Physical Education Lesson Plan s3

KENT STATE UNIVERSITY PHYSICAL EDUCATION LESSON PLAN

Setting and Objectives

Teacher: Mark Hayhurst School: Nordonia Middle School Date of Lesson: Tuesday February 23rd, 2010 Lesson # 6 of 10 Grade Level: 7th Class Size: 30 Lesson duration: 50 Minutes Activity: Floor Hockey Instructional Format/Style: Direct Instruction Previous lesson focused on: Sending/Receiving puck to maintain possession Current lesson focus: Defending space and opposing players

Lesson Objectives: 1. During the practice task, students will demonstrate competent skill performance by successfully defending scoring 2 out of 3 times. (P, Standard 1, Benchmark B, Grade 9, Indicator 1) 2. During practice, game play, and closure, students will demonstrate understanding of basis tactics related to defending space (Having a good stance, overplaying to your reverse stick side, keep your feet moving, and play between the goal and the player you’re defending). ©, Standard 2, Benchmark A, Grade 7, Indicator 2) 3. During Warm-ups, students will perform fitness activities using appropriate principles and practices. (P, Standard 4, Benchmark A, Grade 7, Indicator 1) 4. During regular season game play, students will accept and respect decisions made by the designated officials. (A, Standard 5, Benchmark B, Grade 7, Indicator 4)

Teacher Objectives (your goals based on effective teaching behaviors): 1. Management- I will have no more than 8% management time in my lesson. This will be measured using a BALT-PE form. 2. Instruction- I will use more specific feedback than general feedback throughout my lesson. This will be measured using a feedback rubric.

Equipment Needs: · 26 Hockey Sticks · 4 Goalie Sticks · 15 Rubber Balls · 12 Cones · 6 Hula Hoops

Management Concerns: Rules/Expectations: 1. Respect self, equipment, and others. 2. Cooperate: listen and follow directions at all times. 3. Always try your best. Consequences: 1. Teacher look/Proximity control 2. Verbal warning 3. Time-out- return upon understanding of misbehavior. 4. Time out- written assignment given. 5. Sent to Office for Insubordination

Routines: Entry: Students enter, listen to the morning announcements, and then begin Warm-Ups. Exit: Students are dismissed to the locker room for changing. Equipment: Equipment managers are responsible for distributing and returning equipment to home base. Equipment is laid out at home fields ahead of time. Grouping: Students are in 6 teams of 5 based on skill level and previous knowledge of the sport of hockey. There are 6 home courts around the gym, one for each team. Transitions: When I say go, Whistle=stop and come in, Freeze= stop and stay where you are.

References (include author, year, title, page#, or URL) · Darst, P., & Pangrazi, R,. (2006). Dynamic physical education for secondary students. San Francisco, CA: Pearson Education IncPgs. 423-426 · Dougherty, N. (Ed.). (1983). Physical education and sport for the secondary school student. Reston, VA: AAHPERD. Pgs. 103-113 · Schmottlach, N., & McManama, J. (1997). The physical education handbook. Neadham Heights, MA: A Simon & Schuster Company. Pgs. 155-169

Lesson Content

After morning announcements, athletic trainers will lead teams through warm-ups.

Task Type: Introduction/Instruction Time: 30 Seconds Task Description: “Good morning. Your warm-up is on the board behind me. Athletic trainers, it is your job to lead everyone through the warm-up. If your team’s athletic trainer is absent, coaches you are now responsible for that role. Go!

Task Type: Warm-up Time: 4 Minutes Objective(s) addressed: 3 Task Description: · 5 Laps around home court. · Hamstring Stretch · Quadriceps Stretch · Back Stretch · Shoulder Stretch · 25 Jumping Jacks All stretches are to be held for 15 counts (one one thousand, two one thousand, etc). I will be demo shopping for a team to help me demonstrate the first game. Organizational formation: Figure 1 Fairies Dragons ! ! B l   C a   o c b k r ! a H ! a C w   h k   a s n n ! e Purple Hippos ! l Bulldogs = Cones Set up to Designate Home Courts != Hula Hoops for equipment

Extension to challenge: longer holds on stretches, different muscles to stretch Assessment/Review: I will observe that everyone has followed my directions. I will ask individual students what muscles they are stretching and what other ways can they stretch those muscles. I

