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LSU Lesson Plan Format

Name: Hope Yantis and Patrick Gianelloni

Lesson Focus:
Net games: offense/defense strategies
Lesson Title: Union vs. Confederacy

Date: 10/5/16

Class Length:
30 minutes
Class Size: 6

Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement
Benchmark 1-M-5: Demonstrates strategies for net and invasion games.
GLE 1-M-5.2: Place or maneuver ball or object to and away from multiple partners in a sport activity.
Standard 2: Applies movement concepts and principle to the learning and development of motor skills.
Benchmark 2-M-4: Recognizes and applies principles necessary for safe and skilled physical performance.
GLE 2-M-4.1: Apply safety rules in all activities.
Standard 5 - The physically literate individual exhibits responsible personal and social behavior that
respects self and others.
Benchmark 5-M-3: Participates in establishing and following rules, procedures and etiquette that are safe
and effective for specific activity situations.
GLE 5-M-1 5-M-3.2 Demonstrate a positive attitude toward the teacher, class, and peers.
Cognitive: TLW understand to maneuver a ball/object to other offensive players and away from
defensive players by correctly answering questions on an exit card at the end of the lesson.
Affective: TLW demonstrate sportsmanship by shaking the opposing teams hands by the end of the
Psychomotor: TLW be able to maneuver a ball/object to offensive players and away from defensive
players in a game setting by the end of the lesson.
Cognitive: I will understand to maneuver a ball to other offensive players and away from defensive
players by correctly answering the questions listed on the exit card at the end of the lesson.
Affective: I will show sportsmanship by shaking hands with the opposite team at the end of the
culminating activity.
Psychomotor: I will maneuver the ball to offensive players and away from defensive players during the
culminating activity.

Cognitive: TTW use exit cards to check that students understand passing ball to offensive players and
away from defensive players at the end of the lesson.
Affective: TTW use an exit card at the end of the lesson to ask students one way they demonstrated
sportsmanship during the lesson.
Psychomotor: TTW informally assess students ability to pass ball/object to offensive players and away
from defensive players during the culminating activity.

Higher-Order Thinking
Skill Addressed

Skill/Concept Taught
Offensive/defensive strategies for net games

Catching a heavy object safely (soft knees and

wide stance)

Learning Styles

Skill Cues/Instructional Cues Used

Offensive throwing object/ball away from the
Defensive positioning; keep other team from
Absorb: (the momentum of the ball with soft hands)
Reload: (move with the ball into your wind up.)
Release: (throw the ball back in one motion)

- Students with disabilities can still play with the same rules, however they can use a smaller
- Those in wheelchairs can put the ball on a platform for the Snatch game.
- For those with lower skills, can use a small/lighter ball or they can make their space smaller
so it is easier for them to maneuver around their space.
- For higher skilled students, you can use a bigger/heavier ball or they can make their space
larger, so its more difficult to get to the ball during the skill practice.


Standard 4: War and Reconstruction
7.4.2 Analyze important turning points and major developments during the Civil War.


4 volleyballs
2 stability balls
1 medicine ball


Students will be sure that all shoes are tied, balls are thrown away from the face, and to be aware of
personal space.
Soft knees make sure students bend the knees slightly when catching the medicine ball to avoid
10 sec
10 sec

Activity Description
Anticipatory Set:
We are going to warm up your reflexes today.
We need you thinking fast and moving fast.
Everyone find a partner and get shoulder to shoulder.
Now the tallest partner grab a ball and the other partner find a
square to stand in.
Both partners will meet in the square.

1 min

Instant Activity Instruction:

The game we are playing is called Snatch.
Place the ball on the ground between you and your partner just
like Ms. Yantis and I did.
This is similar to Simon says. Whenever you hear me give a
command you will repeat it. Ex. If I say ears, you touch your
ears, if I say jumping jacks, you continue doing jumping jacks
until I give a different command.
When you hear me say the word Snatch your objective is to
try and grab the ball off the ground before your partner can.

10 sec

Ask if students have any questions.

Skill/Teacher Cues
Getting students excited
for instant activity.
Patrick and Hope will
show shoulder to
Cones squares will
already be out before class
Hustle cues to make the
students move quickly.
Continue doing the
command/movement until
the teacher gives the next
Ball stays evenly between
the two students.

Make sure all the balls are

placed evenly between

Stand by for teachers first command.

5 min

Instant Activity Game Play:

Every time a round is complete rotate partners.
The partner without the ball will rotate to another student who
has a ball.

10 sec

Once last round of instant activity is over, have the student
without the ball move into the square across the gym from
their partner, while the student with the ball places it on the
ground at his/her feet.

3 min

Activity Description
Skill Instruction:
In class right now you are discussing the civil war.
Prior to the war the states worked together.
So we are going to start by working together.
Each student has their own area (State), marked by four
cones that faces their opponents area.
The space between the two boxes is the (Dixie Line).
Using ONLY underhand throws, we will start by throwing the
ball back and forth and work together to not let the ball

partners and start the

Incorporate multiple
commands/ movements to
keep students moving.
Ex. Jumping jacks, squats,
burpees, running in place,
turning around, hopping,
Cone squares will already
be set up before class

Skill/Teacher Cues
(Questions to ask if I
want to work with my
partner to keep the ball
from hitting the ground,
where do I want to throw
Throw to your partner so
they can easily return.

