Molly Dincher
I
Unit plan
a General information
i Topic/general unit description
Field Games: In the field games unit, we will be doing jameson ball,
soccer with a soccer quiz, speedball, kickball and whiffle ball. Most of the time is
spent on soccer with four days of soccer in the unit, we will spend a day on
jameson ball as well as speedball and we will split up a day for both kickball and
whiffle ball since they are very similar.
ii Grade level of students
Ninth grade
iii Approximate number of students
20-27 Students per class
iv Length of class
90 Minutes long
v Number of lessons (minimum of 5)
5 lesson plans taught over 7 days
1st lesson: Jameson Ball- 1 day
2nd lesson: Soccer- 2 days
3rd lesson: soccer- 2 days
4th lesson: Speedball- 1 day
5th lesson: Kickball and whiffle ball- 1 day
b Goal(s)
National Standards Used:
Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respect self and others.
Pennsylvania State Standards Used:
10.3.9D- Analyze the role of individual responsibility for safety during organized group
activities.
c Space/equipment/safety
i Description of indoor/outdoor area to be used
During our field games unit, we were outside either on the turf or the soccer fields. We
had to share the fields with a few classes during certain blocks, fortunately most of the
time we had the whole field to soccer fields to ourselves. The high school was under
construction while I was there so we had to take a one-mile trip around the school to
avoid the construction and to get to the soccer fields. There is regulation sized soccer
fields side by side and each of them has a soccer goal on each end and the white lines to
symbolize the field markings. We used the soccer field for all 7 lessons in the field games
unit. If we had a rainy day, then we would be placed inside. Since there were multiple
classes being taught at the same time with limited space we would split up the 90
minutes. For the first 45 minutes the ninth grade classes will be in the fitness center,
while the tenth grade classes are in the gym. The last 45 minutes of class we would then
switch, so the ninth grade classes will then go down to the gym. The fitness center is
awesome, it is filled full of lifting machines, weights and cardio machines as well. Music
is always being played throughout the speakers and there is even a projection screen to
show videos. The only problem is that students must be certified to use the fitness center
and ninth graders were not certified at the time, so I came up with resistance band
workouts for them to do. The gymnasium was a basketball court, with small pull out
wooden stands on the sides. Since most of the classes were combined during rainy days
we would separate the classes into multiple teams and we would use the stands for the
teams waiting to play to sit on.
ii List and amount of equipment needed
30 Flag football belts
4 gator skin balls
30 Cones
30 pinnies
20 soccer balls
50 cones large and flat
2 goals
4 mini goals
110 Field games (soccer) quizzes
30 pencils
1 speedball (fuzzy soccer ball)
30 resistance bands (different resistances)
1 stereo for music
6 poly spots
30 whiffle balls
3 whiffle bats
1 kickball (outdoor ball)
iii General safety measures to be followed
o
o
o
Students are not allowed to slide or jump to try and pull players flag
belts
Students are not allowed to tackle or trip students
If a student is playing dangerously or aggressively they are to sprint or
run up cuss hill and back to be eligible to play again. If they do not do
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
this, they will sit out and achieve a 0 for the day and will have to read
an article on the topic.
Students should also pay attention to their surrounding since there is a
lot of sprinting involved they have to be aware of what is going in
during the game
If the whistle is blown students have to trap the ball in between their
feet
Students should find their own personal space, have enough room
where they spread their arms out and dont touch anyone or anything
If ball gets away students call out ball, ball ball
If ball is kicked very hard and going towards someone other than their
partner, yell out fore or their names
For punts students will drop not throw the ball
Students will wait on my whistle to punt the ball
Students should keep eyes up while dribbling the ball
Partners should not push or trip each other in order to steal the ball
Students are not allowed to kick the ball hard if defender is close,
meaning their foot should not go past their knee
If the ball rolls onto another field while another game is going on, wait
until the field is cleared to retrieve the ball and call out ball so they
know
If students are being too aggressive they get ejected from the game
Check gymnasium and field for trash or any objects that could
potentially hurt a student
Only allow a certain number of players to play at a time to prevent
injuries and run ins
Students have to securely hold down the resistance bands under their
feet and to not lift up or the band will come up and snap them on their
body
Watch students to make sure they are doing the exercises right to
prevent injury
Students have to stand behind the cone on offense to prevent getting
hit by the batter. Once the batter is on base the person on deck is
allowed to step up to the plate
After hitting the ball students must place the bat down, not throw the
bat
Students cant slide while running the bases
Students must tag them gently; they are not allowed to throw the ball
at someone to get them out
Students defending a bag must be in the poly spot, not the base to
prevent injuries
II
Lesson plans (3 of these lesson plans within the unit plan will
be graded using the rubric below)
Full lesson plans found below:
Lesson 1- Jameson Ball, 1 day- gameplay
Lesson 2- Soccer, 2 days- How the game starts, player positions, soccer kicks, dribbling and
small sided games
Lesson 3- Soccer, 2 days- Field Markings and Rules, teamwork, small sided games and full on
soccer games including 2 ball soccer
Lesson 4- Speedball, 1 rainy day- resistant band workout and speedball gameplay
Lesson 5- Whiffle ball and kickball, 1 day- whiffle ball gameplay and kickball game play.
