Games Unit

Football

Grade 6

Jordyn Bryant
 Teaching Philosophy

I believe physical education is more than simply being active but rather its centered around learning movements and skills that can be
applied outside of the physical education class. In other words, I believe in promoting active for life participation. I hope to expose students to a
variety of opportunities and forms of physical activity that will not only incorporate sports and games but also the application of such skills outside
of the class. I believe student learning and development within the class should be student-centered with the support and guidance of the teacher.
Students should have the opportunity and freedom to learn through the process of failure and success along with the positive cooperation and
collaboration of their peers. I also believe positive communication and effective feedback is crucial for student development and growth. Thus, I
strive to promote a welcoming and inclusive environment for all by supporting students to become active and independent learners. I also believe
students should become aware of the overall health benefits of physical activity. I hope my students can take the skills they’ve learned through
their growth and development and not only apply them outside of the classroom but also throughout into their adult lives as they move through
their active for life journey.

Classroom Management Plan

In having clear, concise physical education rules and expectations posted for student understanding at the beginning of the semester and
throughout, will help remind students what is to be expected of them. Students will also be expected to come fully prepared in proper dress attire,
ready to put in their best effort each and every class. Students will also be expected to engage in positive and respectful behavior. Therefore,
students must acknowledge and be mindful of others as we create and move through various activities and games. Through positive engagement,
thoughtful feedback, respectful boundaries, effort, responsibility, and cooperation I hope to create structure and a cooperative culture within my
class.
 Grade: 6
Dimensions/Unit: Games/Football
Dates: September 12-23 (Semester 1)
Resources & Equipment: large outdoor playing area, footballs, hand-outs/diagrams, cones, markers, flag football belts, and flags

Desired Results Established Goals: Students will participate in a variety of games to develop individual and manipulative skills, techniques,
strategies, and spatial awareness. Inherent in playing all games are cooperation, respect for others, fair play and etiquette.

 A6-5, A6-10, A6-11

 C6-3, C6-5, C6-6
 D6-3, D6-4, D6-7
Understandings Students will understand that:
 Sport specific skills & strategies lead to a competitive and cooperative game for all skill and ability levels
 Communication is an important aspect in many forms of team games
 There is an understanding for purpose in safety protocols, effective warm-ups & cool-downs, and actions to take for
achieving and improving upon a team goal

Students will be able to:

 Perform sport specific skills, and ways in which to receive, retain, and send a football on the field
 Recognize respectful communication, teamwork, fair play, and cooperation skills contributes to team success in
achieving personal goals
 Identify rules, routines, & procedures when participating in warm-up/cool down activities, skill specific drills, and
game play (competitive & non-competitive)

Essential Questions
 How can we apply basic strategies and tactics to any form of personal and/or team goals?
 How does cooperation, respect, communication, and positivity in team sports influence our ability to perform in
other aspects of life?
 How can basic knowledge and skills of football support our participation in other team sports and activities?
 How can sport specific skills and team play/cooperation contribute to a healthy active lifestyle?

Lesson GLOs SLOs Learning Activities/Teaching Assessment/ Safety

Strategies Evaluation
Formative
 Summative
1 A: Activity A6-5  Determine student knowledge Observation: whole  Ensure students are at a
Intro  Outline unit expectations and outcomes group discussion safe distance for passing &
C: Cooperation C6-5  Introduce the history of football regarding basic receiving (5 yards-10
Pass skills yards- 15 yards)
 Introduce the skill of passing and catching
&  Ensure communication
D: Do it Daily… D6-3  Warm-up activity “4 corner dynamics”
Receive For Life! D6-4  Demonstrate & explain passing & receiving amongst partners
 Partner pass (start with non-throwing knee on the  Assign partners based on
ground) skill/ability level
 Transition to target pass & receive
 Transition to Partner pass (students may now stand)
 Transition to partner pass (receiving partner may move
forward, left, or right in order to challenge the passer)
dependent on skill level*
 Cool down
 Debrief the skill through whole group discussion

Direct instruction & Cooperative learning

2 A: Activity A6-5  Review lesson 1 Observation: whole  Ensure students are at a
Center  Introduce the skill of center snap & lateral pass/ one- group discussion safe distance for passing &
C: Cooperation C6-5 hand underpass regarding basic receiving (5 yards-10
Snap, skills, rules, & yards- 15 yards)
 Warm-up activity “4 corner dynamics”
Receive,  Partner pass (receiving partner may move forward, left, regulations  Ensure communication
D: Do it Daily… D6-3
& For Life! D6-4 or right) amongst student groupings
Pass  Demonstrate & explain the center snap Skill assessment &  Ensure students alternate
 Partner pass with center snap self-assessment between roles
 Demonstrate and explain lateral underhand pass rubric (pass,  Make eye contact with
 Partner pass with lateral underhand pass receive, & center your receiver when lateral
 Put it all together in groups of 3! (alternate roles) snapping) passin
-one snapper
-one quarter back
-one running back
 Cool down
 Debrief through whole group discussion (skill, rules,
& regulations)

