Weebleyunit

Flag
Football Thematic Unit Spring 2017

Flag Football Sport Education

Flag Football 7th Grade
Michael Kennedy
Louisiana State University
Spring 2017
Flag Football Thematic Unit Spring 2017

Introduction:
This unit is for a middle school level curriculum that teaches students basic concepts of Flag
Football. The unit will be ten lessons long and span over 4 weeks. This unit will follow the Sport
Education model so students can further their Social Responsibility. The first set of lessons will
focus on skills and strategies of football, while the second will be game play and teamwork.
Teaching Context:
Sherwood Middle Academic Magnet School is a coed public magnet school that has 760 students
from grades 6th through 8th. Sherwood Middle Academic Magnet is located in a suburban area of
East Baton Rouge, and is located on 1020 Marlbrook Drive Baton Rouge, LA 70815. The school was
named a National Magnet School of Distinction by Magnet Schools of America, the national
association for magnet and theme-based schools. The school is the top middle school in East Baton
Rouge parish and the second in the State when it comes to testing. Over the past three years the
school has had percentages of 98,99,99 for students passing the LEAP test. The school is a low SES
school. There are 326 male students (43%) and 434 female students (57%). The ethnicity
breakdown of the student body is as followed 16.5% Asian, 45.25% Black or African American,
.08% Native Hawaiian, and 37.45 % White. The school lays on a 19-acre lot. On this lot the Physical
Education Department has a Male and Female Locker Room, a full size gym, 8 outdoor
basketball/tennis courts and over 8 acres of grass area. The school has a block bell schedule. The
average student to teacher ratio at the school is 14:1.
School Demogrphaic
Asian Black or African American Native Hawaiian White
17%
38%
45%
0%

This class will have 18 students, with 9 female and 9 male students. The race and ethnic breakdown
of students is 3 Asian students, 9 Black or African American students, and 6 White students. This
class either meets 2 or 3 times a week depending on the schedule rotation. When the class meets it
is from 8:52-10:23. Lessons will be 70 minutes long to allow 10 minutes before and after class for
students to dress in and out of their uniforms. This unit will take place on the grass field next to the
basketball courts. If the ground is wet we will use the basketball courts or inside of the gym if it
rains. Equipment required for this unit is 18 flags, 30 cones, 18 jerseys, and 12 footballs maximum.
All of this can be found inside the Equipment cage inside the Boys Locker-room.

Subject Area(s): Health and Physical Education

Broad Unit and Understanding/Goals:
Students will learn that being part of a team means having responsibility and trust.
Students will learn the rules of Flag Football.
Students will learn to keep stats of Flag Football.
Students will learn and apply invasion game tactics of offense and defense to flag football.
Unit Questions:
What type of game is Flag Football?
What does it mean to be part of a team?
What are the different roles on a team?
What is good sportsmanship, and how do you show it?
What are the rules of Flag Football?
What makes Flag Football an invasion game?
How do you keep statistics in Flag Football?
Student Objectives:
Psychomotor
TLWBAT proficiently throw the ball with all the skill cues 100% of the time by the end of
the unit.
TLWBAT proficiently snap the ball using one of the three methods 100% of the time by the
end of the unit.
TLWBAT proficiently catch the ball with all the skill cues 100% of the time by the end of the
unit.
TLWBAT combine movements to execute defensive and offensive strategies by the end of
the unit.
TLWBAT participate in a full flag football game combining throwing, catching, and snapping
by the end of the unit.
Cognitive
TLWBAT identify the skill cues for throwing, catching, and snapping.
TLWBAT apply knowledge of man and zone defenses to real game situations.
TLWBAT understand both the offense and defense side of invasion games.
Affective
TLWBAT work together on a team of 5 other people by the end of the unit.
TLWBAT demonstrate what good sportsmanship looks like to teammates and opponents.
TLWBAT accept and execute the duties of their role on the team .

TLWBAT participate in a full flag football game by trusting and cooperating with
teammates.
State and National Standards and Benchmarks:

National Standards
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 respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
Louisiana State Standards, Benchmarks and GLEs
Standard 1: Demonstrates competency in many movement forms and proficiency in a few

movement forms.
o Benchmarks:
! 1-M-1: Demonstrates the ability to combine locomotor, non-locomotor, and
manipulative skills.
1-M-1.3 Demonstrate selected elements of the mature form of the
manipulative skills of catching, passing, hand dribbling, shooting, volleying,
and punting in isolated settings.
1-M-1.4 Demonstrate selected elements of sport specific skills focusing on
moving, dribbling, passing, and shooting.
! 1-M-3: Demonstrates basic competency in more complex motor skills and more
advanced specialized skills related to specific sports activities.
1-M-3.1 Demonstrate use of strategies/tactics within a variety of physical
activities (e.g., changing directions and faking to create space and maintain
possession).
1-M-3.2 Combine skills competently to participate in modified versions of
team and individual sports.
! 1-M-5: Demonstrates strategies for net and invasion games.
1-M-5.1 Demonstrate use of selected tactical problems for both on-the-ball
and object (e.g., seeing both the opponent with the object and the opponent
you are guarding at the same time).

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 principles to the learning and development of
motor skills.
o Benchmarks:
! 2-M-1: Analyzes and applies basic concepts to improve movement, dance,
fitness, game and sports skills being practiced.
2-M-1.1 Demonstrate the ability to maintain static and dynamic balance
while performing a task.
2-M-1.2 Analyze and correct movement errors in skills necessary to
participate in manipulative activities.
! 2-M-4: Recognizes and applies principles necessary for safe and skilled physical
performance.
2-M-4.1 Apply safety rules in all activities.
2-M-4.2 Follow safety procedures related to physical activity, equipment,
facilities, environmental factors and takes responsibility for their own
safety.
Standard 5: Demonstrates responsible personal and social behavior in physical activity
settings.
o Benchmarks:
! 5-M-1: Participates in cooperative activities in both leadership and follower
roles.
5-M-1.1 Demonstrate the ability to work without supervision
! 5-M-2: Utilizes time effectively to complete assigned tasks.
5-M-2.2 Remain on task without close teacher monitoring.
Standard 7: Understands that physical activity provides the opportunity for enjoyment,
challenge, self-expression, and social interaction.
o Benchmark
! 7-M-1: Participates in challenging activities and in activities requiring the
utilization of newly acquired skills.
7-M-1.1 Seek; participate in, log physical activity in informal settings that
utilize skills and knowledge gained in physical education classes.
Integration Standards Louisiana Common Core Algebra 1
Algebra I (A1)
Creating Equations A1: A-CED
A. Create equations that describe numbers or relationships.
1. Create equations and inequalities in one variable and use them to solve problems.
Include equations arising from linear, quadratic, and exponential function.
Reasoning with Equations and Inequalities A1: A-REI
B. Solve equations and inequalities in one variable.


3. Solve linear equations and inequalities in one variable, including equations with
coefficients Represented by letters.
Content Outline:
Day 1 Passing and Snapping
After the students are given the skill cues and take a quick 15 question pretest on
flag football the students will start with throwing the ball with a partner. They will
then complete the Bucket drill to test their throwing capabilities. Then Students
will get a brief description of the three different snaps and figure out which one
they feel most comfortable doing. Students will turn in an exit slip with the skill
cues for throwing and how their partners cooperated for the day.

Day 2 Catching passes and snaps

Students get into groups of three and form a triangle and start passing the ball
focusing on the skill cues for catching rather than throwing. Students then record
how many completions they can get going clockwise and counterclockwise in a
certain time. They then do the same thing for snaps; counting the times they
successfully catch the snaps. After that the students move to the three-cone drill
where they practice a simulation of a play. Students then have three trials of timed
three cone drill sessions where they record data. Students turn in sheets after they
answer questions about the activities.
Day 3 Throwing and Catching on the Move
Students start at the three-cone drill to warm up. Afterwards the WR moves to the
side to rotate at QB as the center runs a Hook route after they snap the ball.
Following this drill the WR cone is now offset and so the WR can run the rest of the
route tree from the break point. Once all members of the group have run each
abbreviated route twice. The WR cone is moved back even with the Center cone on
the line of Scrimmage. Now the WR runs full routes with the help of the cones
choosing whatever route they choose. For assessment students fill the names of
the routes.
Day 4 Defense and Flag Pulling
Students start with learning how to properly put on a flag. Then students place an
instant activity called Cat Mouse to work on flag pulling. After that students will
practice covering routes in man coverage. Focusing on mirroring the WR while
covering them. Groups of three combine to teams of six where teams play keep
away to work on defensive strategies. Once teams rotate and all teams have a
chance students work to pick up flags and go inside to fill out an exit slip.
Day 5 NFL Combine
Students will participate in a group going through six different combine events and
recording all the scores.
The drills are
1. Bucket drill from 1st day

2. Snapping for accuracy
3. Flag Pulling station where flags are set up on chairs to simulate opponents
4. Defense drill with back pedaling and catching interceptions

5. Consecutive Catches standing still in different locations.

6. Running the whole route tree and counting the completions
Students turn in score sheets so teacher can determine rankings and make fair
teams.