III
Lesson Plan #1
Teacher: Molly Dincher
Lesson #:1
Unit Topic: Field Games
Lesson Topic: Jameson Ball
Date: 9/25/15
Lesson Time:90 mins.
# of Students; 20-25
Grade: 9
Type
Psychomotor
Objective
Students will be able to steal the other teams ball in Jameson ball by
tucking the ball and sprinting and by using other teammates to get the
ball over the line.
Cognitive
Students will be able to think of and create game strategies during the
game to work together as a team to get the balls successfully over their
line.
Standard(s)
10.4.9A
NA: 1, 3
10.5.9A,
C, F
NA: 2
Affective
10.3.9D
NA: 4
Teacher Obj.
Technology
(if applicable)
none
#
50
4
30
b. Set induction:
How many of you have played Jameson ball before? Im sure that most of you
who have played before probably had the creator of this game for middle school
PE or health. This game is very similar to capture the flag and is very fun.
However, this game does involve good defense and offensive strategies along with
lots of running and agility. So let the games begin.
Progressions:
Introduction, skills task
analysis, activity, teaching
by invitation, intra-task
variation
tuck
Managerial Strategies:
Organization of space,
equipment, students;
diagrams of practice
formations, equipment set
up, and game situations;
methods for assigning teams
and transitioning between
activities
Safety
Procedures:
Check field,
equipment, and
facilities for
debris, damage,
etc.; outline
safety
procedures
Assessme
Formal/
informal
Students are
not allowed to
slide or jump
to try to pull
players flags
off
Visual:
Watch to
make sur
students
are
playing
Jameson
the ball
and run
use the
safety
zones
YELL
RE
D
Students are
not allowed to
tackle or trip
students
ball safel
if they ar
not it is
dangerou
to the
other
students
and even
themselv
s
If a student is
playing
dangerous or
aggressively
they are to
sprint or run
up cuss hill
and back to be
eligible to
play again. If
they do not do
this, they will
have to sit out
and read an
article and
complete a
worksheet.
Watch the
teams to
see if the
come up
with any
good
defensive
or
offensive
strategies
to get the
ball safel
across the
line.
Students
should also
pay attention
to their
Watch to
see if the
students
are able t
Ball:
Jail:
create
Ball Circle:
a
strategy
for O
and D
Allow a water break at
least two times for the
students to stay hydrated
and for them to catch
their breath.
surroundings
since there is a
lot of
sprinting
involved they
have to be
aware of what
is going on
during the
game.
3.) Closure:
Review
Preview
Reflection:
Students have a lot of fun while playing this game. During the game students are constantly
laughing and just seem to enjoy themselves. A couple students also came up to me and told me
that this is the one game that they absolutely look forward to playing in PE class.
work as a
team to
become
successfu
within the
game
Watch to
make sur
each
student is
fully
participat
ng in the
game and
not
standing
around
talking to
friends.
This game gets every student involved, even if played with a larger group. It is also a great game
for a variety of skill-levels. If some students arent good at offense, then the students can play
defense guarding the balls.
To make games last longer and to get even more students involved in the game, you can place
more balls in the hoop, and you can also have the students place the balls they just captured into
their hoops. With this rule the first team with all of the balls on their side and in their circle,
wins. This will allow the time duration of the game to be longer and it will get even more
students involved in the game.
If the class is very large, then you can also split the field up into quadrants, so there will be four
teams. The first team with all of the other teams balls in their quadrant wins, or the team with
the most balls on their quadrant wins. Again this will allow more students to get involved.
Lesson Plan #2
Teacher: Molly Dincher
Lesson #: 2
Unit Topic: Field Games: Soccer
Lesson Topic: Soccer Kicks and Dribbling
Type
Psychomotor
Cognitive
Date: 9/29/15
Lesson Time: 90 mins.
# of Students: 20-25
Grade: 9th
Objective
Students will be able to properly pass, kick and dribble the ball by using
the inside of their foot while passing, making contact with their shoelaces
while kicking and lightly tapping or pushing the ball in front of them
while open or closed dribbling.
Students will be able to demonstrate proper knowledge of when a closed
or open dribble should be used in a game during the game strategy
activity with defense.
Standard(s)
PA:
10.4.9A
10.5.9C
NA:1
PA:
10.5.9C,F
NA:2
Affective
The students will use proper safety during activities and the modified
game by calling ball, ball, ball, not letting the leg go higher than the knee
while kicking and by not kicking the ball hard when someone is playing
defense close to them.
Teacher Obj.
Technology
(if applicable)
none
PA:
10.3.9D
NA:4
#
at least 15
25
50
2
4
If the whistle
is blown the
Assessme
Formal/
informal
do some dynamic
stretching such as lunges,
walking hamstrings,
Frankenstein and walking
quad stretch.
Introduction:
Talk to the students about
positions on the field
such as back fielders or
backs, midfielders and
front fielders.
Backs: Defensive players,
usually helping the
goalie, preventing the
opposing team from
scoring.
