Sean Mahoney

Flag Football
April 27th-May 11th 2015
Grades 9-12
Putnam Vocational Technical High School

Springfield College Physical Education Health Education Department

PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level High School

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

Referenc
e MA CF
&
NASPE
Standard
s

Content to be taught

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

by #

Psychomotor

Execute all of the skills

presented in the unit
successfully and safely
during a small-sided
modified game as part of
post assessment at the
end of the unit.

NASP
E1
MA
CF
2.16

Lesson 1: Throwing,
catching, defensive
flag pulling

1. Pre-Unit Assessment Skill

Evaluation Assessment Form

Lesson2: Running
and carrying the ball
with handoff

2. Teacher Observation with

frequent verbal checks for
learner understanding (Q & A)

Lesson 3: Throwing
& Catching

3. Turn & Talk with a Partner

Lesson 4: Route
Running with Passer
and Receiver.

4. Teacher Observation

Lesson 5: Blocking
and Rushing

5. Teacher Observation

Lesson 6: Flag
pulling.

6. Turn and Talk with a Partner

Lesson 7: Ultimate
Football Game.

7. Teacher Observation

Lesson 8: King of the

Grid Iron-(Defensive
flag pulling game)

8. Peer teaching observation.

Lesson 9-Pass routes

against Defensive
player.

9. Teacher Observation

Lesson 10: 7 vs 7 Flag 10. Post Unit Skill Evaluation

Football Game.
Assessment
Cognitive:
Recite the correct skill
cues in sequence with
100 % accuracy when
asked to do so by the
teacher.

NASP
E2
MA
CF
2.17

Lesson 1: Pre unit

assessment of skills.
(Throwing, catching,
defensive flag pulling)

Day 1: Teacher observation

and questioning.

Lesson 2: Running
and carrying the ball
with handoff.

Day 2: Exit Slip

Lesson 3: Hiking,
Throwing and
Catching

Day 3: Teacher Observation

and questioning

Overall Unit Grading Policy

Break Down of 10 Daily Points:

3 pts

- Student is fully prepared. Shirt, pants, and shoes must be changed from the clothes
worn to school.

3 Pts- Participation- Student is fully involved in each activity.

4 Pts- Effort and Conduct- Student tries their best, while listening to directions respectfully and
following the rules.

How daily grades are entered into the computer:

Every day students enrolled in each class can receive up to 10 points. Each day of the week,
these points are added up and recorded out of 50 overall weekly points on Friday or the last day
of the week.
Absentee policy: If students are absent from the class, they also have an opportunity to regain
the missed points by attending Saturday school participating actively in a P.E class for two hours.
Each completed Saturday session earns points to replace three missed classes. At the end of the
marking period, each weekly score is added up and the number is calculated into the overall
possible points to determine their final grade.

Assessments

Cognitive Assessment

Name:__________________

Period_______

Date_______

Where should the tips of the football be located when

carrying the football?
(Please check the box showing the picture that shows correct form)

Expectations and Results of Cognitve Assessment

During the flag football unit, the intentions of the assessment was to
check for understanding that the students knew how to carry the
football correctly when running. At no point was the assessment given to
trick or fool any student. The goal was to have an average of about 90
percent of the students check the correct box.

After every student completed the assessment results showed that 100
percent of the students checked off the correct box about carrying the
football correctly. Due to the fact the main objective was success, the
visuals used to represent the correct form was a running back from

Oregon and the incorrect picture was a cartoon picture with the ball in
the wrong possession. Students had very little questions during this
assignment.

Affective Assessment

Name_________

Class_______

Date______

Please circle T if the statement is true or F if the statement is false.

1. At the beginning of class, I should wait until the teacher gives me a

football before starting to play catch.
T

2. I should wait until my partner is looking at me before I throw the

football to him/her
T

3. When students accidentally knock over a cone, they should leave the
cone on the ground and not fix it.
T

Expectations and Results of Affective Assessment

The affective assessment was designed to check the students

understanding of equipment management and the safety rules of the
class. The goal was to have students complete two out of the three
questions correctly on the assessment given at the introduction of class.
The assessment was given a day later so students had a period of time to
learn, comprehend, and apply the material on a piece of paper.
Throughout the unit, these rules and routines have been enforced every
day, multiple times a class. So this assignment should have been pretty
easy for most students, as long as they attended school that week and
used some common sense. Again, for this assessment, it was not made to
trick any student.