Day 6 Draft day
Students will be assigned there teams. Once with there teams they will have to
choose one of the six roles; Coach/Captain, Statistician, Mascot, Equipment
Manager, Trainer, Referee. Teams then come up with team names, color, and
mascot. After this teams will play a modified game where you work off of
possessions instead of clock. Each team gets 4 consecutive downs no matter what.
This is to get teams ready for the real deal come next class.
Day 7 Regular season day 1
Students come in and get their folders with there duties for the day. The
coach/captain is drawing plays for practice and the mascot is coming up with a
cheer. The students will then do warm up designed by their trainer. Afterward they
practice the two plays and the cheer. Two games will be played every day. The
team not participating will be in charge of refereeing and stats from the game.
Same routines as day 1 students get the folders with their daily tasks. After the
warm up the teams have a relay race for points. The coaches have 2 minutes to give
their team the strategy they designed to win the game. After the mini game two
games are played.
Students take the same test they took in the beginning of the unit to see what they
have learned. After students are assigned by the coach to practice for the skill
event they will be compete in on the last day of class. After practicing students
have the final two games of the regular season
Day 10 Culminating Event
Students warm up and practice their events. Event will be done one at a time since
students will be helping and cheering others on while they compete. After all six
events. The 2nd and 3rd place teams play. The winner plays the 1st place team.
Students then go inside to enjoy snack and drink while the final points are tallied
up. Once the numbers are crunched the teacher announces the team that won
overall point total. Then the teacher hands out individual awards for each player
on each team.


Lessons:
Flag unit Lesson 1
Name: Michael Kennedy Date:
Lesson Focus: Passing and Snapping Grade: 7th Class Length:
50 minutes
Lesson Title: Basic Passing and Snapping Class Size: 18
STANDARDS/BENCHMARK/GLEs:

Standard 1: Demonstrates competency in many movement forms and proficiency
in a few movement forms.
Benchmarks:
1-M-1: Demonstrates the ability to combine locomotor, non-locomotor, and manipulative

skills.
GLEs:
1-M-1.3 Demonstrate selected elements of the mature form of the manipulative skills of catching,
passing, hand dribbling, shooting, volleying, and punting in isolated settings.
1-M-1.4 Demonstrate selected elements of sport specific skills focusing on moving, dribbling,
passing, and shooting.

settings.
Benchmarks
5-M-1: Participates in cooperative activities in both leadership and follower roles.
5-M-2: Utilizes time effectively to complete assigned tasks.


GLEs:
Benchmark
7-M-1: Participates in challenging activities and in activities requiring the utilization of

newly acquired skills.
GLEs:
7-M-1.1 Seek; participate in, log physical activity in informal settings that utilize skills and
knowledge gained in physical education classes.
LESSON OBJECTIVES: (TLW)

Cognitive: TLW remember skill cues for throwing a football while participating in the activity.
Affective: TLW work in a group to complete the Drills for throwing and snapping
Psychomotor: TLW participate in the drills by executing the skill cues for Passing and Snapping


STUDENT LEARNING TARGETS: (TSW/I will)

Cognitive: TSW recall skill cues for throwing during execution of drill work.
Affective: TSW be a cooperative member of the group by helping partners while waiting their turn.
Psychomotor: TSW execute the skill cues for throwing and snapping to complete the drills.
ASSESSMENT/EVALUATION:
Cognitive:
Student will recall and write down the skill cues for throwing a football. Students should be able to
recall at least 80% of the skill cues
Affective:
Students will be assessed by their peers on how well they cooperated within there groups.
Students should have an average score of 3/5 or better.
Psychomotor:
Students total points for the bucket drill should be higher than 18 points to show proficiency at
throwing.

DEPTH OF KNOWLEDGE

Objective Higher-Order Thinking Learning Styles

Skill Addressed Addressed
Executing skills Basic Application Physical
Determining the best place to put the Strategic thinking Visual

hula-hoop during the drill.


Skill/Concept Taught Skill Cues/Instructional Cues Used
Throwing 1. Shoulder to target

Snapping 2. Bring the ball to head
3. Step opposite foot
4. Rotate hips and bring arm over the top
5. Release the ball
6. Follow through

ACCOMODATIONS:
No Students are currently injured, but if a student had a broken foot/ leg they would
throw seated down from a chair
MODIFICATIONS:
Students get to choose where to put the hula-hoop during the bucket drill to increase the
chances of the ball hitting it.
Students who are highly skilled will be allowed to increase the distance between one
another while throwing.
INTEGRATION- COMMON CORE:

Student Content Standards for Mathematics:
Algebra I (A1)
Reasoning with Equations and Inequalities A1: A-REI
B. Solve equations and inequalities in one variable.
3. Solve linear equations and inequalities in one variable, including equations with
coefficients

Represented by letters.
EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
Footballs 18
Cones 21
Hula hoops 6
RESOURCES:

http://www.louisianabelieves.com/docs/academic-standards/physical-education-handbook.pdf
http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/louisiana-
student-standards-for-k-12-math.pdf
SAFETY:
Make sure the person you are throwing the ball to is always looking.
When it is time to pick up footballs do not throw the footballs in. hold them and walk them to the
bag.
LESSON PROCEDURES/ACTIVITIES:

Time Activity Description Skill/Teacher Cues
2 minutes Anticipatory Set:

We are now going to be starting our Flag Football unit. We are
going to start off with the basics of Football and then build up to

playing games.
What are some positions that you all know in football?
Answers should be
1. Quarterback
2. Center
3. Wide receiver
4. Running back

30 Transition
seconds
Hand out paper and pencils. For pretest to see where
students are at for understanding flag football.
8 minutes Pre-Test
seconds
Students will take a quick 15 question multiple-choice test
to determine their current level of understanding of flag
football.
30 Transition
seconds
Hand out paper and pencils. For pretest to see where
students are at for understanding flag football.
3 minutes Skill Instruction:
Today we will be focusing on Snapping and throwing.
First we will start with throwing.
The skill cues for throwing a football are as follows
1. hand placement on the laces

2. shoulder to target
3. bring the ball to head
5. Point with opposite hand

7. Release the ball

8. Follow through

1 minute Transition
Students will walk outside to the grass area and find open
space with a partner to start throwing taller partner grab
the football.
10 Skill Practice:
minutes
Students will begin throwing five steps apart from one another
and beginning to get comfortable with the football and use to
throwing the football.
Refinements
- Students need to remember to have shoulder to target

- Step with opposite foot not the same foot
Extension
- After 2-3 minutes have students start to take two steps

back from one another for every 10 successful passes in
a row.
- For every three consecutive drops students took one
step forward.

30 Transition
Seconds
Move to new area where cones and hula hoops are setup
3 minutes Culminating Activity Instruction: Bucket Drill The person writing

the score for each
Students will now be in groups of three and will be working on
throw will circle
throwing the ball and have it count for different amounts of
the number if the

points. Three different areas. Area 1 is one point area 2 is 2 ball hits the hula
points and area 3 is 3 points. You can place the hula hoop in any hoop.
area you want and if the ball hits inside the hula hoop you get
double the points for the area it is in. Each student will get a
total of 9 consecutive throws. Once student will be the counter
and keep track on a sheet. While the other is track down the
footballs after the three throws.
1 minutes Transition
Get into 6 Groups of three. Tallest partner needs to get one

or two extra footballs so all teams have three footballs
10 Culminating Activity/Skill Application: Bucket drill 7. hand placement on

minutes the laces
Students will participate in the activity and remember the skill 8. shoulder to target
cues for throwing a football. 9. bring the ball to
head
Students will record the points per throw for each person in the
group.
11. Rotate hips and
Each group will have their own sheet of paper with a score card bring arm over the
to keep track of the points scored from each round. top
12. Release the ball
13. follow through

1 minute Transition
Students turn in their score sheet and circle up back by the

teacher.
3 minutes Skills practice: Snapping .
Students will now work on snapping the ball with a partner

back and forth. Snaps have to be done one of three ways
1. Two hands on the ball from the side

2. One hand in a sprinters stance
3. One or two hands between the legs.
Things to remember is ball must come from the ground and ball

is not snapped until the Quarterback calls for the ball.
Ball must stay on the ground before the snap.
Get into pairs with a new partner that you havent worked
with yet today.
6 minutes Skill Application
Students will participate in the activity snapping the ball back

and forth with a partner.
Refinements
- Students must remember to keep the ball on the ground

before snapping.
- You want the ball to hit the QB in the chest region
Extensions
- Students may take one step back but cannot take more
than 3 extra snaps
- Encourage students to practice all three styles of snaps.