Midfielders: usually the
fastest players and are
able to play on offense
and defense
Front fielders: Offensive
players, the players trying
to score a goal.
Also talk about how the
game starts. There is a
coin flip, the winner gets
to choose if they want
ball first or what side they
want to start on. This
class we will do rock
paper scissors instead of a
coin flip. The game starts
by a kickoff which means
the ball is placed on the
midline and each team
starts on their half of the
field. The defense has to
stand 10 yards away from
the ball until the ball is
kicked by the offense to
start the game. The kicker
starting is only allowed to
kick the ball once until
another player has
touched the ball.
students have
to put their
balls in the car
garage
Students
should be able
to stand with
both arms out
and not
touching
anyone
Students=
Direction=
Visual:
Check to
see if
students
are able t
Partner Passing:
The students will then be
partnered up by the same
number on a popsicle
stick. Once they find their
partners, one student will
stand on the end line
while the other student is
across from them about
10 yards away. The
teacher will stand in the
middle to demonstrate
kicks so all students can
see the demonstration.
The students will pass
with their dominant foot,
once the whistle is blown
the students will switch to
using their non dominant
foot.
Basic Pass:
The kicker will use the
cues and demonstration to
properly pass the soccer
ball to their partner by
using the inside base of
their foot and having the
other foot face their
target. The receiver will
then trap the ball, then
kick the ball back using
the same technique. The
ball should stay on the
ground.
Chip:
A chip kick is used on the
upper part of the inside
foot. You want to swipe
the ball up, lifting the ball
up in the air. For the chip
the receiver will catch the
ball if it is too high to
trap.
Lift:
Let the students know
Kick
on
inside
base of
foot
tilt
foot up
hitting
upper
foot
use
the tip
of the
foot
Students
should stand
with both
arms out and
not touching
anyone to
prevent balls
from hitting
students
If ball get
away students
yell ball, ball,
ball to warn
other students
If ball is
kicked very
hard and cant
be seen yell
fore
successfu
y pass or
kick the
ball to
their
partner
(target)
Oral
assessme
t: Ask the
students
the
difference
between
the kicks
that we
went ove
before
moving o
to the nex
activity
Students:
Ball:
Conta
ct on
hard
bone of
foot
drop
the
ball
toes
pointed
toward
ground
For punts
students
should drop
not throw the
ball to kick
pass
ahead
of your
partner
keep
dribble
close
for
control
Students
should pay
attention to
where they are
running so
they dont
bump into
anyone
tilt the
foot up
hitting
with
upper
foot
StudentsRotation-
Students
going back to
lines should
walk or run
outside of the
sidelines to
avoid
bumping into
running
students
Visual:
Check to
see if
students
are able t
pass in
front of
their
partner,
kick a
good goa
kick and
see if the
goalie is
able to
stop the
ball
properly.
Students
should have
eyes up to
prevent
tripping over
cones
Visual:
See if
students
are able t
successfu
y dribble
the ball
through
the cone
obstacle
courses
light
taps on
inside
foot
Cones should
be set up far
away from
other partners
cones to avoid
a run in
Close dribble
Dribbling With Defense:
There will be cones set up
forming a box for each
set of partners.
Now students will be able
to practice closed and
open dribbling with game
like strategies. The
partners will decide who
is on defense and who is
on offense.
Closed Dribbling:
For closed dribbling the
partner with the ball and
the defensive partner will
be side by side. The
offensive partner is trying
to keep the ball away
from the defense by
dribbling the ball close to
the body. The defensive
Partners
should not
push each
other to get
the ball
Open dribble
dribbl
e ball
close
for
control
Partners
should not trip
each other
while trying to
steal the ball
from one
another
Watch to
see if
students
are able t
successfu
y close
and open
dribble to
keep
control of
the ball o
to gain
speed
pass
in front
of
partner
base
of the
inside
foot
keep
eyes on
the
ball
Students
should not
push or trip
Students will
avoid kicking
the ball hard if
someone on
defense is in
front of them
Visual:
See if
students
are able t
properly
dribble
and pass
the ball
while
using goo
defensive
and
offensive
strategies
6.) Closure:
Review
Preview
What is a midfielder?
Whats a back?
What is a front fielder?
How is a game started?
When should you use the open dribble? Closed dribble?
Name a certain kick or pass we went over and how do you
perform those movements.
Next class we will be going over boundaries and penalties of soccer. We
will also be playing mini games including the boundaries and will play
some fun activities to get you ready for a full game of soccer.
Reflection:
Instead of using popsicle sticks, I wrote numbers twice on construction paper and made the
students pick a card. The students with the same numbers were partners. That way I wasnt the
one assigning them partner, they had a say by choosing a certain card.
During the no-boundaries game, I had to bring the students in a few times to calm them down. I
came up with an idea to prevent the students from getting out of control. If only one person was
to kick the ball hard intentionally then the class would be playing with a small sponge ball
instead of a real soccer ball. Once I told the class what would happen, the errors and unsafe
behaviors stopped.