The results of the assessments were extremely positive and above

expectations. After recording each grade, 90 percent of the students
recorded scores of 100 percent on the assessment. Ten percent of
students had scores with two of the three questions answered correctly
which was very rewarding as a teacher because results showed you did
your job teaching effectively. What I was surprised about based on
observations and countless incidents of reinforcements, was that students
answered the question about having your partner ready before throwing
the ball at them, correctly. From what Ive learned is that students know
more than what they say out loud around their classmates.

Football
Facts

Football Review Sheet

Positions on the Field:
1. Quarterback-Offensive player that throws and hands the ball off to teammates.
2. Running Back- Player that receives handoffs, located next to, in front of, or besides the qb and
runs to gain yards.
3. Wide Receiver- Offensive Player that receives passes from the quarterback who lines up on the
line or a step off. This player performs different pass patterns to avoid being contested by
defender.
4. Center-Offensive player who hikes ball to qb and who is positioned on the line.
5. Offensive/Defensive lineman- Players that are positioned on the line of scrimmage who either
protects the offense(Offensive lineman) or tries to stop the offensive player from gaining yards
(Defensive Lineman)
6. Defensive Backs- Defensive players that cover the wide receivers while trying to stop them
from catching the ball or running the ball into the end zone.

Skills Practiced in Unit:

Throwing, Catching, Running with Football and making cuts, Pass Patterns, Hiking, Flag
Pulling, Defensive stances, Breaking Down, Throwing Competitions.

Throwing-

Use fingers/not palm/make c with thumb and index finger.

Catching-Make Diamond with thumb and index fingers if ball is at chest or higher. Thumbs
and pinkies if lower than chest.

Flag Pulling- Break down, shoulders square to offensive player/ Keep eyes on belt/ Spread
arms out as wide as possible.

Safety
*Make sure partner is looking at you and has hands up when throwing and catching.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Sean Mahoney DATE: 4/27/15 TIME: 7:35-8:17

SCHOOL: Putnam Vocational LESSON#: _1 FACILITIES: Field CLASS SIZE: _28
GRADE: _9-12_ UNIT/THEME: _Flag Football GENERIC LEVEL: _UtilizationProficient
EQUIPMENT:

1. 14 Footballs 2. 28 flags
4. _20 (Half Cones)_

3. 20 Cones

5. 10 Hot Spots 6.Wrist Watch 7.Whistle 8. 10 pool

noodles
FOCUS OF LESSON: Hand offs, Running, Proper Ball Position while running.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P) Properly hold on to the football, having each point of ball covered by the hand, arm, and chest, in
order to make a move to avoid getting flag pulled during drill work portion of class. (SHAPE1,
MACF2.16)
(C) Explain the correct skill cues to holding onto the football when running the ball in flag football during
the lesson closure when asked by the teacher. (SHAPE2. MACF2.17)
(A) Use safety when distributing the ball to classmates, (Partners eyes should be watching ball and
partner, Hands up and ready.) throughout the lesson.(Shape5,MACF7.5)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Use the entire time devoted to activity and student learning.

2. Cut down on transition time and use bullet point skill cue words when giving instruction.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
-Students must make sure partner is paying attention and ready when handing the ball off .
-Students must make sure to plant feet before making cuts to avoid slipping and falling

REFERENCES :
Kevin Donohue Sr.
Kevin Donohue Jr.

LESSON PLAN FORM

TIM
E

SEQUENCE OF
LESSON

ORGANIZATION

REFLECTIO
NS

Changing in locker rooms

7:357:41

7:41744
Walk to Field:

744747

Warm up:

Students will begin

running with the ball
down to the cone 20-30
yards away at a good
pace, looping around it,
run back handing ball to
next in line.

-Groups will be broken

off into teams of 4-5.

I need to
make more
groups so that
each student
can have
many otrs
and get
moving right
away because
it was cold out
the first day.

Introduction:

747749

Students will be
explained how to hold the
football in arm the
proper way. Also students
will be taught how to
hand ball off to partner.
Last, students will be
shown different moves to
avoid a defender (Side
step, cut back, spin, juke)

Skill Cues To Holding

Students ran
to the hill and
back after
first lesson
then the first
activity was
running and
looping
around the
cones. This
X x x x x x x x x x x x x x x x x x x x used my focus
as an actual
xxxxxxxxxxxxxxxx
activity.