1 minutes Transition students put the footballs up and go inside in

front of the white board for closures.
CLOSURE: 5 Minutes
Raise your hand if you preferred throwing over snapping.
Raise your hand if you preferred snapping over throwing.
Who is the player who throws/passes the ball? Quarterback
Who is the player who snaps the ball? Center
Please fill out this exit slip recall the skill cues for throwing
Which of the three snaps you preferred?
And how your partners cooperated today in the group


Flag unit Lesson 2
Lesson Focus: Catching Grade: 7 Class Length:

50
Lesson Title: Catching the snap and pass Class Size: 18

Benchmarks::
skills.
GLEs:
1-M-1.3 Demonstrate selected elements of the mature form of the manipulative skills of
catching, passing, hand dribbling, shooting, volleying, and punting in isolated settings.

settings.
Benchmarks
GLEs:
Benchmark
GLEs:
Cognitive: TLW recall the skill cues for catching a football while participating in the activity
for the day

Affective: TLW will work with partners to complete the different catching tasks
Psychomotor: TLW participate in catching drills to become more prolific catchers.
Cognitive: TSW recall skill cues for throwing during execution of drill work for catching
Affective: TSW be an active and helpful part of a group to complete the different drills
Psychomotor: TSW catch passes and snaps from partners.
Cognitive: Students will name the different components that go into making a catch. Name at
least 3/4 of the components
Affective: Students will be assessed by their peers on how well they cooperated within there
groups. Students should have an average score of 3/5 or better.
Psychomotor:
The teacher will evaluate the students on 4 catches of a pass and or snap. Catching at least 2 of the
4 balls throw to them.
DEPTH OF KNOWLEDGE

Executing Skills Basic application Physical
Determine why you were more Evaluate Visual
successful in one direction rather
than another.

Catching Hands out in front of body
Make diamond with hands
Close hands as the ball makes contact.

ACCOMODATIONS:
No Students are currently injured, but if a student had a broken foot/ leg they would
throw and catch seated down from a chair. The two partners would rotate around this
person for the three cone drill.
MODIFICATIONS:
Students will increase the difficulty of the throw, which makes the catch more difficult
at longer distances.

Algebra I (A1)
1. Create equations and inequalities in one variable and use them to solve
problems. Include equations arising from linear, quadratic, and exponential functions
Item: Amount:
Footballs 6
Cones 21
RESOURCES:
SAFETY:
When it is time to pick up footballs do not throw the footballs in. hold them and walk them to
the bag.
Having give in your fingers when catching the ball to avoid jamming them.


3 minutes Anticipatory Set: Answer
Does anyone know what shape you should make with your Diamond
hands when you go to catch a football?
If you are the target what is your target area and where is the
center of this area.
What player catches the ball and scores touchdowns after
receiving a pass.
10 Transition
seconds Allow time for students to answer questions.
2 minutes Instant Activity Instruction:

Students will work with teammates catching and throwing the
football to one another in a triangle. Students will practice for
a 3 minutes and then they will have minutes to get as many
completions as possible. After that they will practicing
catching the snaps for 2 minutes and do the same drill seeing
how many snaps they can complete in 1 minute. Students will
record answers on the sheets.
1 minute Transition One student

Students will walk outside to the grass fields. And find needs to get a
open space to participate. football.
One student
needs to get the
score sheet and
the other
student goes
and finds an
empty space
away from the
cones.
12 Instant Activity Game Play: Students will be participating

minutes in the triangle drill and working on catching the ball along
with their throws and snaps.
Refinements
- Do not slap at the ball
- Diamond shape with hands when catching the ball
Extension
- Students will take a step back if they would like

after every successful consecutive passes.

- Students will start with Throwing the ball and
move to snapping it to a partner.
Students will record their scores after the two trials of
testing their catching.
First way is clockwise and the second counter clockwise.
30 Transition
seconds Students will walk over to where the three cone drill is set
up.

3 minutes Skill Instruction: Three cone drill Remember the
Students will practice catching the snap and a throw rotation WR-QB-
during the three cone drill. one student will stand at each Center-WR.
cone with the center standing at the middle cone and the Make sure the
quarterback on the cone near the basketball courts and the WR runs the ball
WR will be standing on the cone near the Elementary back for the drill.
school. The center snaps the ball to the quarterback who
catches it and then throws the ball to the wide receiver.
Then they rotate with the WR going to QB, the QB goes to
Center and then the center goes to WR.
15 Transition
seconds Students get with their group and get ready to start drill.
10 Skill Practice:
minutes Students work on the three-cone drill together and execute the
drill.
Refinements
- Diamond shape when catching the ball
- Stepping with opposite foot when throwing
- Rotating the body when throwing.
- Moving your feet if the ball isnt thrown directly to
you.
Extensions
- Students will be allowed after 5 minutes to move back
the WR cone to make it more difficult
15 Transition
seconds Leave the ball down on the ground at your station and
come see me.


2 minutes Culminating Activity Instruction: 3 cone drill timed
Students will have two minutes to complete the three-cone
drill and see how many points they can get. To score a
point they must catch the snap and catch the pass. If the
ball is dropped it doesnt count.
15 Transition
seconds Students need to get back to their set of cones and make
sure the cones are set at the original length apart.
10 Culminating Activity/Skill Application: Students will

minutes complete the three cone drill 3 separate times and write
down their score every time. Students will rotate positions
so there is a different order every time they have a trial.
1 minute Transition
Students go inside and sit in front of the board for closure.
CLOSURE: 5 minutes
What is harder to catch a pass or a snap?

What was the highest number of completions/points you scored in all three of the drills with
your group?
If the ball hits the ground on a snap what is the result of the play?
What is it called when the pass is caught or not caught?


Flag Unit Lesson 3
Lesson Focus: Throwing and Catching While moving Grade: 7 Class Length:
50

Lesson Title: Route Running Class Size: 18

Benchmarks:
1-M-1: Demonstrates the ability to combine locomotor, non-locomotor, and
GLEs:
1-M-1.4 Demonstrate selected elements of sport specific skills focusing on moving,

dribbling, passing, and shooting.
motor skills.
Benchmarks:
2-M-1: Analyzes and applies basic concepts to improve movement, dance, fitness, game
and sports skills being practiced.
2-M-4: Recognizes and applies principles necessary for safe and skilled physical
performance.
GLEs:

2-M-1.1 Demonstrate the ability to maintain static and dynamic balance while performing
a task.
2-M-1.2 Analyze and correct movement errors in skills necessary to participate in
manipulative activities.
2-M-4.2 Follow safety procedures related to physical activity, equipment, facilities,

environmental factors and takes responsibility for their own safety.
Standard 5: Demonstrates responsible personal and social behavior in physical

activity settings.
Benchmarks
GLEs:
Standard 7: Understands that physical activity provides the opportunity for

enjoyment, challenge, self-expression, and social interaction.
Benchmark

GLEs:



Cognitive: TLW Translate their skills of catching and throwing while stationary to
catching and throwing while moving.
Affective: TLW work corporately and efficiently to complete all drills and tasks within
a small group.
Psychomotor: TLW execute different routes pattern, throwing a football to a moving

target and catching a football while moving.


Cognitive: TSW remember skill cues for catching and throwing while stationary and
manipulate them to be successful for catching and throwing while in motion
Affective: TSW be an active and helpful part of a group to complete the different drills
Psychomotor: TSW demonstrate the ability to throw to a moving target and catch a
football while moving by running basic routes.
Cognitive: TSW Recall 4 of the 6 routes we practiced today. While also determining
what is a key part of a wide receive and quarterbacks connection to be productive at
completing routes.
Affective: Students will be assessed by their peers on how well they cooperated within
there groups. Students should have an average score of 3/5 or better.

Psychomotor: The teacher will evaluate the students on 4 catches and throws. Completing
at least 2 of the 4 balls thrown

DEPTH OF KNOWLEDGE


Determine what is a crucial part of Analyzing Visual

the relationship between WR and
QB to be successful.
Throwing and catching while moving Applying Auditory, Visual,

instead of being stationary Kinesthetic

Throwing 14. Shoulder to target

15. Bring the ball to head
18. Release the ball
19. Follow through

Catching 1. Hands out in front of body
2. Make diamond with hands
3. Close hands as the ball makes contact.

ACCOMODATIONS:
Left-handed throwers have the option to move the WR to the left side rather than right
side to make it more comfortable for them.


MODIFICATIONS:
Students who get through all the throws on one side may switch over to the other side.