I also changed the three way passing, kicking and goalie activity. Instead I assigned two people
to be goalies, instead of making everyone be a goalie because some of the students didnt want to
be a goalie. I moved the line a few awards away from the midline, that way they were a little
closer to the goal and they didnt have to run so far. Also, the person next to the goal, will
retrieve the ball from the goalie, then punt it to the other person in the goal shooting line. I also
drew the activity out on the white board before heading out to the fields. By changing my
instructional strategy and changing the activity, the students understood it a lot better and had
more success.
Lesson Plan #3
Teacher: Miss. Dincher
Lesson #: 3
Unit Topic: Field Games
Lesson Topic: Soccer
Date: 10/1/15
Lesson Time: 90 mins.
# of Students: 20-25
Grade: 9th grade
Type
Psychomotor
Objective
Students will be able to move to get open to receive the ball during keep
away and pass to other team members by keeping their eyes up, kicking
with the inside of their foot and having their planted foot facing towards
the target.
Cognitive
Affective
Students will be able to play safely by using the rules of soccer such as
not holding onto a player, no tackling or no sliding to prevent injuries, if
these occur the student is ejected from the game.
Standard(s)
10.4.9A
10.5.9F
NA: 1, 3
10.5.9C
NA: 2
10.3.9D
NA: 4
Teacher Obj.
Technology
(if applicable)
none
Equipment/Supplies
Soccer balls
Pinnies
Cones
Mini goals
Quiz
#
30
30
4
4
25
Boundaries and
Placements on the Field:
On the white board in the
gym, draw a picture of the
field with its markings. Ask
the students if they know
some of the markings, and
ask them where it goes.
Teaching Cues
&
Challenges:
Cues are short
quotes of what
you are saying
to students to
remind them of
proper form.
Challenges
appropriate,
varied and
provided for
each task.
Managerial Strategies:
Organization of space,
equipment, students; diagrams
of practice formations,
equipment set up, and game
situations; methods for
assigning teams and
transitioning between activities
Safety
Procedures:
Check field,
equipment,
and facilities
for debris,
damage, etc.;
outline safety
procedures
Assessme
Formal/
informal
Checking
for
understan
ing:
Ask the
students
questions
related to
what you
just went
over to se
if they ca
answer th
question.
If a student
is being too
aggressive
have them
run cuss
hill and
they are
ejected
from the
game
Make sure
students are
running
with their
eyes up
Defense=
Visual:
Make sur
students
are able t
play and
come up
with
strategies
that help
them play
defense o
score.
Make sur
students
are able t
keep the
ball in
play.
Offense=
Mini goals=
Royalty of the Field
Still in their teams, put 3
teams on each field. Assign
two teams on that field to
play first on one half of the
field while the other team is
insi
de
base
Make sure
students
arent
holding
onto other
players or
Visual se
the
different
strategies
teams
come up
of
foot
eye
up
whil
e
drib
blin
g
being too
aggressive
they will be
ejected out
of the game
as well.
Offense=
Defense=
Waiting=
Again have the students
watch from the end line of
the soccer field to
demonstrate so each student
can get a visual
Keep Away
Now split the class up into 2
teams, one team will be
pinnies the other team will
be shirts. Give a boundary
meaning the sideline and
end lines on the field is
where the ball has to stay in.
If the ball was kicked out,
the other team gets the ball.
One team starts with the ball
and is trying to pass to other
players on the team without
the ball getting stolen. This
shows the students that they
need to move to get open
instead of standing around
waiting for the ball to come
their way. The defensive
team is trying to steal the
ball. If the ball is stolen,
hip
s
and
plant
ed
Make sure
students are
staying
somewhat
on their
field,
meaning
not running
into
another
fields
playing
area
Students
are not
allowed to
kick the
ball hard at
opposing
team
member.
mo
ve to
get
open
Defense=
Offense=
Demonstrate with a few of
with to ge
the ball
away from
the
offense.
If the
whistle is
blown
students are
to park the
ball in the
ball garage.
Visual:
See if the
students
are able t
move to
distract th
offense
and to ge
the ball.
See if
students
are able t
pass with
their
intended
Soccer game:
Keeping the same teams
play a full on soccer game,
using the rules. After each
team has scored have the
fronts switch to mids, mids
to backs, switch the goalies
out and have the backs
switch to the fronts. This
way each student gets used
to playing different positions
and it also gets the students
active.
2 ball soccer game:
Once the class seems to be
playing full on soccer with
one ball easily, add another
ball into play. At the
beginning of the game both
teams will start with a ball.
This requires each student to
be paying attention and it
also requires them to have
great communication skills
to tell their team if the ball is
crossing over to their side.
This gets the class more
active and also gives the
students more practice time.
foot
poin
t to
targe
t
sta
y
spre
ad
out
pla
nted
foot
facin
g
your
targe
t
insi
de
of
the
foot
to
pass
target
If students
use
aggressive
behavior,
they go to
the penalty
box for 3
minutes. If
it was
extremely
aggressive
the student
will sit out
for the rest
of the time.
Students
are not
allowed to
swing their
legs higher
than their
knees to
prevent
injuries.