Direct instruction & Cooperative learning

3 A: Activity A6-10  Review lesson 2 Observation: whole  Ensure communication
Running A6-11  Introduce running pass patterns (hand out sheets) group discussion amongst groupings
Pass  Introduce the role & purpose of defending a receiver regarding running  Ensure students alternate
C6-3  Warm-up activity “follow the leader dynamics” patterns and between roles
Patterns C: Cooperation
defense guarding
C6-5  Practice running patterns in lines of 6 (repeat all  Ensure students are aware
& running patterns 3x)
Defense of and know the passing
D6-3  Put it all together! In groups of 3 Exit Slip (passing pattern before practicing in
Guard- D: Do it Daily… patterns)
D6-4 -one snapper, one running back, & one quarter back action
For Life!
ing -predetermined pattern
 Ensure defender is
-repeat until successfully pattern until successfully
passively stopping the
accomplishedthen rotate roles
completion of the play (no
 Transition to adding a 4th player (the defender)
blocking) as the skill has
-defender attempts to passively stop the completion of
yet to be taught, only
the play
interceptions allowed
-depending on skill level add point system for
competitive aspect offense vs defense
 Cool down
 Debrief through whole group discussion
 Exit Slip (passing patterns)

Direct instruction & Cooperative learning

4 A: Activity A6-10  Review from lesson 2 & 3 (think pair share) Observation: whole  Ensure communication
Handoff  Introduce how to carry the ball, taking a handoff, and group discussion amongst groupings
C: Cooperation C6-5 running with the ball regarding basic
& skills of carrying
 Ensure students alternate
 Fill in the blank running patterns worksheet (as a class) between roles
Ball  Warm-up activity “review all running patterns” the ball, handoffs,
D: Do it Daily… D6-3 
Carrying For Life! D6-4  Explain and demonstrate the above skills and running with Ensure defender does not
the ball block or tackle, the
 Partner pass handoff
defender should only
-two lines 5 yards apart
Think pair share touch the ball in order to
-one partner with a ball one without
defend
-after every turn switch sides
 Put it into play! (groups of 3)  Keep head and eyes up
-one snapper, one quarter back, & one running back
-center snap ballquarter back hands it offrunning
back takes ball
-alternate roles
 Transition to adding cones for the running back to
weave in and out of
 Depending on skill level transition to removing the
snapper and replacing with a defender
 -ball carrier must avoid the defender
 Cool down
 Debrief through whole group discussion & think pair
share (handoffs and how to cut)

Direct instruction & Cooperative learning

5 A: Activity A6-11  Review from lessons 2, 3, & 4 Observation: whole  Ensure communication
Screen  Introduce screen blocking, shoulder blocking, & group discussion amongst groupings
tackling regarding basic
Blocking, skills
 Ensure students alternate
C: Cooperation C6-3  Warm-up activity “Flag tag” between roles
Shoulder  Explain and demonstrate the above skills
C6-6  Keep head and eyes up
Blocking,  Partner up (similar weight and height) Peer feedback
D: Do it Daily…  Use caution and ensure
& For Life! D6-3 -one blocker & one defender (shoulder vs screen
students understand the
Tackling D6-4 -5 second count where blocker attempts to control the blocking and ways
purpose is not to knock
defender to improve)
each other down during
-only screen blocking allowed (no contact) blocking
 Offense vs Defense  No physical contact during
-blocker uses screen block against defender trying to blocking and tackling
get to a designated spot on the field drills
-repeat and use peer feedback amongst partners
 Transition to adding a ball carrier
-groups of 3 (blocker, ball carrier, & defender)
-blocker may use a screen block only (no contact)
-alternate roles
 Transition to adding a flag belt to the carrier
 Team play (groups of 6) depending on skill level and
time*
-three offensive players (center snapper, quarter back,
running back)
-three defensive players per offensive player
-run through various plays 4x
-no passing
-alternate roles and offense with defense
 Cool down
 Debrief through whole group discussion and peer
feedback