Algebra I (A1)

Include equations arising from linear, quadratic, and exponential functions
Item: Amount:
Footballs 7
Cones 54
RESOURCES:

http://www.louisianabelieves.com/docs/academic-standards/physical-education-
handbook.pdf

SAFETY:
When it is time to pick up footballs do not throw the footballs in. hold them and walk them to
the bag.
Make sure you are not near other groups when running routes.

2 minutes Anticipatory Set: Answers

NO
Do we always throw the ball to a stationary target in football?
Run routes
Yes or No?
What are WR supposed to do once the ball is snapped?
Today we are going to work on route running and throwing to a

moving target.
Show students the basic Route tree
10 Transition
seconds
Allow students to reflect on the notes about Routes.
1 minute Instant Activity Instruction:
3 cone drill work in a group of three and working on the three

cone drill to get warmed up for the day. Let the students know
we are doing two rounds of 2 minutes and they are trying to
beat their scores from last class.

1 minute Transition
Students walk out onto the fields where the cones and
footballs are already set up.
5 minutes Instant Activity Game Play:
Students will participate in the three-cone drill and keep

track of their scores. Students who want to move their cone
back can score double points for the drill.
15 Transition
seconds
Students leave the ball at the station and find Coach.
2 minutes Skill Instruction: Basic Route running
Students will stay in the groups for the three cone drill and
practice running a hook route from the center position. One
group will demonstrate. The drill will start off with a QB and
Center and one person standing off to the side of the QB. On the
snap of the ball the center runs to the cone and turns around for
the hook route. Then they rotate from Person standing on the
side to QB, from QB to center, then from center to the person
waiting to be QB. The center will run the ball back and hand it to
the new center.
15 Transition
seconds
Students go back to there set of cones and begin the drill on
the whistle.


6 minutes Skill Practice:
Students will execute the drill and remember the skill cues for
catching throwing and snapping.
Refinement
- QB wants to be releasing the ball as the center is turning
around at the end of the route
- Center should have their hands up ready for the ball as
they turn
- Do not look back for the ball until the end of the route.

15 Transition
seconds
Place the ball and come stand on front of the Teacher.
4 minutes Skill 2 Instruction: route running
Students will now be running routes from the break of them.

Groups will take the extra cones for the WR from the first drill
and move over to the right 5 steps and place the cone down.
The WR will start at the cone on the right and as a group you
will go through the other 4 routes from the route tree. Place the
cones 5 steps away from the new WR cone
- The first one you run is the In so the WR will run from
the cone on the right towards the cone in the middle.
- Second you will run toward the middle gone that is on a
diagonal so you are running a slant
- Third you will run to the cone towards the endzone for a
GO
- Fourth you run to the cone to the right of the new WR
cone on a diagonal to run a Corner
- Lastly will run toward the cone even with the new WR
cone to run an out
Each group will have its own diagram for further help
No snap
Rotation is QB to WR, WR to QB2 and QB2 to QB
The QB wants to hit the WR in stride on every pass.
Dont change routes until everyone has run and throw it twice.


15 Transition
seconds

1 minute Transition
Students break out into groups and set up for the drill
12 Skill 2 practice :
minutes
Students participate in the activity to get them used to running
routes
For the students that finish early have them flip their cones to
the other side of the QB and throw from the left side.
15 Transition
seconds

3 minutes Culminating Activity Instruction: Full route running

Students will now run full routes and put snapping catching and
running routes together. Students will have a center with the
ball a QB and a WR that will now be lined up even with the
center. Before the Snap the WR tells the QB the Route they are
running.
Either a
- hook
- in

- slant/post
- go
- corner
- out
Then on the snap the WR runs to the cones set up and makes
there break for the cone that correlates with their route they
told the QB. The rotation goes from center to QB, from QB to
WR, and WR to center.
30 Transition
seconds
Move to groups areas and get ready to begin
7 minutes Culminating Activity/Skill Application:

Students will run routes and make sure they are using the cones
as a guideline for their routes.
To speed things up as the WR is bringing the ball back in the

center and QB should decided the route thats going to be run so
there is no wasted time.
1 minute Transition
Students will walk inside and sit in front of the white board
for closure.
CLOSURE: 3 minutes
How many different routes did we run today?
Write your favorite route you ran today.
Fill out exit slip.


Flag Unit Lesson 4
Lesson Focus: Defense and Flag pulling Grade: 7 Class Length:

50

Lesson Title: Defense Class Size: 18

Benchmarks:

skills.
1-M-3: Demonstrates basic competency in more complex motor skills and more advanced
specialized skills related to specific sports activities.
1-M-5: Demonstrates strategies for net and invasion games.
GLEs:
1-M-3.1 Demonstrate use of strategies/tactics within a variety of physical activities (e.g.,

changing directions and faking to create space and maintain possession).
1-M-3.2 Combine skills competently to participate in modified versions of team and individual
sports.
1-M-5.1 Demonstrate use of selected tactical problems for both on-the-ball and object (e.g.,
seeing both the opponent with the object and the opponent you are guarding at the same
time).

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 principles to the learning and development of motor skills.
Benchmarks:
2-M-1: Analyzes and applies basic concepts to improve movement, dance, fitness, game and sports
skills being practiced.
2-M-4: Recognizes and applies principles necessary for safe and skilled physical performance.
GLEs:
2-M-1.1 Demonstrate the ability to maintain static and dynamic balance while performing a task.
2-M-1.2 Analyze and correct movement errors in skills necessary to participate in manipulative
activities.
2-M-4.2 Follow safety procedures related to physical activity, equipment, facilities, environmental
factors and takes responsibility for their own safety.
Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.
Benchmarks
GLEs:


Benchmark

GLEs:

Cognitive: TLW understand the difference between Man to Man and Zone Coverage defenses
and when to use them.
Affective: TLW work on a team to execute defensive strategies
Psychomotor: TLW use a variety of movements that are not limited to shuffling, backpedaling and
running to participate in defensive drills.


Cognitive: TSW differentiate between when teams should be in a Man to Man or Zone
coverage defenses.
Affective: TSW cooperate with teammates to be successful during game play.
Psychomotor: TSW use their familiarity of route running to mirror the movement on the
defensive side of the ball.


Cognitive:
Students will determine if the team in the situation on the exit slip would be better off in man
or zone coverage and why.
Affective:
TTW evaluate students ability to work on a team during game play. Teacher is looking for 3
things willingness to participate, team cooperation, respect to teammates.
Psychomotor:
TTW watch students during game play and see if they exhibit any movements that we done during
practice time.

DEPTH OF KNOWLEDGE

Differentiate between when to use Analyzing Visual and Auditory

man vs. zone coverage.
Determining which defense to play Applying visual

during game play.

Man to Man Defense Stay low

Eyes on opponents hips
Mirror movements

ACCOMODATIONS:

If a student is injured they can be in charge of keeping point totals during games.
MODIFICATIONS:
Students who are more advanced can only throw the ball when they have it. They cannot
move with the ball. These will even the playing field for students of different abilities.

Algebra I (A1)
Item: Amount:


Flags 18
Footballs 7
Cones 18
RESOURCES:

SAFETY:
Do your best to avoid all contact possible while playing on defense and offense.
When it is time to pick up footballs do not throw the footballs in. hold them and walk them to the bag.
Make sure you are not near other groups when running drills.


Invasion
Does anyone know what type of game Flag football is?
Two
Can anyone tell me how many sides there typically are when Offense
playing invasion games? Defense
What side of the ball have we been currently been working on?
Can anyone tell me what the opposite of offense is?
Today for defense we will be working on pulling flags, man

defense and zone defense.
Can anyone take a guess and tell me what a defender

responsibility is in both man and zone defense?
10 Transition
seconds
Grab flags and have students think about what we just
talked about.
3 minutes Instant Activity Instruction: Cat and Mouse flag pulling

game.
Before demonstrating the activity students must be taught the

proper way to put on a flag.
- Shirt tucked in
- Undo the belt and wrap around waist
- Go through both loops on the belt and back through one
- Move flags to the hips.
In groups of three, two students will lock shoulders while one
person tries to pull the flag of one of the other two. Students pull
two flags and then they rotate. Students are always trying to pull
the flag of the student opposite of them. The two can only move
in a circle pattern.
Students will grab flags and put them on as they walk

outside to the field to play.
Students will begin playing the cat and mouse game and
making sure they stay aware of other students while
participating.
Extension
- Mid-way through pause the students
- Have them join groups so now they have 3 group of

six
- Students will hold hands ands continue playing cat
and mouse on a bigger scale.