Task Type: Transition/Instruction Time: 2 Minutes Task Description: “Come have a seat on court # (Countdown from ten if need be). Ok if you remember last time I was here we focused on sending and receiving the ball to our teammates. Can anyone name the cues for sending (lowering the bottom hand, side to target, step with opposition, top hand pulls as bottom hand pushes, and follow through)? How about when receiving; there are three of them (eyes on ball, same side receive, and absorb contact). Great. For your first game today, you will play 1V1 against someone in your own team. This game is similar to the one we played last week. This time, you get one point for stopping the ball on your opponent’s baseline, and two points if you steal the ball from the offensive player. After each steal and goal, the offensive player will start from home and the defensive player will start from the center line ( I will demonstrate this to the class using a demo group). While playing, I want you to think about how you can stop your opponent from scoring. Any questions? Ready, go!” Organizational formation: Figures 2.1 and 2.2 Instruction/Demonstration Activity starting position (one on one)

  * X .X *

* X .X *

  * X .X * X O X X X X X * X .X * X X X X X X X X X X X X= Students, O= Me .= ball *=baselines/goals

Task Type: Game #1 Time: 5 Minutes Objective(s) addressed: 2 Task Description: Students are playing a 1V1 game against someone within their team. The goal is to stop the person with the ball from scoring (2 points). Scoring is only worth 1 point. Extensions to challenge: Add a second offender. Make the game 2V2. Organizational formation: Above in Figure 2.2 Assessment or means of holding students accountable: I will observe that the students are able to play the game under the given conditions. I will also continue asking them for the scores of their games.

Task Type: Transition/Instruction Time: 5 Minutes Task Description: (Blows Whistle). Place equipment down quietly and come have a seat over on court #______(Countdown if needed). Alright during the first game, I asked you to think about how you would be successful at keeping your opponent from scoring. What did you come up with (have a good defensive stance, place yourself between the goal and the offensive player)? What are the mechanics of a good defensive stance (shoulders width apart, on the balls of your feet, eyes on the ball, feet constantly moving)? There are three cues we are going to focus on for good defensive play: having a good stance, overplaying to your reverse stick side (this will force the offender to attack to your strong/stick side), keep your feet moving, and play between the goal and the player you’re defending (I will have one student have the ball and I will demonstrate proper defensive positioning). Now for your practice task, you will play a 1V1 game with a goalie. The player with the ball with dribble up court and try to score. They may NOT shoot until they pass the halfway mark on the court. The defender’s job is to position themselves in the right spot and keep the offender from getting off a shot. The fourth person in your team will be observing and assessing the defender on their ability to use the cues when defending. After 3 consecutive attempts, you will rotate like this: observer becomes goalie, goalie becomes defender, defender becomes offender, and offender becomes observer (if 5 in a group, one player acts as a ball retriever before rotating to observe; offender will become ball retriever before observer). Defenders, your goal is to stop the offender from scoring 2 out of 3 times. Remember to focus on the cues we just talked about while defending. Any questions? Coaches you have 30 seconds to have your practice task set up. Go!” I will demonstrate how to assess the defender using the rubric given. Questions: What are the mechanics of a good defensive stance (shoulders width apart, on the balls of your feet, eyes on the ball, feet constantly moving)? Where should I position myself as a defender (between the ball and the goal)? Teaching Cues: Having a good stance, overplaying to your reverse stick side (this will force the offender to attack to your strong/stick side), keep your feet moving, and play between the goal and the player you’re defending. Organizational formation: See figure 2.1, accept on a different court.

Task Type: Practice Time: 5 Minutes Objective(s) addressed: 1,2 Task Description: Students are playing 1V1 (with a goalie). The objective is for the defender to stop the offender from scoring 2 out of 3 attempts. Rotations have been discussed for 4 and 5 people groups. Extensions to challenge: Add a second offender, make the goal wider, remove the goalie. Organizational formation: Figure 3

O=Offender, D=Defender, G=Goalie, B=Ball Retriever, V= Observer Assessment or means of holding students accountable: I will observe the practice task and see that everyone is on task. I will ask questions to correct movement and ensure the students understand the concept of efficient defense. Students are doing peer assessments on their teammates at the same time.

Task Type: Game #2 Time: 5 Minutes Objective(s) addressed: 2 Task Description: I will have called over the head coaches and asked them how their practices have been going. I will tell them they may return to the first game if their team feels ready. If not, they may remain in practice for a little while longer. I will re- emphasize the conditions of the first game. Extensions to challenge: Add a second offender. Make the game 2V2. Organizational formation: See Figure 2.2 Assessment or means of holding students accountable: I will check for improvement in defensive abilities from the first game to the second, re-enforcing the cues of proper defense. I will continue to ask for the scores of each game.