Red team=
Blue team=
Field=
Summati
e: The
next class
students
will
complete
field
games
quiz on
soccer
rules, fiel
markings
and how
the game
is played
to test
their
knowledg
Visual:
See if the
students
are able t
dribble,
pass and
score a
goal
correctly
as well as
defend th
ball
correctly.
8.) Closure:
Review
So class, next time you go to another Penn State soccer game remember
what we learned today and see if you can catch some penalties the ref
didnt. The next home soccer game is next week.
What is an indirect kick and what are some penalties?
What is a direct kick and what are some of the penalties?
Someone point to a part of the field and tell me what it is?
What were some good strategies that you used during keep away?
Preview
Next class we will play speedball, which is similar to soccer but with
football and ultimate Frisbee added into the mix. We will also take a
soccer quiz to test how much you learned the past 4 classes, make sure
you look over the study guide. Everything on the test is on the study
guide.
Reflection:
For royalty of the field, I tried demonstrating how to play by only doing one round. For the last
class, I did a complete demonstration by going a few rounds full speed. The class was able to
catch on to the activity fast and they were able to get right into the activity after my
demonstration.
I had the students play keep away right before they were going to play the full soccer game.
During keep away, if the students started to congregate into one area, I would have them freeze
and tell them to look around. I would then pinpoint one person who was spread out from the rest
and I told them, do you see how open he is. Once the class saw that spreading out and keeping
their distance allows the offense to get open faster and easier to receive the ball, they stayed
spread out for the remainder of the time.
Two ball soccer is a great way to assess the students abilities on communicating with their team
members on where the ball is and I was also able to assess the students on their abilities to play
offense and defense, kick and even pass. By adding two balls you also allow students to get more
touches and get more students involved in the game.
A.______________________
B.______________________
C.______________________
D.______________________
E.______________________
F.______________________
7. ___________ Mid-Fielder
8. ___________ Front-Fielder
9. ___________ Back-Fielder
10.
___________ Goalie
11.
12.
During free kicks and to start the game the defense must stand
__________ yards back from the soccer ball?
13.
______________ Dribble should be used when you have an open
field, and the defense is behind you, dribbling the ball about 10 feet in
front of your body.
a. Closed
b. Wide
c. Open
d. Far
14.
1. __________________
2. __________________
Lesson Plan #4
Teacher: Miss. Dincher
Lesson #: Rainy Day
Unit Topic: Field Games
Lesson Topic: Speedball and resistance bands
Type
Psychomotor
Cognitive
Affective
Date: 9/29/15
Lesson Time: 90 mins
# of Students: 20-25
Grade: 9th
Objective
Students will be able to demonstrate different forms of scoring a point
during speedball by shooting the ball through a hoop using L, I and Bye,
kicking the soccer ball through the goal by using the inside base of their
foot and by throwing a pass to another teammate by listening to the ball
and sending the message.
Students will be able to demonstrate the understanding of which muscles
they are working out during the resistance band workout by answering
the muscle questions and by stretching out the muscles that were
previously used.
Students will demonstrate safe equipment use while using the resistance
by planting their feet firmly on the ground without lifting their toes or
heels causing the band to slip up and hit the student in the body.
Standard(s)
10.4.9A
10.5.9A,
C, F
NA: 1, 2
10.4.9C
NA: 2, 3
10.3.9D
NA: 4
Teacher Obj.
Students will be able to play speedball by the rules and use different
strategies to score in different ways to defend their goals. Also students
will be able to perform a complete body workout using resistance bands.
Technology
(if applicable)
Stereo to play music while students are doing their resistance band
workouts.
Equipment/Supplies
Pinnies
Speed ball
Resistance Bands
Stereo for Music
#
50
1
30
1
b. Set induction:
Who here has played speedball? Well if you have we are going to play it a little
differently then what you are used to playing. Speedball is a combination of 3
sports; basketball, soccer and football. We are going to be playing it inside so we
have basketball hoops to play with. So for those students who were upset about
not having a basketball or football unit this year in PE, now is your time to shine.
Progressions:
Introduction, skills task
analysis, activity, teaching by
invitation, intra-task variation
Teaching Cues
&
Challenges:
Cues are short
quotes of what
you are saying to
students to
remind them of
proper form.
Challenges
appropriate,
varied and
provided for
each task.
Managerial Strategies:
Organization of space,
equipment, students;
diagrams of practice
formations, equipment set
up, and game situations;
methods for assigning teams
and transitioning between
activities
Safety
Assessme
Procedures:
Formal/
Check field,
informal
equipment, and
facilities for
debris,
damage, etc.;
outline safety
procedures
Speedball:
Explain the rules to the
students and also
demonstrate how to play the
game.
Rules:
Front fielders will stay on
the other side of half court,
these are the defensive
players. Not at any moment
are they allowed to cross
over the half court line to
play defense. If this occurs,
then the other team will get
the ball.
Backs: these players are
strictly defense meaning
they will stay on their half of
the court to defend that
basketball goal, end zone
and goal. As before if a
defensive person crosses the
line then it is the other teams
ball.
Once a player catches the
ball they are not allowed to
walk with the ball. If they do
that is considered a travel
and it is the other teams ball
where the penalty occurred.