Direct instruction, Cooperative learning, & peer feedback

 6 A: Activity A6-5  Review lessons 2, 3, 4, & 5 Observation: whole  Ensure communication
Punting  Introduce Punting & Placekicking group discussion amongst groupings
C: Cooperation C6-6  Warm-up activity “cutting” (practice how to cut using regarding basic
& skills
 Ensure students alternate
cones) between roles
Place-  Explain and demonstrate punting
D: Do it Daily… D6-3  Keep head and eyes up
kicking For Life! D6-4  Progress through step by step punting technique Skill assessment &
 Focus eyes on the ball
-punt in a stationary position self-assessment
during the kicking process
-punt with an approach one-and-a-half step rubric (punting &
 Point kicking toe down as
-groups of 3 punting (one snapper, one punter, and one placekicking)
you kick the ball
retriever)
 Lock ankle at contact of
 Explain and demonstrate place kicking the ball
 Partner place kicking  Follow through in the
-one kicker and one retriever direction of the target
-use kicking tees or have a third student hold the ball
-alternate roles
 Competitive distance drill
-two groups
-have students take a full run at the ball
-work as a team and mark the distance between two
groups, furthest wins
 Cool down
 Debrief through whole group discussion

Direct Instruction & Cooperative learning

7 A: Activity A6-11  Review & question students on all previous skills Observation: whole  Ensure communication
Offense  Introduce position and play development group discussion amongst groupings
C: Cooperation C6-3  Introduce offensive strategy regarding basic
skills & positions
 Ensure students alternate
 Warm-up activity “dynamics & sprint-jog intervals” between roles
D: Do it Daily… D6-3  Hand-outs/diagrams for basic formations for offensive during offensive
play & strategy  Keep head and eyes up
For Life! D6-4 positioning  Keep plays simple and not
 Teams too complex
-divide students into groups of 5 Peer feedback/
 Understand strategy
-practice alignment, positions, and develop 3 different teaching
methods (gain small
formations amounts of ground rather
-teams must develop 1 running plays and 1 passing than big)
plays (name & number each play)  Students must show
-For example; pitch outs. Sweeps, & reverses respect and positive
(demonstrate and explain) attitudes towards one
 Presentation
 -each team will present one of their plays to the whole another ideas during play
class development
-peer feedback will be provided from entire class as
they analyze the play (advantages & disadvantages of
each play)
 Cool down
 Debrief through whole group discussion

Direct instruction, Cooperative learning, & Peer

teaching/feedback
8 A: Activity A6-11  Review all previous skill based lesson Observation: whole  Ensure communication
Defense  Introduce formations and positioning group discussion amongst groupings
C: Cooperation C6-3  Introduce defensive strategy regarding positions
as well as,
 Ensure students alternate
 Warm-up activity “dynamics and reverse run intervals” between roles
D: Do it Daily… D6-3  Hand-outs/diagrams for positions, formations, and strengths &
weaknesses during  Keep head and eyes up
For Life! D6-4 alignments of defensive players  Keep plays simple and not
-defensive linemen & defensive backs defensive play &
strategy too complex
-one-on-one defense & zone defense  Understand strategy
 Teams methods (strengths &
-divide students back into their assigned teams weaknesses)
-teams must develop three defensive  Students must show
formations/alignments with both positions (linemen or respect and positive
defensive backs) attitudes towards one
 Put it into gameplay! another ideas during play
-two teams per field (15-yard fields) development
-one offensive team vs one defensive team
-offensive team must achieve 4 downs to advance the
ball 15 yards
-after 4 downs switch roles 7 alternate teams between
offense vs defence
 Cool down
 Debrief through whole group discussion
 Explain game play expectations and rules for the next
two days

Direct instruction & Cooperative learning

9 A: Activity A6-10  Review offensive and defensive strategy Fair  Ensure to point out key
Game A6-11  Present the points system play/cooperation aspects of teamwork,
 Quickly review all skills and how they will be used in rubric cooperation and
 Play C6-3 the next two lessons communication for success
C: Cooperation C6-5  Divide class into teams of 5 Game play  Be aware and considerate
 Explain the rules of regulation flag football (refer to assessment rubric of varying skill during
D6-3 unit description) game play
D6-4  Warm-up activity “Flag tag”  Teams must include all
D: Do it Daily…
D6-7  Establish team formations, positions, and team goal players, pass to all players
For Life!
prior to the game to ensure lots of touches
 Game play! and fair play
-extra players must rotate  Field and space awareness
-two 10 minute halves per game during game play
-teams must keep track of their own points  Ensure all players are
-all teams will play one another over the two game rotating fairly
play lessons
 Cool down
 Debrief through whole individual team discussions
(improvements and strategy for both offense &
defense)