Football:

Teacher

1. Tip of ball in fingers

2. Body of Ball on
Forearm.
3. Opposite tip, in elbow
4. Ball High and Tight to
Body.

Transition:
Students will be broken
off into 4 groups of 5-6
students picked by the
teacher.

Activity one:
750751

7:518:00

Students will start

in a straight line.

First person will

be quarterback.
Will start with self
hike. Next person
in line will receive
the handoff
properly.

Student will run

straight

Step over the

noodles

Then run to the

cone, make a cut
either left or right

Make it to the

Certain
students went
harder than
others, but
when I stood
at the cone
and tried
stripping the
ball, it created
a more
competitive
atmosphere
where
students
worked
harder to
secure the
ball.

cones (Endzone)

Turn around, jog

back and hand
ball to next qb in
line.

x
x
x

Extension 1:
Students will have to run
around each noodle
before going straight
towards the cone.

QB X
C

Cone

Extension2:
Pool noodles will be
spread out to a side.
Students will work on the
sweep running horizontal
to the line of scrimmage
until reaching a cone, and
then will cut up the field
after making a move at
the cone.
Fake Out Cone
Transition:
Students will now stay in
line and turn to me as I
demonstrate the next
drill.

Activity two: Box Relay

Running Relay Race

Students will stay

in same lines, and
teams.

Cone
End Zone

Between each
cone, there will be
objects in the way
that players must
dodge or cut
through and spin
in.

Object is to get
every player on
your team through
the box first, going
through each
obstacle correctly.

8:008:01

8:018:12

Cones will be split

into a box shape
with four red tall
cones making the
box.

Students
really enjoyed
the box drill
and were able
to compete
against each
other once I
told them I
was going to
time everyone
using my
watch.

Cuts were
more enforced
and utilized
around the
obstacles.

Team that does so

first, wins.

Closure:
Distribution of Exit slips.
Students will be asked
how to hold the ball
correctly.

Walk back to School:

X
X

Change:

Half Cones

Students will

spin
once in each
of
of the three cones

Cut l/R at each

Cone

8:128:13

8:138:16

8:168:22

At noodles, students must run around

each one going in and out using cuts.

XXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXX
Teacher

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Sean Mahoney DATE: 4/27/15 TIME: 7:35-8:17

SCHOOL: Putnam Vocational LESSON#: _2 FACILITIES: Field CLASS SIZE: _28
GRADE: _9-12_ UNIT/THEME: _Flag Football GENERIC LEVEL: _UtilizationProficient

EQUIPMENT:

1. 14 Footballs 2. 28 flags
4. _20 (Half Cones)_

3. 20 Cones

5. 10 Hot Spots 6.Wrist Watch 7.Whistle

FOCUS OF LESSON: Centering Passing catching

STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P) Properly place hand on football in order to throw, Throw the ball to teammate using correct skill cues ,
and catch the ball with correct form based on location of ball. (SHAPE1, MACF2.16)
(C) Explain the correct skills to each skill practiced during the lesson when asked by the teacher at the
lesson closure. (SHAPE2. MACF2.17)
(A) Use safety when distributing the ball to classmates, (Partners eyes should be watching ball and
partners hands are up and ready.) throughout the lesson.(Shape5,MACF7.5)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Use the entire time devoted to activity and student learning.

2. Cut down on transition time and use bullet point skill cue words when giving instruction.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
-Students must make sure partner is paying attention and ready when passing the ball to their partner.
-Students must make sure fingers are spread out to avoid jammed fingers.

REFERENCES :

Kevin Donohue Sr.

Kevin Donohue Jr.

LESSON PLAN FORM

TIM
E

SEQUENCE OF
LESSON

ORGANIZATION

REFLECTIONS

Changing in locker rooms

7:357:41

X
X
X

7:41744

X
Walk to Field:

X
X

Warm up:
Students will be split into
groups of 4 and will go to

Students were
skeptical at first to
perform the drill
because they did not

744747

the box assigned.

Students will run around
the box from cone to cone
making cuts to the next
cone making sure to hold
the ball properly. Each
student must complete
the box 4 times.

want to cut on the wet

grass, but after I told
them it was to review
what we learned the
day before without
taking any time talking
and wasting activity
time, they started to
listen.