The other team has to either
kick the ball to another
player or lift it to another
player to get the ball in play.
If a player catches the ball
off of a bounce it is not
good, again the other team
will get the ball on the floor
where the penalty occurred.
However, if the ball bounces
and the ball touches the
student such as they used
their knee or chest to pop the
ball up they are allowed to
catch it and it is good.
listen
to the
ball
and
send
the
messa
ge
Visual:
See if
students
are able t
use
different
strategies
to score o
to defend
Check the
gymnasium
for trash or
objects on
the court
which could
cause
injuries to
the students
while in
play.
Ask the
students i
they have
any
questions
about the
game and
check for
understan
ing.
Visual:
See how
students
work as a
team to
score or
defend
Students:
Basketball hoop:
Goal:
End zone:
insid
e of
foot
L, I
Jump ball:
Make sure
students are
aware of
their
surrounding
s and are
watching
where they
are running
to prevent
collisions
Only allow a
certain
number of
players
playing at
one time,
split them
up into
different
teams to
prevent
collisions
and injuries
Students
have to use
Visual:
Students
will use a
variety of
movemen
to score
points in
different
ways suc
as kicking
throwing
or
shooting.
and
bye
The team with the most
points wins the
tournament. Remember
different forms of scoring
has different point values.
upwa
rd
motio
n
a different
strategy
when
kicking and
a defensive
person is
close to
them, they
are not
allowed to
kick the ball
as hard as
they can. If
this happens
it is the
other teams
ball where
the incident
occurred.
Visual:
Make sur
students
are able t
play by
the rules
such as
staying o
offense o
defense
and not
picking u
the ball o
of the
floor,
instead
using the
bodies to
then catch
the ball.
Tell the
students to
securely
place their
resistance
bands under
their feet
and to not
lift up their
heels or toes
or the
resistance
band will
slip up and
hit the
person.
Visual:
Make sur
the
students
are able t
do these
exercises
and are
staying o
task
Check fo
understan
ing: Ask
Palm
s up,
bend
elbow
arm
extend
ed,
raise
should
ers
flex,
extend
and
overhe
ad
Watch
students to
make sure
they are
doing the
exercise
right to
prevent
injury.
2
9
flexe
d,
extend
keepin
g
elbow
s close
to
Make sure
each station
has enough
room
between one
another to
prevent run
ins.
Watch the
students to
make sure
the
students i
they know
where the
muscles
are that
the
exercises
are
working
on and as
if they
know the
name of
the
muscles.
Visual:
Make sur
the
students
are able t
participat
during th
exercise
for the
whole
time
allowed.
head
arms
flexed,
bring
them
back
pinchi
ng
back
lunge
,
extend
, and
wings
bend
at
hips,
then
extend
the
back
shoul
der
width,
rotate
at
hips
they arent
snapping
their bands
at other
students.
Tell the
students that
if they are
caught
doing this
they will
receive a 0
for the day
and will not
be able to
participate
in the
activity.
9. Side obliques
Keep feet shoulder width
apart and cross the bands so
the left will be in the right
and the right will be in the
left. Bend at the hips going
to the left then up, bend at
the right then up. Go for
about a minute.
bend
at
hips,
left
and
right
10.)
Review
Preview
Closure:
What were some muscles that we worked out today?
Do you feel like resistance bands are a good way to work out and
why?
During speedball what are the three ways to score?
If someone picks up the ball off the floor what is that called and
what is the penalty for that?
What are the 3 sports combined in speedball?
Since today was a rainy day we will leave off where we last ended. We
will begin our soccer unit and start with passing, dribbling and even mini
games.
Reflection:
During this lesson the students were able to stay vigorously to moderately active for most of the
time.
Students really got into the speedball game, they were cheering for other teams while they had to
sit out and they were reacting to different plays that each team/student made.
For the resistant band workout, instead of only the teacher demoing, allow the students to
recreate the movements for each workout. That allows the teacher to check for understanding and
it also gets the students involved into the demonstrations.
For distribution of pinnie, I need to have the teams already planned out. Just call the color of the
team and the names, so the students can grab the correct pinnie color and get started on the game
right away.
Lesson Plan #5
Teacher: Molly Dincher
Lesson #: 5
Unit Topic: Field Games
Lesson Topic: Kickball and Whiffle-ball
Type
Psychomotor
Date: 10/15/15
Lesson Time: 90 mins.
# of Students: 20-25
Grade: 9th
Objective
Students will be able to hit a whiffle ball by keeping their eye on the ball,
keeping their back elbow up and properly gripping the batt by having
their knuckles lined up.
Standard(s)
10.4.9A
Cognitive
10.5.9C,
F
NA: 2
Affective
Students will be able to play kickball and whiffle ball using the proper
safety rules such as throwing the runner out by throwing the ball to a
player and tagging the base, staying behind the cone while someone is
batting and staying out of the runners running lanes.
10.3.9D
NA: 4
Teacher Obj.
NA: 1, 3
Technology
(if applicable)
11.)
Equipment/Supplies: Develop a complete list of equipment needed
and include the minimum #/amount.