30 Transition
seconds
Students will come up and stand in front of the teacher.
3 minutes Skill Instruction: Man to man drill
Students get into their groups of 3. Each group will have football
and get into their own space. One student will be the QB, one the
WR, and other is on defense. The QB and WR will huddle up and
choose one of the 5 routes to run. They will set up and run the
route while the defender tries to intercept the pass or knock it
down. Rotate from QB to WR, WR to defense, and from defense
to QB.
30 Transition
seconds
Find space while one partner grabs a football
Students will work on playing man to man defense and

shadowing a WR. If the pass is complete the students can try
and pull the WRs flag.
Make sure the QBs arent just holding the ball. If students are
holding the ball to long set a time limit for the pass to be thrown.

30 Transition
seconds
Students bring up equipment and come in front of the
teacher.
3 minutes Culminating Activity Instruction: Keep away

Students will get into groups of six and play a keep away
game. Students will be trying to move the ball down the
field. If students flags are pulled they have to turn the ball
over to the other team. No flag guarding.
30 Transition
seconds
Students break into teams from earlier one group is out on
the side watching and help referee the game.
12 Culminating Activity/Skill Application: Make sure to keep

minutes track of game time
Students will be participating in the activity and groups will
and have the games
rotate in and out and take turns playing the game.
being rotated every 4
minutes.
1 minute Transition
Students need to take off the flag and place in the respective
flag bucket.
CLOSURE: 5 minutes


What is the difference between a man defense and a zone defense?
What is flag guarding?


Flag Unit Lesson 5
Lesson Focus: Basic skills and drills Grade: 7 Class Length:

50

Lesson Title: NFL Combine Class Size: 18

Benchmarks:

skills.
GLEs:

sports.

time).
Standard 2: Applies movement concepts and principles to the learning and development of motor skills.
Benchmarks:
2-M-1: Analyzes and applies basic concepts to improve movement, dance, fitness, game and sports
skills being practiced.
GLEs:
activities.
Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.
Benchmarks
GLEs:

Benchmark

GLEs:

Cognitive: TLW understand the difference between Man to Man and Zone Coverage defenses
and when to use them.
Affective: TLW work on a team to execute defensive strategies
Psychomotor: TLW use a variety of movements that are not limited to shuffling, backpedaling and
running to participate in defensive drills.


Cognitive: TSW differentiate between when teams should be in a Man to Man or Zone
coverage defenses.
Affective: TSW cooperate with teammates to be successful during game play.
Psychomotor: TSW use their familiarity of route running to mirror the movement on the
defensive side of the ball.

Cognitive:
Students will determine if the team in the situation on the exit slip would be better off in man
or zone coverage and why.
Affective:
TTW evaluate students ability to work on a team during game play. Teacher is looking for 3
things willingness to participate, team cooperation, respect to teammates.
Psychomotor:
TTW watch students during game play and see if they exhibit any movements that we done during
practice time.

DEPTH OF KNOWLEDGE

Differentiate between when to use Analyzing Visual and Auditory

man vs. zone coverage.
Determining which defense to play Applying visual

during game play.

Man to Man Defense Stay low

Eyes on opponents hips
Mirror movements


ACCOMODATIONS:
If a student is injured they can be in charge of keeping point totals during games.
MODIFICATIONS:
Students who are more advanced can only throw the ball when they have it. They cannot
move with the ball. These will even the playing field for students of different abilities.

Algebra I (A1)
Item: Amount:


Flags 18
Footballs 7
Cones 18
RESOURCES:

SAFETY:
When it is time to pick up footballs do not throw the footballs in. hold them and walk them to the bag.
Make sure you are not near other groups when running drills.


Invasion
Does anyone know what type of game Flag football is?
Two
Can anyone tell me how many sides there typically are when Offense
playing invasion games? Defense
What side of the ball have we been currently been working on?
Can anyone tell me what the opposite of offense is?
Today for defense we will be working on pulling flags, man

defense and zone defense.

Can anyone take a guess and tell me what a defender

responsibility is in both man and zone defense?
10 Transition
seconds
Grab flags and have students think about what we just
talked about.
3 minutes Instant Activity Instruction: Cat and Mouse flag pulling

game.
Before demonstrating the activity students must be taught the

proper way to put on a flag.
- Shirt tucked in
- Undo the belt and wrap around waist
- Go through both loops on the belt and back through one
- Move flags to the hips.
In groups of three, two students will lock shoulders while one
person tries to pull the flag of one of the other two. Students pull
two flags and then they rotate. Students are always trying to pull
the flag of the student opposite of them. The two can only move
in a circle pattern.
Students will grab flags and put them on as they walk

outside to the field to play.
Students will begin playing the cat and mouse game and
making sure they stay aware of other students while
participating.
Extension
- Mid-way through pause the students

- Have them join groups so now they have 3 group of

six
- Students will hold hands ands continue playing cat
and mouse on a bigger scale.

30 Transition
seconds
Students will come up and stand in front of the teacher.
3 minutes Skill Instruction: Man to man drill

Students get into their groups of 3. Each group will have football
and get into their own space. One student will be the QB, one the
WR, and other is on defense. The QB and WR will huddle up and
choose one of the 5 routes to run. They will set up and run the
route while the defender tries to intercept the pass or knock it
down. Rotate from QB to WR, WR to defense, and from defense
to QB.
30 Transition
seconds
Find space while one partner grabs a football
Students will work on playing man to man defense and

shadowing a WR. If the pass is complete the students can try
and pull the WRs flag.
Make sure the QBs arent just holding the ball. If students are

holding the ball to long set a time limit for the pass to be thrown.
30 Transition
seconds
Students bring up equipment and come in front of the
teacher.
3 minutes Culminating Activity Instruction: Keep away
Students will get into groups of six and play a keep away
game. Students will be trying to move the ball down the
field. If students flags are pulled they have to turn the ball
over to the other team. No flag guarding.
30 Transition
seconds
Students break into teams from earlier one group is out on
the side watching and help referee the game.
12 Culminating Activity/Skill Application: Make sure to keep

minutes track of game time
Students will be participating in the activity and groups will
and have the games
rotate in and out and take turns playing the game.
being rotated every 4
minutes.
1 minute Transition
Students need to take off the flag and place in the respective
flag bucket.
CLOSURE: 5 minutes
How did the Drill work go? What was your best skill you tested?


Flag Unit Lesson 6
Lesson Focus: Teams Grade: 7 Class Length:
60 minutes
Lesson Title: Draft Day Class Size: 18

Benchmarks:
skills.
GLEs:

sports.
time).


Standard 2: Applies movement concepts and principles to the learning and development of motor
skills.
Benchmarks:
2-M-1: Analyzes and applies basic concepts to improve movement, dance, fitness, game and
sports skills being practiced.
performance.
GLEs:
2-M-1.1 Demonstrate the ability to maintain static and dynamic balance while performing a
task.


settings.
Benchmarks
GLEs:


Benchmark

GLEs:


Cognitive: TLW determine which role they feel most comfortable doing.
Affective: TLW become part of a team and accept a role and its responsibility for the team
Psychomotor: TLW participate in a mini version of the parent game using skills from previous
experiences


Cognitive: TSW learn and become familiar with the role they have chosen for the remainder of the
unit.
Affective: TSW work with their team to accomplish the daily tasks and form a bond as a team.
Psychomotor: TSW execute an array of skills and movements to participate during the mini games.

Cognitive: Students will accept their role chosen on the team by filling out the Role Contracts.
Affective:
Students will be evaluated by teammates on a scale of 1-5 on how they worked with the team
today. Students should be looking to average 3/5 or better.
Psychomotor:
Their team coach will write one skill that needs improvement and another skill the student did
well.

DEPTH OF KNOWLEDGE


Creating team identity Creating Auditory and Visual
Choosing role on team Analyzing Visual

ACCOMODATIONS:
If a student is injured they will be in charge of motivating their team when they are
playing
MODIFICATIONS:

if teams are missing players have the team with more players rotate out one person
every two plays

Algebra I (A1)

Item: Amount:
Footballs 4
Flags 18
Jerseys 6
Cones 24
RESOURCES:

handbook.pdf

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-
resources/louisiana-student-standards-for-k-12-math.pdf
SAFETY:
When it is time to pick up footballs do not throw the footballs in. hold them and walk
them to the bag.