1 ball will be placed at

each box.

Introduction:

7:477:53

Students will also be

taught how to hike the
ball from the side and
from underneath their
legs. Students will be
explained how to hold the
ball correctly when
throwing.

Skill Cues of Side hiking:

1.Rotate body so non
hiking side shoulder is
facing partner.
2. Hold ball at the tip
with 1-2 fingers holding
the laces while thumb is
behind the ball.
3. Bring ball off the
ground in a swinging
motion, releasing ball to
partner.
Skill Cues of Under legs
Hiking:

Xxxxxxxxxxxxxxxxxxxxx
xxxxx

Teacher

Students morals went

up because students
were successful in at
least one of the two
types of hikes.

1. Grip the ball like you

are throwing the football.
2. Spread legs wide, while
holding the ball in front
and on the ground.
3. Bring arm back under
legs while releasing ball.
Hand should touch the
hamstring every time to
avoid injury.

Skill Cues for Throwing

Grip in Football.
1. Place hand on one end
of football.
2.Thumb and pointer
finger will form a c
around the end of football
in front of laces.
3. Fingertips of next two
fingers should be placed
on the laces.
4. Pinky should be right
below the laces.
WHAT TO LOOK FOR:
Palms should never be on
the football just fingers.
Demonstration: Student
will show proper form.

Throwing Skill Cues:

1. Bring Ball to Ear with

proper grip.
2. Turn non throwing
shoulder side to target.
3. Step, transfer weight
forward and release ball
making a half circle
motion with throwing
hand.
4. Follow through with
throwing hand going
down into your opposite
pant pocket.

Skill Cues of Catching

Football:
Chest level and above.
1. Make diamond with
thumbs and index fingers
touching.
2. Hands out in front of
body.
3. Catch ball with finger
tips, then bring ball into
body after ball is in hands

Ball Below Chest level:

1. Pinkies touching at the
tips.
2. Eye on the ball.
3. Bring ball into body
after catching ball with
soft hands.

Transition:
Students will find a
partner and Line up 3-5
yards across from each
other. Football will be
given to line 1.

Activity 1: Students will

begin hiking the ball back
and forth to each other
using the side hike. Once
students feel comfortable
with the side hike, they
will be asked to perform
the under leg hike back
and forth to partner.

Transition: Students will

stay matched up with
partners and stay in their
position for the next drill.
7:538:02
Activity 2:
Students will line up 5-10
yards back from each
other and will begin
playing catch. Players
will work on correct form
throwing and catching
back and forth. Every
minute I will have
students back up,
showing different forces
needed to use in order to
throw different lengths of
field.

Extension: Teacher will

have students step back 5
giant steps. Students who
ask to step back further
will be allowed to.
8:028:15
Activity 3:
Throwing Competition:

X x x x x x x x x
x x

We incorporated a
defensive lineman to
incorporate more
students to the activity
and to make it
exciting. Each student
rotated from qb to
center to rusher.

oo o o o o o o o o o
o o o

Was able to cover a

little blocking as a
center as well, showed
they had two jobs.

Rules:
1. Students will start 5
yards apart.
2. Students will throw the
ball to their partner back
and forth.
3. If each partner catches
the ball successfully, line
one will take 3 giant steps
back and perform the
same task. Each
successful pass and catch
combo between partners,
will have the partner 1
take three giant steps
back.

Teacher

4. When a student drops

the ball, their team is out.
At that point students can
still play catch on their
own, but the results will
not count.
5. Partners that are last
to drop the ball are the
winners.

I will keep track to who

Students did not know

how to properly block
so some students were
holding onto to
eachothers arms and
other body parts.

catches ball and who does

not.
Students who do not
succeed are still expected
to play catch at the
distance they dropped the
ball at.

Closure:
Students will be asked
what part of their hands
is used to throw and catch
the football.
X x x x x x x x x
x x
Walk back to School:
oo o o o o o o o o o
o o o

Teacher
Change:
8:158-16

Only one class was

able to reach the
competition, and it
went very well. Each
pair was honest and
were able to reach a
distance they could not
reach each other at.