Equipment/Supplies
Small cones
Poly spots
Whiffle ball
Whiffle bat
Kickball
12.)
#
40
6
30
3
2
a. Instant activity:
Students will get a partner and a whiffle ball. They will then practice fielding
ground balls and fly balls, by having their partner either throwing the ball in the
air and rolling it on the ground. After a few minutes of practice, the students will
then have a competition to see how many grounders and fly balls they can catch
in a row without the ball falling to the ground or rolling past them.
b. Set induction:
How many of you have played whiffle ball or kick ball at a family picnic or
somewhere outside of school? Well today we are going to start off playing whiffle
ball, then we will play kickball. We are going to switch up the rules a little bit for
each game but they are still going to be similar. One cool thing about these two
games is that its a very cheap game to play, it can be played anywhere and it can
be played with any number of people.
Progressions:
Introduction, skills task
analysis, activity,
teaching by invitation,
intra-task variation
Teaching Cues
&
Challenges:
Cues are short
quotes of what
you are saying to
students to
remind them of
proper form.
Challenges
appropriate,
varied and
Managerial Strategies:
Organization of space,
equipment, students; diagrams of
practice formations, equipment
set up, and game situations;
methods for assigning teams and
transitioning between activities
Safety
Procedures:
Check field,
equipment, and
facilities for
debris, damage,
etc.; outline
safety
procedures
Assessme
Formal/
informal
provided for
each task.
Whiffle ball:
This type of whiffle
ball is played
differently. There are
poly spots to represent
the defenses bases and
there are big circles
made from small cones
to represent the
offenses bases. The
defense has to be
spread out and is
played the same way,
except there isnt a
pitcher for the defense,
the pitcher is on
offense instead. For the
defense when the ball
comes to them they
have the option to tag
the runner with their
hands on the ball and
the ball touching the
runner or they can
throw the ball to the
person standing on the
poly spot.
Offense:
One person
from the
batting team
comes out to
pitch, they can
pitch overhand
or underhand.
Each batter is
only allowed
one pitch, no
matter what
There are no
fouls in this
whiffle ball,
wherever the
Students are
not allowed to
throw the bat,
if the bat is
thrown while
hitting, the
student will sit
out.
keep
your
eye on
the
ball
Teacher=
Students=
use
Students have
to stand
behind the
cone while on
offense to
prevent
getting hit by
the batter.
Once the
batter is on
base the
person on
deck is
allowed to
step up to the
plate.
Check fo
understan
ing by
asking th
class
questions
about rule
of the
games an
how som
positions
are playe
Visually
check to
see if
students
are able t
throw to
target and
catch the
ball with
ease
ball is hit it is
in play.
However, they
cant turn
around and hit
the ball the
opposite
direction on
purpose that is
an automatic
out.
There are 3
outs then
offense
switches to
defense and
defense
switches to
offense.
After each
switch students
have to switch
spots on the
field to play
different
positions.
Students are
not allowed to
steal bases
since the
pitcher is on
their team.
Once the
pitcher has the
ball the runner
has to get to the
base they were
running too, or
stay on their
base.
Bunts are
allowed.
If the runner
and the defense
get to the base
at the same
both
hands
to
catch
the
ball
Students are
not allowed to
slide while
running the
bases
Home plate=
Bases=
Pitching mound=
thro
w over
hand
or
under
hand
While tagging
a player with
the ball, the
student should
tap the runner,
not push or
use excessive
force. If this
occurs then
the student
making the
tag will sit
out, then will
have to
apologize to
the student.
Only the
student up to
Visually
check to
see if
students
are able t
play by
the rules
and are
able to be
safe.
time it is up to
the ref to call
the play out or
safe.
Students are
not allowed to
slide while
running the
bases
After the ball is
hit, the runners
must run to the
next base if
there is
someone on
base behind
them.
Kickball:
Same rules as whiffle
ball such as an
offensive player
pitches, and the
defense has to switch
positions after rotating
so each student plays a
different spot on the
field. Each batter only
gets one pitch and
there isnt a foul ball.
If a player faces the
other direction to kick
it then its an
automatic out. There is
no sliding while
running and runners
are not allowed to steal
bases.
After an
offensive
player kicks the
ball, other
keep
your
eye on
the
ball
Students are
not allowed to
peg the
students with
the ball they
must throw to
the person on
base.
While running
the defense
may not get in
Check fo
understan
ing on the
different
rules set
for
kickball
13.)
Review
their way or
its a free base
for the other
team
Visually
see if
teams set
strategies
while on
offense
and
defense to
win the
game
Bases=
Pitchers mound=
Home plate=
get as
many
people
to run
the
bases
Students
should stand
behind the
poly spot
while person
is kicking the
ball to prevent
tripping or
injuring the
person up to
the plate.
Closure:
What are some different rules we put into whiffle ball and
kickball than what you guys are used to playing?
Did your team develop some strategies on defense and offense to
help you guys win?
What position did you enjoy playing the most?
