Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mr. Logan McLeod

Date 4/21/15

Subject/ Topic/ Theme

PE/ Invasion Games/ Flag Football Grade ____9th _________

I. Objectives
How does this lesson connect to the unit plan?
This unit is going to be compiled with football skill, strategy, and gameplay days. This is our fourth day in the unit and we are starting to implement more strategy into
our gameplay. So far we have covered passing, catching, route running, and offensive & defensive strategies. Today we are going to play a modified game where we
will be working on implementing strategy in a non-traditional setting. We will then review what worked and what didnt work before testing our knowledge in our
more traditional small sided games.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to analyze the situation and pick an appropriate offensive scheme
Students will be able to choose what defensive schemes are appropriate for specific situations. .
Students will be able to run effective routes to get themselves open to receive a pass.
Students will display proper teamwork with their teammates.
Students will be able to correctly defend offensive players with and without the ball.

physical
development

socioemotional

An
Ap/An
X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
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 respects self and others.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should have proficient listening skills.

Students should be able to throw & catch a football.
Students should understand how to run routes to get open for a pass.
Students should understand basic defensive concepts.
Pre-assessment (for learning): Mini review session covering terms, strategies, & rules.
Formative (for learning): Playing Keep away with a football in groups utilizing previously learned concepts.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (as learning): Observe Keep Away games and give students tips on how to achieve more success.
Summative (of learning): At the end of the period, the whole class will congregate at midfield. We will talk
about who had success & why they were successful. We will also address problems of teams who struggled and
brainstorm how to make corrections for success.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

White board with running routes

and defensive formations.

Smaller groups for our Keep Away

game.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Review offensive & defensive

strategies by drawing on the
whiteboard.

9-15-14

To create a more game-like

situation, keep away teams lose
possession once they drop the ball.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
With proficiency students may start
rushing the QB to add an extra
dimension.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students may lose or gain a player
to increase competition and
challenge.

Provide options for comprehensionactivate, apply & highlight

Highlight & emphasize certain
offensive and defensive strategies
and formations with a single word.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will be able to draw up

plays and strategize for the small
sided games.

Student will reflect upon what

strategies were successful and what
werent and why.

Football field or gym (inclement weather)

Whiteboard with marker or poster board with marker
Footballs (one per student if possible)
Pinnies enough for every student.
Flags enough for every student.
60 Cones to mark throwing stations & outline small sided game fields.
The gym or football field will be set up with four fields. The whole football field will be divided up
into four equal fields. These fields will be outlined with cones and will be used for both our keep-away
and small sided games.

How will your classroom

be set up for this lesson?

III. The Plan

Time

Components

7:55
8:02

8:03

8:04

8:08

9-15-14

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Write todays activity on the board.
Students look at the board to see what we
will be doing today.
Put out a couple footballs for early
students
Students will head into the locker room to
change (7 minutes max)
Welcome to PE
Students who are out early will be able to
Take attendance
throw a football around play Keep Away
Anticipatory Set: Ask students: Who here
in a group.
knows how to play monkey in the middle?
Students will line up on their numbers on
What is the main concept of monkey in
the whistle.
the middle (Get open to receive a pass)?
Today we are going to incorporate those
Students will be active listeners and
same concepts into the game of football.
respond to questions.
Simple!
Students are to follow the teacher by
Ask the student to recap what we talked
jogging to the football field.
about yesterday. How do we play effective
defense? When do we punt in football?
When is a kickoff utilized?
Talk about penalties in football and the
punishment for committing the foul.
Lead the class in a jog to the field use
this as a warm-up.

8:13
8:14

8:16

8:18

8:28

8:31

Development
(the largest
component or
main body of
the lesson)

9-15-14

Gather the students at midfield.

Begin instruction for what is going to take
place. The class will be split up into teams
of 4 or 5. These will be their teams for the
whole day. They will be with these teams
for both our Keep Away game and our
small sided games.
Demonstrate, explain, & ask questions for
understanding (How does the team with
the ball score a point? - 5 consecutive
passes & What happens when the ball
isnt caught? turnover) for our Keep
Away game. You will be playing within
the boundaries of the field. Every time
your team completes 5 passes in a row,
you get a point. If the ball drops or is
intercepted, it is a turnover. Emphasize
good team play and being positive out
there.
Assign fields & matchups. Pinnies and
footballs are on the field waiting. Give
them 15 seconds to get there to start
playing.
Walk around and observe. Dont say much
and let them figure out what works. We
will come together and discuss the results
before small sided games begin.
Bring the students in to talk about the
Keep Away games. What worked?
spreading out and moving towards the
ball & What didnt work? hiding behind
defenders and standing stationary
waiting for the ball.
Explain the rules for our small sided 4x4
& 5x5 games. You are allowed one
running play every offensive series. You
only get one QB rush per every series as
well. The QB switches every new
offensive series. A player is down when
their flags come off (doesnt matter if they
were ripped off or fell off). The positions
are QB, Center, & 3 WR. The Center
becomes a WR as soon as the ball is
hiked. We are punting today, and kicking
off to start the game. The rest of the rules
are standard flag football rules. On
offense, focus on running good routes and
getting open. On defense concentrate on
anticipating the pass and playing good
cover defense. Be respectful of your
teammates and opponents. Dismiss to
fields with same teams. 15 seconds to get
going.
The teacher walks around observing all of
the games looking to see if skills and
strategy are being implemented (correct
throws, catches, route running, and basic
offensive strategy). Will also observe if
students seem better prepared after our
Keep Away games.

Students will gather at midfield and wait

for instructions.
Students will be active listeners and
participate when called upon.

Students will follow along, as well as

answer questions.

Students will hustle to the fields and begin

playing. They are to work as a team and
encourage one another.

Students listen to instructions and then go

to their assigned field with team. Flags
and pinnies will be on the field already.

Students play within the rules of the game,

while attempting to implement skills &
newly acquire strategy.
Students should encourage one another
and show outstanding sportsmanship on
the field.

9:09

Students report scores of their small sided

games to the PE instructor.

Ask students how the games went? Are

Students should answer questions and give
they going better than the first time we
feedback on the lesson.
played
small
sided
games?
Why
or
why

Students should hustle back to the locker

Closure
not?
room to get changed.
(conclusion,
Review of football penalties.
culmination,
wrap-up)
How did you like the keep away game?
Do you think it helped translate skill to the
small sided games?
Assign groups for our video project
9:12
tomorrow.
Dismiss back to the locker room to get
changed.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I have not taught this lesson. If, or when I do, I will be looking to see if our Keep Away game helps with skill development. I wonder
if students will be able to take simple strategies from our Keep Away games and apply them to our small sided games.
9:09

9-15-14

The teacher blows the whistle and

everyone takes off their pinnies and flags
and leaves them in a pile on the field.
Students then hustle to congregate at
midfield.