TGFU & Cooperative learning

10 A: Activity A6-10  Review team discussions from day before Fair  Ensure to point out key
Game Play A6-11 (improvements and game play strategy) play/cooperation aspects of teamwork,
C: Cooperation  Quickly review all skills & aspects of ways in which rubric cooperation and
C6-3 teamwork & fair play leads to success through communication for success
C6-5 questioning/discussion Game play  Be aware and considerate
 Brief reminder of rules of regulation flag football assessment rubric of varying skill during
D: Do it Daily…
D6-3 (refer to unit description) game play
For Life!
D6-4  Warm-up activity “Flag tag” Exit slip  Teams must include all
D6-7  Establish team formations, positions, and team goal players, pass to all players
prior to the game to ensure lots of touches
 Game play! and fair play
-extra players must rotate  Field and space awareness
-two 10 minute halves per game during game play
-teams must keep track of their own points  Ensure all players are
-all teams will play one another over the two game rotating fairly
play lessons
 Cool down
 Debrief through whole individual team discussions on
how to be successful as a team
-improvements and strategy for both offense & defense
  Exit slip “importance of teamwork & communication”

TGFU & Cooperative learning

Note: General Safety
 Proper gym attire (shoes and clothing)
 Ensure students are aware of their surroundings and others when moving freely within the space.
 Ensure gym/outdoor field is clear of all hazardous or dangerous materials and equipment.
 Awareness of varying skill level
 Communication is key

Note: Assessment
 Participation rubrics will be recorded and logged throughout the unit

ASSESSMENT

Skill Assessment Rubric

Skill Criteria Feedback/Comments

A6-5 & A6-10
1 2 3 4 5
Scale 1-5
1: Meets none of the skill criteria
5: Meets all of the skill criteria
(Mastered the skill)
Passing
 Proper hand and finger grip
 Proper body and foot stance
 At the point of release snap
wrist downward to develop a
spiral motion
 Follow through with flexed
elbow towards desired target
Catching
 Proper hand formation
(triangle)
  Create a target with both
hands
 Absorb the force and bring
hands and arms into the body
Center Snapping
 Proper hand and finger grip
(same as passing)
 Proper body and foot stance
(more than shoulder width
apart & non snapping hand on
knee)
 Extend snapping hand and
arm back through legs
 Snap the wrist and follow
through towards quarterback
 Spiral motion
Punting & Placekicking
 Grip the ball with the laces
up, one hand on the rear of the
ball, and one hand on the front
of the ball
 Proper one-and-a-half step
approach
 Keep hands out for balance
and follow through with leg
towards desired target
 Spiral motion

Self-Assessment Rubric

Skill Criteria Feedback/Comments

A6-5 & A6-10
1 2 3 4 5
Scale 1-5
1: Meets none of the skill criteria
5: Meets all of the skill criteria
(Mastered the skill)
Passing
 Proper hand and finger grip
 Proper body and foot stance
 At the point of release snap
wrist downward to develop a
spiral motion
 Follow through with flexed
elbow towards desired target
Catching
 Proper hand formation
(triangle)
 Create a target with both
hands
 Absorb the force and bring
hands and arms into the body
Center Snapping
 Proper hand and finger grip
(same as passing)
 Proper body and foot stance
(more than shoulder width
apart & non snapping hand on
knee)
 Extend snapping hand and
arm back through legs
 Snap the wrist and follow
through towards quarterback
 Spiral motion
Punting & Placekicking
 Grip the ball with the laces
up, one hand on the rear of the
ball, and one hand on the front
of the ball
 Proper one-and-a-half step
approach
 Keep hands out for balance
and follow through with leg
towards desired target
 Spiral motion
***Rubrics for fair play and cooperation as well as game play have not been created yet but will cover outcomes C6-3, C6-5, C6-6***

Exit Slips

Prior to leaving at the end of class students must either respond verbally or written with an answer for student
knowledge and understanding

Exit Slip 1 “Passing Patterns”

 Students must name a chosen passing pattern
 Students must then explain OR demonstrate the passing pattern prior to leaving class
 For example:

Exit Slip 2 “The importance of teamwork & communication”

 Students must provide 2 examples of when THEY engaged in a form of:
o Teamwork
o Communication
 o Positive attitude/behaviours
o Respect for self and others
o Cooperation
o Support
o Fair play/etiquette

1. __________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________

 Students must provide 2 examples of when they noticed a PEER engage in a form of:
o Teamwork
o Communication
o Positive attitude/behaviours
o Respect for self and others
o Cooperation
o Support
o Fair play/etiquette

1. __________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________

 Student must provide 2 full sentences explaining WHY the above examples lead to team success and a welcoming classroom environment:

1. __________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________