head
up.

ORGANIZATION
ssssssssss
T

Introduction was good, covered


everything. My demos were
good as well as explanation for
football bingo.

Transition- Teacher splits up Ss


by sending the girls out first, then
boys. Every team is boy, girl.
Football Bingo- Ss are split into
groups of two. Each group has a
hula-hoop and a football on the
ground. The objective of the
game is to steal another football
from another hoop. They do so by
running to another hoop and
picking up a football and then
placing it back in their own. The
first team to three wins. A
student cannot steal more than
one football at a time. A team of
three is required to retrieve 4
footballs.
Extensions Add a receiver- one
student may stay back and
keep one foot in the hoop.
**Review skill cues
Bring hoops closer or
place them farther apart
Cant go to the same hoop
twice in a row
Throwing Skill Cues Grip- 2-3 fingers on laces,
thumb is on bottom half
Shoulder to target
Football up by ear
Elbow is up pointing out
Step with opposition
Snap wrist with seat belt
motion follow through

REFLECTIONS
Class was a little behind
schedule so it took some time
away from P.E

Transition was smooth and there


were no arguments with teams.
Teams were even.

O O O
O
O
O
O
O O O
T

ssssssssss
T

Students enjoyed themselves and


were working together well. A
couple of arguments here and
there but they were handled
immediately. Students that were
off task were addressed. I also
had to repeat a couple of the
rules because they were not
being followed. Spent a little
too much time on this game
though.

15:0015:30

15:3024:30

24:3025:00

25:0026:00

26:00-

Catching Skill Cues Thumbs together, making


a diamond if its above
your waist
Pinkies together if it
below your waist
Have soft hands and give
in with it (Like a water
balloon)
Transition- Stop sign. Ss put
hula-hoops away. Then each
group finds a spot on the red line.
One student is on the line, other is
about 5 feet away.
One Step Back Game- With
their partner, Ss must work
together to get as far as they can.
The objective of the game is to
catch and pass with your partner.
Ss can use either the shuffle pass
or the overhand. Whenever the
partner on the red line catches the
ball, the other partner takes one
step back. However, if either
partner drops the ball or the ball
isnt caught, they have to restart.
Extensions Time limit to see how far
they can get
One arm catch only
Survivor- Once a group
drops the ball, they take a
seat. Last group standing
wins.

Transition- Stop sign. Everyone


with a ball places it back in the
bag. Ss then go back to their
spots for further instruction.
Informing- Teacher gives
instruction on Team tag. Teacher
demos with other students.
Transition- Teacher picks 3
taggers and they each have a

Transition worked out well.


Made it simple so we could
move on to the next activity
quickly.

T
S
S
S
S
S
S

S
S
S
S
S
S

Students were good with this


game. They enjoyed the
extensions and felt challenged.
Only thing I would have fixed
was when I was informing, to
have the students place the
football between their feet so
that it wasnt a distraction.

Simple transition, no problems.

Demo was a little rushed due to


time restraints, but students
seemed to grasp the concept.
Transition was quick and
students were spread out.

26:30

26:3035:00

35:0035:30

35:3039:00-

39:0040:00

pinnie. Everyone else spreads


out.
Team Tag- Three Ss start off as
taggers and are wearing pinnies.
The only way they can tag
someone is with the football. The
taggers can move the football by
throwing or shuffle passing.
Once they catch it they may only
take one step. If they tag
someone, that person joins them
and retrieves a pinnie. After a
while, the teacher will add a
football to correspond with how
many taggers there are.

ssssssss
ssssssssT
ssssssss

Game was a little rushed and I


had to add some taggers to get
the game going more. They did
good communicating which I
liked. Some students were
acting up and had to be desisted
though.

Transition- Stop sign, Ss put


equipment away and go sit in the
horse shoe.
Closure- Teacher asks Ss
questions. Raising your hand Tell me one thing you
learned today?
Tell me your favorite
activity today
What worked well in
football bingo? One step
back?
What are my skill cues for
catching and throwing?
Transition- Ss line up and follow
teacher into hallway to wait for
their teacher

SSSSSSSSS
S
S
S
T
S

Students did a good job


answering the questions
correctly and in depth.

1- Never
Name

2- Sometimes

Does the
student grip the
laces?

Is the
football by
their ear?

3- Always
Does the
student step
with their
opposite foot?

Does the student


use the seatbelt
motion follow
through?

Name:_________________________________
Football Questionnaire
Place an X or a in the box you feel is appropriate

Question
1

I enjoy football

I am good at football

I think I am a good catcher

I think I am a good thrower

I know a lot about football

Strongly disagree

Neither

Strongly agree
5

What has been your favorite activity during the football unit? :________________________

Why is teamwork important?

1- Never

Does your partner


grip the laces?

Partner Name-

Partner Name-

Partner Name-

2- Sometimes

Is the football by
their ear?

3- Always

Does the student


step with their
opposite foot?

Does the student use


the seatbelt motion
follow through?

Results of Assessments
LIKERT Scale Results- The results showed the from the beginning to the end of the unit, that the
students enjoy football more. They also express more confidence in their throwing and catching skills.
Many students answered, why is teamwork important? exceptionally well. Some students also
struggled. In the end though, I was very pleased with the results. In the future the only change I would
make here is my wording with the scale. Some students didnt understand the agreeing and disagreeing
numbers.

Teacher Checklist for Throwing- The results showed that many of the students did a very good job with
their throwing. The 5th and 4th grade picked up the skill very well and it showed in the activities. It was
very pleasing to see that many of the students were improving throughout the unit. In the future,
instead of walking around with a clip board, I may observe the entire class, and then fill it out at the end.
This way Im not looking at the assessment for the whole class and not providing more feedback.

Resources
Graham, G. (2013). Children moving: a reflective approach to teaching physical education (pp.486-487).
Palo Alto, Calif.: Mayfield Pub. Co..
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4913#.VCQCPPldWqg
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8741#.VDPMz_ldWSo

National Association for Sport and Physical Education (2004). Moving into the future: National
standards for physical education (2nd ed.).New York: New York: McGraw Hill.
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.