Teams will be determined and students will now have to

determine the different roles and responsibilities of everyone
Before we start we are going to do a quick instant activity
inside.
1 minute Transition
Have all the students put the flags on and then have the
students put on a flag and sit in front of the board.
2 minutes Instant Activity Instruction: Odd person out
Students will get into groups of three. The teacher will call the
cadence Odd man out after thats sad the students either put
up one finger or 2 fingers up. The students that are the odd
person out have three seconds head start and will have the
other two students trying to pull their flag when the whistle
blows by the teacher. If students all have the same number out

the student that identifies the number as odd or even is the

person avoiding getting their flags pulled.
30 Transition
seconds
Students will have time to get in the area on half of the gym.
6 minutes Instant Activity Game Play: Odd Man Out

Students will have 30 seconds to pull the flag of the odd
person out before the teacher resets the game. Teacher
must remind the students that they can not flag guard when
students go to pull the flags.
30 Transition
seconds
Student will take flags off and place them in the buckets.
5 minutes Skill Instruction:

Students will be told the teams that they will be on. Each team
will have six students. During this time one person from each
team will need to come up and get the folder for the teams with
all of the important documents. Each team must always have
there folder and turn it in at the end of every class with all
documents inside of the folder. Students must fill the following
positions and have signed Role Contracts
Roles
- Captain/Coach
- Mascot
- Team Trainer
- Referee
- Statistician
- Equipment Manager.
Teams also will pick a team name, mascot, and team color. And
determine who the QB1 and QB2 is and who is going to be the

Center and backup center.
Transition
30 seconds
15 Skill Practice:
minutes
Teams fill out all the information in the folder.
Announce team names and mascots in front of class at the
white board.
4 minutes Culminating Activity Instruction:
Students will play a modified game of flag football on a field.

Where they will start from midfield for every possession. Each
team will get a total of 3 minutes or 4 downs whatever comes
first before rotating to defense. The Defense rotates out to
Refereeing. Teams are working towards the end zone. Every
play the ball starts at midfield.
Rules for the game
1. No rush (5 Mississippi time limit.)

2. Ball caught in zone one = 2 points
3. Ball caught in zone 2 = 4 points
4. Ball caught in end zone = 6 points
5. Interceptions count as 2 points for the defense.

1 minute Transition
Choose two teams to start the competition and have them


14 Culminating Activity/Skill Application:

minutes
Students will be participating in 3 minute games and rotating in
and out the team not participating will be doing there duties for
the day and keeping track of the points.
1 minute Transition
Everyone back inside in front of the board
CLOSURE: 4 minutes

Students will now be seated with their groups the teams will collect their score sheets and place
them in he folder.
Students will fill out quick exit slip labeling 1-5 on how excited they are about the competition
to start and then. Also Rate one a scale 1-10 where they think there team unity is at in the
beginning.


Flag Unit Lesson 7
Lesson Focus: Game play Grade: 7 Class Length: 60
Lesson Title: Regular Season Class Size: 18

Benchmarks:
skills.
GLEs:


1-M-3.2 Combine skills competently to participate in modified versions of team and

individual sports.
time).
1-M-5.2 Place or maneuver ball or object to and away from multiple partners in a sport

activity.
motor skills.
Benchmarks:
performance.
GLEs:
task.



settings.
Benchmarks
GLEs:

Benchmark
GLEs:

Cognitive: TLW read and complete their task/ duty. Also they will Remember strategies and
skills from previous lessons.
Affective: TLW Complete their daily task for the team and cooperate with the team during game
play and activity.
Psychomotor: TLW participate in a flag football games using skills from previous experiences


Cognitive: Apply their knowledge and follow the directions to complete their roles daily duty.
Psychomotor: TSW execute an array of skills and movements to participate during the games.


Cognitive: Students will be evaluated on if they followed the direction of their roles specific
assignment.
Affective:
Psychomotor:
Students Individual Stats from game play will be entered by the statistician the master sheet
for the class.

DEPTH OF KNOWLEDGE


Create plays Creative Visual and auditory
Create cheers Creative Visual and auditory

ACCOMODATIONS:
playing
MODIFICATIONS:


every two plays.
Shorten schedule will have the games only be 8 minutes long.

Algebra I (A1)
Item: Amount:
Footballs 4
Flags 18
Jerseys 6
Cones 24
RESOURCES:


handbook.pdf
SAFETY:
them to the bag.


Students are now in official regular season
Team ranks will be revealed after the first day from yesterday
and who is in the lead.
1 minute Transition
Captain comes and grabs the folder with todays activities
In the folder there are different instructions for each person of

the team to complete in the first 7 minutes of the class.
30 Transition
seconds


Teams have 7 minutes to get everything together for todays

activities the duties are as follows
- Coach/Captain draw 2 plays to have for practice
- Mascot come up with team cheer
- Team Trainer have a warm up activity ready before
practice
- Referee read all the rules for the game.
- Statistician make sure all stats from last class are
entered into Edmodo.
- Equipment Manager bring equipment out to the
field for the day
1 minute Transition teams will walk outside to fields. And put flags
and pennies on.
5 minutes Warm up: Teacher will

give the
Each team will warm up in there area being led by the Trainers.
feedback on
Make sure each trainer is leading the group.
warm ups to
each individual
trainer, so they
can make
corrections for
there team.
30 Transition
seconds
Teams will then have 10 minutes to do a practice led by
their team captain/ coach
10 Practice: Teacher will

minutes provide
Teams will practice their that the coach drew up and practice
feedback to the
the team cheer the Mascot came up with.
coaches on what
they might want
to work on.
Make sure all

students stay on
task and all
students are
participating.
1 minute Transition
First game will be played Team 1 vs. team 2
12 Game one will be played team 3 will be keeping stats and

minutes score. The clock runs for 15 minutes. one 30 second time
out per team, unless the teacher says otherwise to stop it
the clock runs. Shake hands at the end of the game.
Team 3 finishes the records and warms up while the other

teams get water
12 Game two will be Team 2 vs. team 3 Teacher will be

minutes checking for

sportsmanship
and
participation
from all team
members.
1 minute Transition
Teams will return inside for closure
CLOSURE: 3 minutes
Rate teammates on a scale 1-5 where their team unity is at after 1st day of competition.
Coaches write one thing that needs improvement and one thing teammate do good.
Flag Unit Lesson 8


Lesson Focus: Game play Day 2 Grade: 7 Class Length:

60

Lesson Title: Regular Season Day 2 Class Size: 18

Benchmarks:

1-M-3: Demonstrates basic competency in more complex motor skills and more
GLEs:

individual sports.
time).
activity.

motor skills.
Benchmarks:
performance.
GLEs:
task.



settings.
Benchmarks
GLEs:

Benchmark

GLEs:

Affective: TLW Complete their daily task for the team and cooperate with the team during
game play and activity.



assignment.
Affective:
Psychomotor:
Students Individual Stats from game play will be entered by the statistician the master
sheet for the class.

DEPTH OF KNOWLEDGE


Create Strategy Creative Visual and auditory
Change Strategy if it isnt working Evaluation/ Analyzing Visual and auditory

ACCOMODATIONS:
playing
MODIFICATIONS:

every two plays.

Algebra I (A1)
Item: Amount:
Hula-hoops 6
Footballs 4
Flags 18
Jerseys 6
Cones 24
RESOURCES:

handbook.pdf

SAFETY:
them to the bag.


Team ranks will be revealed after the Second .
Ask If there are any questions about how the Season is going.
1 minute Transition

30 Transition
seconds




- Coach/Captain Read directions and come up with

strategy for Team Exercise.
- Mascot assist captain
- Team Trainer create a new warm up for the day
- Referee assist the Equipment manager in set up
field for the day
and pennies on.
5 minutes Warm up: Teacher will give

the feedback on
warm ups to each
individual trainer,
so they can make
corrections for
there team.
30 Transition
seconds
Teams will come to the center of the fields
2 minutes Game Challenge
Football Relay Team will have to get 3 footballs from one side of
the field to the other in a race against the other teams
Rules for the event
1. a new person must start a ball every time

2. If you are in possession of the ball you cannot move
3. Everyone on the team must touch the ball.
4. You cannot start the next ball until the previous one has
been placed in the other hula-hoop.
5. Everyone must be seated once the last ball is in the hula-
hoop.

30 Transition
seconds
Teams will go back to there fields and get ready for
competition.
Teams will be given two minutes for the Captain/coach to

demonstrate to the team their strategy and practice it.
3 rounds will be played with 30 second breaks in-between so

students can reevaluate their strategies.
1 minute Transition
12 Game One will be Team 3 vs. Team 1

minutes


teams get water


sportsmanship
and participation
from all team
members.
1 minute Transition


CLOSURE: 3 minutes
Rate teammates on a scale 1-5 where their team unity is at after 2nd day of competition.


Flag Unit Lesson 9
Lesson Focus: Game play Day 3 Grade: 7 Class Length:

70

Lesson Title: Regular Season Day 3 Class Size: 18
Benchmarks:
1-M-3: Demonstrates basic competency in more complex motor skills and more
GLEs:



individual sports.
1-M-5.1 Demonstrate use of selected tactical problems for both on-the-ball and object
(e.g., seeing both the opponent with the object and the opponent you are guarding at
the same time).
activity.

motor skills.
Benchmarks:
2-M-1: Analyzes and applies basic concepts to improve movement, dance, fitness,
game and sports skills being practiced.
performance.
GLEs:
2-M-1.1 Demonstrate the ability to maintain static and dynamic balance while
performing a task.