Preview
Reflection:
All of the classes had a lot of fun with these two games because they were different from the
games they were used to playing
One thing I changed was I added boundaries for the games, if the ball went foul then it was
considered an out. This allowed the game to move at a faster pace and the class was continuously
switching from offense to defense
It was great to see some strategies that the teams came up with during the kickball game. It got
pretty competitive in some classes, but a good competitive to where they were cheering each
team on. For example, during kickball, when the strongest kicker on the team was up about half
of the team would run, to try and score as many points as they could.
To get more activity in we also had the defense do up and unders in a line once they were done
they would yell done, if the runner got around all the bases and to home plate they were safe, if
the defense was done before the runner hit home plate then its considered an out.
Category
General
information:
1.Topic/general
unit description
2.Grade level of
students
3.Approximate
number of
students
4.Length of class
5.Number of
lessons
(minimum of 5)
Target = 2 pts.
Each of the five
components is
clearly addressed
Acceptable = 1 pt.
One component is
missing or incomplete
Unacceptable = 0 pts.
More than one component
is missing or incomplete
Goal(s):
1. National/state
standards
addressed
2. Appropriate to
unit
3. Broad in
scope and
assessable
4. Appropriate
for grade level
One component is
missing or incomplete
Space/equipme
nt/safety:
1.Description of
each
Description of
space sufficient,
equipment list
complete, and
safety addressed
One component is
missing or incomplete
Lesson
plan( #1 )
objectives:
1.Objectives
align with
both National
and State
Standards
NASPE 3.2
2.Both long
and short
term
objectives
NASPE 3.1
Lesson plan( # 2
)objectives:
1. Objectives
align with
both National
and State
Standards
NASPE 3.2
2.Both long
and short
term
objectives
NASPE 3.1
Lesson plan (# 3
)objectives:
1.Objectives
align with
both National
and State
Standards
NASPE 3.2
2.Both long
and short
term
objectives
NASPE 3.1
2
Lesson
plan( #1 )
content
(general):
1.Appropriate
for grade level
NASPE 3.2
2.Follows proper
progression
NASPE 3.6
Lesson plan ( #2
) content
(general):
1.Appropriate
for grade level
NASPE 3.2
2.Follows proper
progression
NASPE 3.6
Lesson plan(#
3 ) content
(general):
1.Appropriate
for grade level
NASPE 3.2
2.Follows proper
progression
NASPE 3.6
Lesson plan ( #1
) evaluation
1.Evaluation/
assessment
measures
student
achievement
directly
aligned with
goals and
objectives.
NASPE 5.1
2.Evaluation/
assessment
Evaluation/assess
ment for lesson
plan measures
student
achievement
which aligns with
goals and
objectives.
Evaluation/assess
ment for lesson
plan evaluates
student learning
before, during and
after instruction.
Evaluation/assessment
measures student
achievement which
aligns with goals and
objectives.
Evaluation/assessment
for lesson plan
evaluates student
learning during, and
after instruction, not
before instruction.
Evaluation/assessment
does not measure student
achievement, does not
align with goals and
objectives, or does not
evaluate student learning.
evaluates
student
learning
before,
during, and
after
instruction.
NASPE 5.2
2
Lesson plan ( #
2) evaluation
1.Evaluation/
assessment
measures
student
achievement
directly
aligned with
goals and
objectives
NASPE 5.1
2.Evaluation/
assessment
evaluates
student
learning
before,
during and
after
instruction.
NASPE 5.2
Evaluation/assess
ment for lesson
plan measures
student
achievement
which aligns with
goals and
objectives.
Evaluation/assess
ment for lesson
plan evaluates
student learning
before, during and
after instruction.
Evaluation/assessment
measures student
achievement which
aligns with goals and
objectives.
Evaluation/assessment
for lesson plan
evaluates student
learning during, and
after instruction, not
before instruction.
Evaluation/assessment
does not measure student
achievement, does not
align with goals and
objectives, or does not
evaluate student learning.
Lesson plan
( #3) evaluation
1.Evaluation/
assessment
measures
student
achievement
directly
aligned with
goals and
objectives
NASPE 5.1
Evaluation/assess
ment for lesson
plan measures
student
achievement
which aligns with
goals and
objectives.
Evaluation/assess
ment for lesson
plan evaluates
student learning
Evaluation/assessment
measures student
achievement which
aligns with goals and
objectives.
Evaluation/assessment
for lesson plan
evaluates student
learning during, and
after instruction, not
before instruction.
Evaluation/assessment
does not measure student
achievement, does not
align with goals and
objectives, or does not
evaluate student learning.
2.Evaluation/
assessment
evaluates
student
learning
before,
during and
after
instruction
NASPE 5.2
Unit plan
Reflection:
1.Reflect on
how lessons
meet
objectives of
unit plan
NASPE 5.3
Includes a plan
for reflection
with a
description
and
justification of
teaching
performance
and how this
met objectives
of lesson.
Revision of
unit plan with
critique of
teaching
performance
with changes
to be made to
lesson/unit
plan for future
lessons.
2. Revise
lesson plans
and unit plan
as needed
NASPE 5.3
Overall writing
quality:
1.Clearly written
2. Wellorganized
3. No errors in
grammar/spellin
g that distract
from content