Dakota State University

College of Education  

LESSON PLAN FORMAT

**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**

Name: James McClain

Grade Level: 9-12th grade
School: Madison High School
Date: 2-17-22
Time: 8:10 AM to 9:05 AM
Reflection from prior lesson
● Prior lesson was taught by a different teacher. Basic objectives of hockey were met, but not in
extensive detail.

Standards 
●  Practice movement concepts, principles, strategies, and tactics (e.g. force, motion, rotation) to
analyze and improve performance of self and/or others in a selected activity (e.g., such as,
individual-performance, team activities, net/wall games, target games, aquatics and/or outdoor
pursuits). (S2.H2.L1)
● Uses communication skills and strategies that promote team/group dynamics. (S4.H3.L1)
● Identify best practices for participating safely in physical activity, such as, injury prevention,
proper alignment, hydration, use of equipment, implementation of rules, sun protection.
(S4.H5.L1)

Lesson Objective(s) - (please list corresponding assessment used)

● Cognitive- Develop an understanding of how to use their body to properly swing a hockey
stick. (Using their hips to add power and when to bend their elbows and how far to extend their
elbows.)
● Psychomotor- Be able to look up and “feel” where the puck is going while moving through the
cones.
● Affective- Establish the rule of hockey and teammates by passing the puck to their teammate
to score and play a fair game.

Materials Needed 
●  Speaker
● Phone ( for music)
● Hockey sticks
● Jerseys
● Wiffle balls
● Hockey goals
● Cones
● Poly spots
Contextual Factors/ Learner Characteristics
● There are 5 boys and 5 girls
● Not a very talkative class and listened very well.
● No students with IEPs
Connection(s) to Research & Theory (what learning theory or research-based method supports your chosen
methodologie or assessment?)
● Constructivism Theory
○ Constructivism is the theory that says learners construct knowledge rather than just passively
take in information. As people experience the world and reflect upon those experiences, they
build their own representations and incorporate new information into their pre-existing
knowledge

● cooperative learning theory

○ Cooperative learning is the instructional use of small groups so that students work together to
maximize their own and each other's learning.

A.  The Lesson 

 
○ Introduction (include time allotment)
○ Getting attention: Ok if you can hear my voice please look at me.
○ Relating to past experience and/or knowledge: to understand a little bit about what they
have already learned I will ask for two students to tell me one thing they have already learned
about floor hockey
○ Creating a need to know: Ok since you guys have been learning about hockey this week, we
are learning more about the tactics of floor hockey today so that you can all play a fair and safe
game today.
○ Sharing objective, in general terms: Today I am going to teach you how to play floor hockey
with a team and understand the tactics to play a fair game. :

 
● Content Delivery (include time allotment & instructional methodologies)  
○ Students will come into the gym and go to locker room and change into appropriate PE attire.
(5 mins)
○ After students have returned to the gym they will have attendance taken (2 Mins)
○ After attendance is take students will come together and I will explain what we are going to do for
the class period.(3 mins)
○ Cone Drill
1. There will be 2 lines of cones with 4 cones at each line spaced apart for students to be able
weave in and out of them.
2. The class will divide themselves up between the two lines
3. Each student in the line will go through the cones 3 times and each time will try and increase
their speed while controlling the wiffleball through the cones
● Practicing swing types and pass types
○ Class will spread out and await further instruction
○ I will demonstrate the first swing type which will be a more a push pass or a more controlled way
to score
○ Then the class will mimic the swing type after I demonstrate.

● Full game
○ I will instruct students which positions they are allowed to play and when they ear my whistle
they will rotate to a different position.
○ There will be 5 people on each team, there will be five different positions, there will be one
defender, a goalie, two forwards and one center. After 3 minutes of play I will blow whistle that
will indicate a switch in positions
○ The students will play until it is time to clean up
 ● Closure (include time allotment)
● With a couple minutes left I will have students pick up the pucks and hockey sticks and put them
away.
● students will go get changed in the locker rooms and come back to the gym, if there is time
remaining we will talk about what we did today and I will answer any questions if the have them.

B. Assessments Used
Formative/ Performance Assessments
● Puck handling: are they able to control the wiffleball while going through cones? Can students go faster
through cones while keeping control of wiffleball?
● Passes: are students able to to pass the wiffleball effectively and efficiently? Do students have good
understanding when to use certain passes?
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ There are no students with special needs in this class
● Adaptations for those exceeding expectations
○ None of the students in this class seemed to be exceeding expectations in prior classes

D.  Resources
● SD PE lesson Standards