Standard 5: Demonstrates responsible personal and social behavior in physical

activity settings.
Benchmarks
GLEs:
Standard 7: Understands that physical activity provides the opportunity for

enjoyment, challenge, self-expression, and social interaction.

Benchmark
7-M-1: Participates in challenging activities and in activities requiring the utilization

of newly acquired skills.
GLEs:
7-M-1.1 Seek; participate in, log physical activity in informal settings that utilize skills
and knowledge gained in physical education classes.



Cognitive: Apply their knowledge and follow the directions to complete their roles daily
duty and recall information from notes for the test
Affective: TSW work with their team to accomplish the daily tasks and form a bond as a
team.


Cognitive: Students will be evaluated on a posttest of the definitions, rules and strategies of
flag football.
Affective:
Students will be evaluated by teammates on a scale of 1-5 on how they worked with the
team today. Students should be looking to average 3/5 or better.
Psychomotor:

DEPTH OF KNOWLEDGE


Create strategy for who will compete Creative Visual and auditory
in activities.
Take test recall Visual and auditory

ACCOMODATIONS:
playing
MODIFICATIONS:

every two plays.

Algebra I (A1)

Item: Amount:
Footballs 4
Flags 18
Jerseys 6
Cones 24
RESOURCES:


handbook.pdf
SAFETY:
them to the bag.

10 Test.
minutes
Students will take a short test at the beginning of class.
Team ranks will be revealed after the third day.
1 minute Transition



30 Transition
seconds


- Coach/Captain determine pairing for Skills
challenge 1 person per activity.
- Mascot assist captain
- Team Trainer create a new warm up for the day
- Referee assist the Equipment manager in set up
field for the day
and pennies on.
5 minutes Warm up: Teacher will

give the
feedback on
warm ups to
each individual
trainer, so they
can make
corrections for
there team.
30 Transition
seconds
5 minutes Skills challenge.
Each Captain will inform the teammates of which event they


will be participating in.
1. Throwing for accuracy

2. Throwing for distance
3. Consecutive catches
4. Flag pulling
5. Ladder agility
6. Snapping

30 Transition
seconds
Teams will go back to there fields and get ready for
competition.
Each person will get the sheet from captain pertaiong to there
event and what they have to do. They may walk to the events set
up to get an idea of what going to happen the next day.
1 minute Transition
12 Game One will be Team 2 vs. Team 3

minutes

teams get water


sportsmanship
and
participation
from all team
members.

1 minute Transition
CLOSURE: 3 minutes
Rate one a scale 1-5 where their team unity is at after 3rd day of competition.


Flag Unit Lesson 10
Lesson Focus: Culminating Event Grade: 7 Class Length:

70

Lesson Title: Super Bowl Class Size: 18

Benchmarks:

skills.
GLEs:
1-M-3.1 Demonstrate use of strategies/tactics within a variety of physical activities (e.g., changing
directions and faking to create space and maintain possession).
sports.
1-M-5.1 Demonstrate use of selected tactical problems for both on-the-ball and object (e.g., seeing
both the opponent with the object and the opponent you are guarding at the same time).

motor skills.
Benchmarks:
2-M-1: Analyzes and applies basic concepts to improve movement, dance, fitness, game and
sports skills being practiced.
GLEs:
activities.

settings.
Benchmarks
GLEs:


Benchmark

GLEs:




assignment.
Affective:
Psychomotor:

DEPTH OF KNOWLEDGE


Create Strategy for actvity Creative Visual and auditory

ACCOMODATIONS:
playing
MODIFICATIONS:
every two plays.
Shorten schedule will have the games only be 8 minutes long

Algebra I (A1)

Item: Amount:
Speedladders 4
Footballs 4
Flags 18
Jerseys 6
Cones 24
RESOURCES:

handbook.pdf
SAFETY:
them to the bag.


Team ranks will be revealed after the third day.
1 minute Transition

30 Transition
seconds

2 minutes Skill challenge prep: Students will read the sheets and
prepare for the skills test
and pennies on.
5 minutes Warm up: Teacher will give

the feedback on
warm ups to each
individual
trainer, so they

can make
corrections for

there team.
30 Transition
seconds
10 Skill challenge
minutes
Each person Each team will have one person participating in the
event at a time. Other people will have to be part of the drills.
The order of the drills will go as follows. Students not keeping
score/time during event will cheer and encourage their
teammates.
1. Throwing for accuracy

2. Throwing for distance
3. Consecutive catches
4. Snapping
5. Flag pulling
Ladder agility
2 minute Transition
Teams will turn in sheets and get ready to play the First
game will be played between the 2nd place teams vs. 3rd
place teams.
12 Game One will be 2nd place vs. 3rd place

minutes


teams get water
12 Game two will be 1st place vs. Winner of Game one Teacher will be

sportsmanship
and participation
from all team

members.
1 minute Transition
Teams will return inside for closing ceremony
2 minutes Snack
Students will enjoy snaks and drinks while final numbers

are computed.
30 Transition
seconds
Teams will come sit in front of the board for the closing
ceremonies
CLOSURE: 3 minutes
And the winning team is
Awards are given out to different teams for activities


Assessment:
Pretest-Assessment Evidence:
Students will be pre-assessed the first few days of class through a variety of different Flag Football
concepts and definitions with a 15-question test.
Posttest Assessment Evidence:
Students will be post-assessed with the same 15-question test from the beginning of the unit to see
growth and understanding.
PRE-POSTTEST
Name_________________________________ Hour________

Answer the Questions to the best of your ability. Write the Capital Letter of
your answer to the Left of the number.

1. Flag football is what type of game?
a. Net and Wall
b. Invasion
c. Target/Accuracy

2. True or False.
Flag Football is played exactly like regular football with no pads.
a. True
b. False

3. How many players can a team have on a field for an official Flag Football
game?
a. 11
b. 8
c. 7


4. The _________________ is in charge of passing the ball and catching the snap
every play?
a. Center
b. Quarterback
c. Wide receiver

5. The _________________ catches the football and scores touchdowns.
a. Center
b. Quarterback
c. Wide receiver

6. The __________________ snaps the ball every play either between his or her
legs or from the side.
a. Center
b. Quarterback
c. Wide receiver

7. True or False
You can slap defenders hands away when they are attempting to pull your
flag
a. True
b. False

8. How much contact is allowed in flag football
a. As much as you want
b. Some contact
c. No contact at all

9. What is it called when the opposing team takes the ball away from the
other team
a. Steal
b. Turnover
c. Quick Change

10. A touchdown is normally worth how many points?
a. 7
b. 8
c. 6

11. You get ________ downs to get a first down?
a. 3
b. 4
c. 6
12. ______________ is the imaginary line that all players except for one must be
even with before the play begins
a. Line of Scrimmage
b. Foul line
c. Equator

13. Pick another sport that is similar to Flag football.
a. Baseball
b. Golf
c. Rugby

14. If a team is working to prevent the scoring of a touchdown by pulling
the flags, intercepting the ball, and other means. Then they are on
_______________
a. Offense
b. Defense

15. If a team is working to move the ball down the field and score a
touchdown. Then they are on _______________
a. Offense
b. Defense


Formative Assessment:
Name ________________________
What shape do you make with your hands when catching a ball?

Write your partners names and circle a the number that correlates with how they worked in
your group today 1 being not cooperative at all to 5 being very cooperative.
Name
______________________ 1 2 3 4 5

______________________ 1 2 3 4 5

Name ____________________ Name________________________ Name____________________

Write the number of completions you had for each drill
Passing Passing Snapping Snapping 3 cone 3 cone 3 cone
Clockwise Counterclockwise Clockwise Counterclockwise Trial 1 Trial 2 Trial 3

Create an equation and solve for the average of your 3 cone drill trials.

Name ____________________
Throw 1 2 3 4 5 6 7 8 9 Total
# Points
Points/
Round

Solve for the variable x. 9x=Total Points
x=

Name _____________________________
List at least 4 names of the basic routes we ran today.
1.
2.
3.
4.
5.
6.
If you have 4 people on a team eligible to catch a pass how many different plays could you
design? (Create the equation and then solve it.)

Name _______________________
List the skill cues for throwing a football after you have the proper grip on the ball
1.
2.
3.
4.
5.
6.
Circle the snap you feel most comfortable to execute.
Two Hands Side Sprinters Stance Between the legs
Write your partners names and circle a the number that correlates with how they worked in
your group today 1 being not cooperative at all to 5 being very cooperative.
Name
______________________ 1 2 3 4 5

______________________ 1 2 3 4 5


Name ________________
What is it called when someone stiff-arms or knocks away an opponents hand when they go
to pull the flag?

What defense would you run 5 yards away from the end zone? Why?

What defense would you run when a team is at mid-field on 4th down? Why?