Task Type: Transition/Instruction Time: 1 Minute Task Description: “Ok it’s time for regular season play. On Court #1, The Purple Hawks will play Cobra Chanell with The Dragons refereeing. On Court #2, The Purple Hippos will play The Fairys with The Bulldogs refereeing. Referee’s, let’s make sure we are calling high sticking. When I say go, I need the statistician from The Dragons and The Bulldogs to come see me. Referees, let’s get our games started in under 60 seconds. Go!” I will give stat sheets to the two statisticians and they will be keeping statistics on their respective courts. Organizational formation: See Figure 1 except sliding to the center of the gym.

Task Type: Regular Season Time: 6 Minutes Objective(s) addressed: 2,4 Task Description: Two teams will play one another on both courts, with one team refereeing on Court 1 and the other on Court 2. Teams earn 3 points for win, 2 for a tie, 1 for a loss, and 3 for refereeing that day. Fair play points are earned based on responsibility, encouragement, and sportspersonship. Organizational formation: Similar to Figure 1, with two teams moving to the center to serve as referees. Assessment or means of holding students accountable: I will assess the score keepers on their ability to keep stats and the score. At this point, the assessment is not graded, but noted for future reference and might be graded in the future.

Task Type: Transition/Closure Time: 2 Minutes Objective(s) Addressed: 2 Task Description: “Ok so raise your hand if you know what the focus of today’s lesson was (defense, call on someone with their hand up). Raise your hand if you think you can name one important part of a defensive stance (shoulders width apart, on the balls of your feet, eyes on the ball, feet constantly moving; call on someone with their hand up). And raise your hand if you think you could name the 4 cues of proper defense (Having a good stance, overplaying to your reverse stick side (this will force the offender to attack to your strong/stick side), keep your feet moving, and play between the goal and the player you’re defending; call on someone with their hand up). Alright, nice job today. On Thursday we will begin tournament play. See you then!” Organizational formation: See Figure 1 except sliding to the center of the gym. Assessment or means of holding students accountable: I will ask the students questions about today’s lesson and see if they understand proper defensive mechanics. NAME: Mark Hayhurst DATE OF LESSON: 2/22/10 SCHOOL: NMS Component Unacceptable Acceptable Target Objectives Learner and/or teacher Both learner and teacher Learner and teacher objectives (NASPE objectives are objectives are appropriately are appropriately written, Standards 3.1, inappropriately written, written, developmentally developmentally appropriate and 3.2) developmentally appropriate and measurable. measurable. Learner objectives inappropriate and/or not Objectives are aligned to indicate how, as well as what, measurable. Objectives are NASPE Content Standards. students are to learn. Objectives not aligned to NASPE are aligned to NASPE Content Content Standards. Standards. Level Scored and T Comments Well written Mark

Management and Management (e.g. behavior, Management (e.g. behavior, Management and transitions are transitions attendance, rules and attendance, rules and documented, and are efficient in (NASPE routines) and/or transitions routines) and transitions are terms of movement of students Standard 3.4) are not documented. documented but might and equipment. require minor revision to maximize efficiency. Level Scored and A Comments It’s not always clear whether or not you’re gathering the students for instruction, but presumably you know.

Content and Content (activities) selected Content is aligned to Content is integrative, and assessment is developmentally developmentally appropriate aligned to developmentally alignment inappropriate and/or objectives and a feasible appropriate objectives and an (NASPE assessment (formal or method (formal or informal) authentic method (formal or Standards 3.3, informal) is not of assessing student informal) of assessing (self, peer 5.1) documented. learning. and/or teacher) student learning.

Level Scored and T Comments Nice assessment. I recommend you demo using it if there is time. Maybe draw it on the board (if there is one).

Content Demonstration tasks, Demonstration tasks, Demonstration tasks, teacher development and teacher questioning, teacher questioning, questioning, teaching cues progression – teaching cues and/or task teaching cues and task and/or task extensions (from Demonstrations extensions (from DTA) are extensions (from DTA) are DTA) are ALL documented and not documented or are ALL documented but one or are appropriate. Questioning inappropriate. more require minor revision to maximize effectiveness. Teaching cues

Task extensions

(NASPE Standard 3.5)

Level Scored and T Comments Cues are clear and demos outlined.