Games Unit

Lacrosse

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: Lacrosse
Dates: October 10-21 (Semester 1)
Resources & Equipment: Gymnasium, lacrosse balls, lacrosse sticks, soccer net, scoreboard, wall markers, & awards

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

 C6-1. C6-3, C6-4, C6-5
 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 lacrosse ball 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 sport specific skills to everyday movements and activities?
 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 lacrosse 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 C: Cooperation C6-1  Determine student knowledge Observation:  activity readiness
Intro  Outline unit expectations and outcomes whole group  equipment use
D: Do it Daily… D6-3  Introduce the history, skills, and game of lacrosse discussion -purpose of equipment
For Life! D6-4  Warm-up “capture the bean bag” regarding -when & when not to
-middle of the circle with 4 corner teams communication, use equipment
-explain how the activity will transition into cradling respect, teamwork, -how to use equipment
activity later on and fair play
 Introduce equipment (stress safety and classroom
management for equipment use)
 Introduce stick holding form
 Explain & demonstrate
 Transition to practicing stick holding & cradling (no
ball)
 Cool down
 Debrief through whole group popcorn questioning
(teamwork, cooperation, & respect)

Direct instruction
2 A: Activity A6-5  Review lesson 1 Observation: think  Stress communication
Cradling  Warm-up activity “red light green light” pair share between partners
C: Cooperation C6-5  Introduce the skill of cradling  Positive feedback
 Explain & demonstrate (use students for demos) between partners
D: Do it Daily… D6-3  Practice cradling  Keep head up and eyes
For Life! D6-4 -each students receives a stick and ball up during cradling
-students line up and progress down the gym drills
 Incorporate obstacles while cradling (use cones)
 Add a partner to support during obstacle cradling
(stress communication)
 Cool down
 Debrief through think pair share between partners
-how did communication and teamwork support your
goal?

Direct instruction & Cooperative learning

3 A: Activity A6-5  Review from lesson 2 Observation: whole  Keep head up and eyes
Scooping  Warm-up activity “red light green light cradling group discussion up during capture the
 C: Cooperation C6-5 version” regarding basic lacrosse balls game
 Introduce the skill of scooping skills  Communicate and
D: Do it Daily… D6-3  Explain & demonstrate (use students for demos) cheer on teams
For Life! D6-4  Partner scooping  Spatial awareness
-partner rolls a ball while other practices scooping when cradling lacrosse
-alternate roles sticks during game
-progress to scoopingcradling the ball
 Capture the lacrosse balls
-lacrosse balls in the middle circle
-4 corners/4 teams
-scoop and gather as many lacrosse balls as possible
in time duration
-work on scoopingcradling when running back to
corner (Dependent on skill level for this
progression***)
 Cool down
 Debrief through whole group discussion

Direct instruction & Cooperative learning

4 A: Activity A6-5  Review from lesson 2 & 3 Observation: whole  Awareness of varying
Throwing  Warm-up activity “partner run” group discussion skills during the wall
C: Cooperation C6-5 -two partners must find each other upon command regarding basic ball drills
 Introduce throwing skills
 Keep head up and eyes
D: Do it Daily… D6-3  Explain & demonstrate (use students for demos) up during competitive
For Life! D6-4  Practice against a wall ball drill
-use target marker & aim
 Spatial awareness
 Put it all together
during wall ball
-3 lines of students
-students must scoopcradle & run towards
targetthrow & aim at target
-depending on skill level add competitive/point
system to the drill for successful target aiming***
 Cool down
 Debrief

Direct instruction & Cooperative learning

5 A: Activity A6-5  Review from lessons 2, 3, & 4 Observation: whole  Spatial awareness
Catching  Warm-up activity “toss & catch” group discussion  Communication is key
regarding basic
 C: Cooperation C6-5 -rotate through various progressions of toss & catch skills during both warm-up
in groups of 5 and main activities
D: Do it Daily… D6-3 -example toss, clap, & catch Exit slip  Team
For Life! D6-4  Introduce catching work/cooperation is
 Explain & demonstrate (use students for demos) key during warm-up
 Practice with a partner activity
-throw and catch to one another
 Progress to throwcatchcradle
 Advance to keeping score of total consecutive passes
can be made between partners
 Cool down
 Debrief through whole group discussion
 Exit slip (skills & technique)

Direct instruction & Cooperative learning

6 A: Activity A6-5  Review lessons 2, 3, 4, & 5 Observation: whole  Communication is key
Put it  Warm-up activity “toss & catch” group discussion for capture the lacrosse
 Put it all together regarding basic
All Together C: Cooperation C6-5
skills
balls game
-scooping  Spatial awareness
D: Do it Daily… D6-3 -cradle  Keep head and eyes up
For Life! D6-4 -throw Skill assessment
-catching rubric & self-  Awareness of varying
-throw it all into one progression assessment rubric skill level during
-skill assessment rubric will be used throwing & catching
 Capture the lacrosse balls skills
-lacrosse balls in the middle circle
-4 corners/4 teams
-scoop and gather as many lacrosse balls as possible
in time duration
-work on scoopingcradling when running back to
cornermust pass & have another player catch to
obtain the ball (depending on skill level, may also
drop ball in team zone rather than pass***)
 Cool down
 Debrief through whole group discussion (skill
strengths and weaknesses)