8:168:21

X x x x x x x x x
x x

oo o o o o o o o o o
o o o

Teacher

X x x x x x x x x
x x

oo o o o o o o o o o
o o o

Teacher

8:218:27

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Sean Mahoney DATE: 4/30/15 TIME: 7:35-8:17

SCHOOL: Putnam Vocational LESSON#: _4 FACILITIES: Field

CLASS SIZE: _28

GRADE: _9-12_ UNIT/THEME: _Flag Football GENERIC LEVEL: _UtilizationProficient

EQUIPMENT:

1. 14 Footballs 2. 28 flags
4. _20 (Half Cones)_

6.Wrist Watch 7.Whistle

FOCUS OF LESSON: Flag Pulling and gameplay

STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P) Perform all of the skills practiced during the unit in a 5 v5 or 6 v 6 game of flag football.. (SHAPE1,
MACF2.16)
(C) Explain different pass patterns for getting open during a pass in gameplay when asked by the teacher
at the end of the lesson. (SHAPE2. MACF2.17)

(A) Use safety when distributing the ball to classmates, (Partners eyes should be watching ball and
partners hands are up and ready.) throughout the lesson.(Shape5,MACF7.5)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Officiate the game keeping an eye out for penalties and good fundamentals.

2. Make sure each student is engaged in the game.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
-Students must make sure partner is paying attention and ready when passing the ball to their partner.
-Students must make sure fingers are spread out to avoid jammed fingers.
-If qb, make sure students are all counting to 5 Mississippis

REFERENCES :
Kevin Donohue Sr.
Kevin Donohue Jr.

LESSON PLAN FORM

TIM
E

SEQUENCE OF
LESSON

ORGANIZATION

REFLECTIONS

Changing in locker rooms

7:357:41

7:41744
Walk to Field:

Warm up: Students will

play a flag pulling game
in a coned off box.

744747

Rules of game-Students
are split up either on a
red flag team or a yellow
flag team. Teams will
start by trying to pull off
all of the other teams
flags. Once one team has
no flags left, the other
team is the winner.

Students if they had

the choice would have
played the game the
entire class if I let them
in the 5th period class.

Y RY

YR R Y Y

R R
Other classes we only

Introduction:
Students will be informed
they will be playing in a
game of flag football
using the skills practiced
in the unit.

7:477:50

Y R Y R Y
YR
R Y
Y

played it once because

they wanted to jump
into gameplay.

R Y Y R R Y

Transitions:
Teams will be broken into
either two even teams
based on the numbers, or
two different games with
one being competitive,
and the other being non
competitive.

Each class had

different numbers so
each game had its own
twist.

Activity 1:
GameplayRules: Students will be
explained the basic rules
to football quickly,
Rules-Players must stay
on sides at all times

Xxxxxxxxxxxxxxxxxxxxx
xxxxx

Teacher

Each team was chosen

based on fairness and
skill level from my
observation. If there
was stand outs in the
class I made sure to
limit their touches per
game.

-If a player on offense

moves before ball is
snapped, it is a false start.
Ball is pushed back 5
yards.
-Defensive players must
stay in their zone before
ball is snapped.
-Offensive lineman
cannot hold the defensive
lineman or any other

Each star was very

cooperative when
telling them the
situation.

defensive player.
Defense must count to 5
Mississippis before
rushing into the
quarterback.

Carlos, David, and

Kevin were getting
very mad because they
wanted to be the stars
every possession and
did not work well with
the under skilled
players. I made sure to
bring them to the side
and explained to them
what my intentions
were.

-Offense will have to

move the ball to each
cone to receive a first
down. Teams will have 4
chances to do so. If
unsuccessful, it is a turnover on downs and the
other team is now on
offense.
-Making it into the
endzone successfully
results in 6 points. Teams
will have to go for two 3
yards out of the endzone.
-Defense now gets ball at
the ten yard line and will
try to score on the
opposite side.

Closure:
Students will be asked
what types of rules did
they learn about the game
of football.

Walk back School:

End Zone
Change:

FIRST DOWN

First Down

End Zone

Reference Page

1. Garvey, H. Putnam Vocational Technical High School Physical

Education Teacher

2. Donohue, K. Former David Prouty High School Football Coach,

Physical Education Teacher of Lake Street Elementary
School Spencer Massachusetts.

3. Malvezzi, L. Retired Putnam Vocational Technical High School

Football Coach & Physical Education Teacher.

4. http://www.footballbabble.com/football/flag/drills/

5. The Physical Educators BIG BOOK of Sport and Lead-Up Games

by Guy Bailey