If there are 8 teams playing Football out at the LSU UREC and each team had 7 players what
would be an equation to solve for the number of flags on all the players?

THE COACH/ CAPTIAN
Team Information RESPONSIBILITIES:
Team Name ____________________________________________
Leads team during practices every day.
Team Mascot __________________________________________ Encourages all teammates to give their best effort
Will be a referee while team is not competing
Team Color Make sure team shakes hands after a game.
_______________________________________________ Be a Respectful to all other players on the team.
CONTRACT:
Player Roles
I will perform my duties above each class to the best of my abilities.
Captain/Coach ________________________________________
Signature _________________________________ Date _________________
Mascot ____________________________________

Team Trainer __________________________________________
Referee ______________________________________________
Statistician _____________________________________________

Equipment Manager
__________________________________________
Positions

Quarterback 1 _______________________________________
Quarterback 2 _______________________________________
Center 1 _____________________________________________

Center 2 ________________________________________________

Summative Assessment:
Every time a student turns in a Formative assessment it will go into the Students folder and be part
of the summative assessment.
Day 1 Day 2 Day Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day10
3
Name Buc Exit Exit Group Exit Exit Score Contract Exit Exit Exit Score Exit
ket
slip Slip Work Slip Slip Card Slip Slip Slip Card Slip
Student
1
Student
2
Integration of Technology:
Students will be able to submit Daily spread sheets via email using there chrome book rather than
handwriting them. Each statistician will be in charge of keeping an excel document that will keep
track of all the teams records.
Materials:
Statisticians must bring chrome book everyday to keep stats.
Team coach and referee need a whistle.
Class materials
Cones -54
o Will be used for different drills and activities. Also used for the boundaries of the
field.
Jerseys-6
o The team that has to play two game a day will put on the jerseys to distinguish
teams during game play.
Footballs-18
o Will be used for different drills and activities. They are a key part of Flag Football.
Flags-18
o The flags will be used for game play and drill work. The flags are a crucial part of
Flag Football to determine when a player is down.
Hula-Hoops- 6
o They will only be used in drill work and mini games. They are perfect for putting
things inside of to keep from blowing around.
Speed ladders-4

o These will be used for the defense/ agility drill in the skills competition.
Team folders -3
o These will hold all important documents for the team and may be decorated by the
mascot to distinguish them from each other.
Notes-3
o Each group gets one set of notes for in class assignments. Notes are also posted on
Edmodo
Flag Football Notes

BASIC Rules
1. The football must be resting on the ground before snapping (hiking) the football to the
quarterback.
2. The snap maybe from the side or from between the legs.
3. There are 7 players on an official flag football team.
4. When blocking in flag football, you must have your hands and arms behind your back.
You cannot use your hands and arms, at all to block
5. You are not allowed to slap deny an pulling your flag to tackle. This is fag guarding,
which opponent's hand from called is a penalty.
6. A penalty is a foul committed during play.
7. All players on offense, except for one (if you choose) must not be in motion. At the snap
of the ball
8. There are 4 downs or 4 chances allowed to accomplish a first down.
9. A touchdown is worth 6 points.
Types of Penalties
1. Flag Guarding is pushing, slapping, or denying an opponents hand from pulling your flag.
2. Contact: is bumping, hitting, running through, etc. NO CONTACT is allowed in flag
football.
3. Off sides when a player, on offense or defense, crosses over the line of scrimmage
Other Definitions
1. Out of bounds- when a player runs out of the field of play

2. Dead Ball when a player drops a controlled possession to the ground. (Football hits the
ground after a possession run or catch, player stops at the point of drop.)
3. Turnovers when the opposing team takes the ball away from the other team
a. Fumble when a ball hits the ground but in flag football, the play stops "dead ball
b. Interception-when an opposing player catches a ball in the air. From the opposite
side.
4. Line of scrimmage- imaginary line that the football rests on that is horizontally; extending
from side li to sideline.
Positions
1. Quarterback- player that receives the football from the center and is responsible for
distributing (handing, giving, throwing, or passing)
2. Wide Receiver that receives the ball from the quarterback that can run to score
3. Center-player that begins play by snapping the ball to the quarterback


Routes
1. Hook
2. In
3. Post/slant
4. Go
5. Corner
6. Out

4
3

5

2 6
1

WR

Ball


Reflective Analysis:

PreTest Scores PostTest Scores

15 10 8 6 5 15 14 13

11% 10%
17%

16%

28%
55%
16% 47%

Students where given a pre and post test on different aspects of Flag Football. These questions
ranged from definitions about the sport to basic invasion game strategy. The Pretest scores were a
little lower than I expected, but after talking with my mentor teacher it made more sense. Most of
these students either play basketball or soccer. The school no longer has a football team so it has
disappeared from the schools culture. Nonetheless the students really did learn throughout the unit
as the scores show no student scored below an 86% on the posttest. In the end I think this shows
that when you assess your students before you teach a unit you will always have a better idea of
what direction to take the class through the pathway of learning.


Communication with Parents/Guardians:

Dear Parents,
Your childs next unit in physical education class will be on Flag Football. They will need a
folder and notebook for this unit. In the unit your child will learn the rules and strategies of flag
football, how to be part of a team, and what it means to show good sportsmanship. Each child will
be evaluated individually based on their willingness to participate, ability to be part of the team,
and demonstration of sportsmanship. Each Day you can go online and see the results from daily
competition and check students team point total and rankings on Edmodo. On our last day of the
unit all parents are welcome to come and watch our culminating event that will begin with a skills
challenge and conclude with a single elimination tournament.
Thanks,
Michael Kennedy
Community and Parent Involvement:

Currently working on getting a few LSU football players to come visit the classes in their uniforms.
The athletes would discuss making sure you make good grades and that flag football is a great intro
sport for anyone wanting to play tackle football. Students Math teacher would come off-hour to
participate with kids and he helped me integrate math questions to my lessons to match his lessons.

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Flag

Football Thematic Unit Spring 2017

Flag Football Sport Education

Subject Area(s): Health and Physical Education

Students will learn the rules of Flag Football.

Students will learn to keep stats of Flag Football.

State and National Standards and Benchmarks:

Louisiana State Standards, Benchmarks and GLEs

Standard 1: Demonstrates competency in many movement forms and proficiency in a few

Integration Standards Louisiana Common Core Algebra 1

B. Solve equations and inequalities in one variable.

Day 2 Catching passes and snaps

1. Bucket drill from 1st day

5. Consecutive Catches standing still in different locations.

Name: Michael Kennedy Date:

Lesson Focus: Passing and Snapping Grade: 7th Class Length:

Lesson Title: Basic Passing and Snapping Class Size: 18

in a few movement forms.

1-M-1: Demonstrates the ability to combine locomotor, non-locomotor, and manipulative

Standard 5: Demonstrates responsible personal and social behavior in physical activity

5-M-1: Participates in cooperative activities in both leadership and follower roles.

5-M-2: Utilizes time effectively to complete assigned tasks.

5-M-1.1 Demonstrate the ability to work without supervision

5-M-2.2 Remain on task without close teacher monitoring.

7-M-1: Participates in challenging activities and in activities requiring the utilization of

LESSON OBJECTIVES: (TLW)

STUDENT LEARNING TARGETS: (TSW/I will)

Objective Higher-Order Thinking Learning Styles

Executing skills Basic Application Physical

Determining the best place to put the Strategic thinking Visual

Skill/Concept Taught Skill Cues/Instructional Cues Used

Throwing 1. Shoulder to target

INTEGRATION- COMMON CORE:

Reasoning with Equations and Inequalities A1: A-REI

B. Solve equations and inequalities in one variable.

Time Activity Description Skill/Teacher Cues

2 minutes Anticipatory Set:

What are some positions that you all know in football?

Time Activity Description Skill/Teacher Cues

3 minutes Skill Instruction:

Today we will be focusing on Snapping and throwing.

First we will start with throwing.

The skill cues for throwing a football are as follows

1. hand placement on the laces

7. Release the ball

- Students need to remember to have shoulder to target

- After 2-3 minutes have students start to take two steps

Time Activity Description Skill/Teacher Cues

3 minutes Culminating Activity Instruction: Bucket Drill The person writing

Get into 6 Groups of three. Tallest partner needs to get one

10 Culminating Activity/Skill Application: Bucket drill 7. hand placement on

Students turn in their score sheet and circle up back by the

Time Activity Description Skill/Teacher Cues

3 minutes Skills practice: Snapping .

Students will now work on snapping the ball with a partner

1. Two hands on the ball from the side

is not snapped until the Quarterback calls for the ball.

Ball must stay on the ground before the snap.

6 minutes Skill Application

Students will participate in the activity snapping the ball back

- Students must remember to keep the ball on the ground

1 minutes Transition students put the footballs up and go inside in