**let them practice for a few throws, as an example**


Now the student with the ball can only hold the ball for 1
second (or one complete motion) before the ball must be
thrown back to the partner.

(What are some easier

ways to catch the ball and
move right into your
Catch the ball with soft
knees and wide stance to
support balance.

>>Start close to the front of your square, so you are as close as

you can be to your partner. If you want to make it harder,

Catch ball:
Absorb: (the momentum
of the ball with soft
Reload: (move with the
ball into your wind up.)
Release: (throw the ball
back in one motion)

move farther back in your square to see if you can still make
good passes with your partner.
10 sec

Students are already in position.
Ask if students have any questions.
Have the student with the ball at his feet pick up the ball and
wait for the teacher to say begin

7 min

Skill Practice:
Students must maintain a rally (students work as partners.)
*1st: They must throw the ball back and forth to each other
without the ball bouncing before being caught.
*2nd: They must throw the ball back, in less than 1 sec (or one
complete motion), without letting the ball bounce.
>>Students must score a point (students are opponents)
3rd: Players must now try to beat their opponent by having the
ball bounce once inside their opponents area.

>>Students must attack an open space

*4th: The students area will be modified to be long and
narrow, to force the attacking player to throw the ball short or
long. (!!! Each student will move the back two cones of their
square back five steps. !!!)

*5th: The students area will be modified to be short and wide,

to force the attacking player to throw the ball left or right.
(!!! Each student will move the back two cones to their
original position. The move the two right cones, 5 steps to the
right. !!!)

1 min

*** could also rotate them to different squares to let them play
different partners. ***
I want all the Confederate members to go put their ball back in
the bag. I want all the Union members to stack these two lines
of cones on top of these. (the teachers will point to which
Then the teams will separate to the different sides of the court.

1. Prewar
2. Prewar

3. Arguments over
slavery: can you name
states that seceded
from the Union?
(designate a side
Confederate and
4. Offensive strategies:
What are two ways to
try and score on your
opponent? (throw to
where they are not and
fake the force its
5. Defensive strategies:
What is one way to
defend all of your
open space? (Stay
They will be setting up the
court for the boundaries of
the culminating activity.

2 min

Activity Description
Culminating Activity Instruction:
Now we commence with ultimate battle of the Civil War.
We have our Confederate army facing off against the Union
1. The boundaries for this game create our new Dixie
Line that cannot be crossed and the ball cannot touch.
2. We must use the skills that we learned earlier, to be
3. The objective of this game is to try and make the ball
hit the ground on the opponents side before they can
catch it.
4. The ball can only be held for 1 second (or one
complete motion) before it must be thrown.
5. The ball must be passed to every teammate before it
may be thrown into the opponents side.
6. Unlimited amount of passes.
7. Ball must be thrown underhand.
8. Teams must also rotate after they score, so a different
person is throwing each time.
9. Servers serve from the back to their own team
members before tossing the ball over to the opponents

Skill/Teacher Cues
- Now its time for the
Bloodiest Civil War
Battle!: Gettysburg Battle

What is the best way to

catch and throw the ball in
one motion? (Legs? soft
knees, wide stance. Arms?
absorb, reload, release)

If I am trying to score on
my opponent, what are
some strategies I would
use to be successful?
(offensive: throw away
from my opponent, fakes/
defensive: stay in central

*Each time someone scores, that team will serve to restart.

*Scoring team must rotate to a new server every time they
10 sec

8 min

Ask if anyone has any questions.
Have students paper, rock, and scissors to see who gets ball
Begin the game.
Culminating Activity/Skill Application:
*1. Students will use a volleyball to pass
*2. Students will use a stability ball to pass
*3. Students will use a medicine ball to pass.
Safety considerations: soft knees and/or allow a bounce before
you catch the ball to prevent injury.
Ball may never touch the ground, teams must always release
the ball immediately, and teams must pass to all teammates
before throwing underhand to the opponents side.

Skill cues to use for

feedback during game.
-wide stance
-soft knees
-throw to open space
-fake the force
-stay central

*If the game gets slow or too easy. Change the unlimited
passes to only three passes (or throws) before it must go to the
opponents side. It still must reach all three teammates in the
three passes (or throws).
1 min


Hustle cue to move them

After last point, have all the Confederates pick up the cones on
their side and all the Union pick up the cones from their side
and bring them over to the equipment bag. Every student
should have some cones to grab.
Once all cones are put away, all students should have a seat in
front of the teachers.
Assign one student pass out an exit card to every student and
one student pass out a pen to every student.


Exit cards: Where do you pass the ball when you are in offense? To your teammates.
Where do you pass the ball when you are in defense? Away from the other team.
What was one way you demonstrated sportsmanship today? Shaking the other teams hand.
What is one safety cue you remember from the lesson? Soft knees, wide stance, etc.
1. What were the most successful components of this lesson? Why were they successful?

2. What aspects of this lesson should be changed/modified? Why should they be modified?

3. Did you meet the objectives of this lesson? Did the students achieve the SLTs? Why or why
not? How do you know?