Direct Instruction & Cooperative learning

 7 A: Activity A6-5  Review all previous skill based lessons Observation: whole  Spatial awareness
Shooting  Warm-up activity “partner run” group discussion during the rotation of
C: Cooperation C6-1  Introduce shooting regarding basic the different stations
 Explain & demonstrate (use students for demos) skills activity
D: Do it Daily… D6-3  Open net shooting  Keep head and eyes up
For Life! D6-4 -students work on aiming at their target  Awareness of varying
-lines of 5 students each levels during the
 Stations shooting drills
-station 1 open net shooting (challenge students to
pick a corner of the net)
-station 2 toss against the wallscoop
cradleopen net shot
-station 3 challenge shooting (smaller target)
-all groups will rotate through
 Cool down
 Debrief (tips and tricks to help improve aim)

Direct instruction
8 A: Activity A6-11  Review all previous skill based lesson Observation: team  Awareness of hand
Positions,  Introduce offensive and defensive positions discussions placement during
C: Cooperation C6-4  Review rules and regulations of the game (full faceoff
Offence,
C6-5 contact sport but will not have contact during our Exit slip (establish  Review the key to
& time playing) team roles) success (teamwork,
Defence D6-3  Hand-outs and diagrams respect, &
D: Do it Daily…
D6-4  Warm-up activity of knee tag communication)
For Life!
D6-7  Introduce faceoffs
 Practice faceoffs in groups of 3
-two players & one referee (drops the ball)
-rotate
 Assign students to teams for the next two days
(create smaller teams depending on skill level to
ensure more touches***)
-discuss game play strategy
-discuss positions and roles
-create team name & cheer
-unanimous vote on team captain
-team uniforms
-establish a team goal
 Cool down
  Debrief through team discussions (record team
names) also provide an overview of the schedule for
the next two days of game play
-Explain point system for winning the tournament
(not solely based on game wins)
 Exit slip (team name, position, & role of the position)

Direct instruction
9 A: Activity A6-10  Review positions, rules, & regulations Fair  No contact or slashing
Game  Warm-up activity “throwcatch” play/cooperation  Review skills and hand
C: Cooperation C6-3  Tournament begins rubric placement
Play
C6-4 -all teams play one another  Spatial awareness of
C6-5 -4 quarters per game (5 minutes each) Game play field and players
-rotate all players assessment rubric  Keep head and eyes up
D6-3 -teams of 5-8
D: Do it Daily… -no ties
For Life! D6-4
-points system (team cheer, uniform, games won,
sportsmanship, leadership, communication) all
contributes to the overall winner
 Cool down
 Debrief

TGFU & Cooperative learning

10 A: Activity A6-10  Review yesterday’s rankings dependent on point- Fair  No contact or slashing
Game Play system poster play/cooperation  Review skills and hand
C: Cooperation C6-3  Warm-up activity “throwcatch” rubric placement
C6-4  Competitive side and consolation side games begin  Spatial awareness of
C6-5 -same rules Game play field and players
-point system in play to determine final winner for assessment rubric  Keep head and eyes up
D6-3 both competitive and consolation side (2 winning
D: Do it Daily… teams)
For Life! D6-4 Exit slip
D6-7  Cool down/awards
 Debrief (key questions)
 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 is clear of all hazardous or dangerous materials and equipment.
 Awareness of varying skill level, especially with offensive drills
 Communication is key

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

Resources
https://www.youtube.com/watch?v=Km3XtYJLhOo
https://www.youtube.com/watch?v=tv9ydjIvESo
https://www.youtube.com/watch?v=ZPbfK5ZJ9kQ
https://www.leagueathletics.com/Page.asp?n=10152&org=PTCLAX.COM

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)
Cradling
 Proper hand placement on the
lacrosse shaft
 Curling motion with dominant
 hand
 Allow elbow, wrist, and
fingers to move with the
motion of the stick
Scooping
 Proper hand placement on the
lacrosse shaft
 Stick must be parallel to the
ground
 Get low and close to the ball
(don’t reach)
 Scoop through. Don’t stop
moving when scooping the
ball
Throwing
 Proper hand/grip placement
on the lacrosse shaft
 Proper body and foot
positioning
 Full follow through towards
desired target
Catching
 Proper body & hand
positioning
 Give the passer a target (shaft
should be parallel to the body
with the head next to your
helmet)
 Soft hands and ‘give’ a little
as the ball is entering the head
of the stick

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)
Cradling
 Proper hand placement on the
lacrosse shaft
 Curling motion with dominant
hand
 Allow elbow, wrist, and
fingers to move with the
motion of the stick
Scooping
 Proper hand placement on the
lacrosse shaft
 Stick must be parallel to the
ground
 Get low and close to the ball
(don’t reach)
 Scoop through. Don’t stop
moving when scooping the
ball
Throwing
 Proper hand/grip placement
on the lacrosse shaft
 Proper body and foot
positioning
 Full follow through towards
desired target
Catching
 Proper body & hand
positioning
 Give the passer a target (shaft
should be parallel to the body
with the head next to your
helmet)
  Soft hands and ‘give’ a little
as the ball is entering the head
of the stick

***Rubrics for fair play and cooperation as well as game play have not been created yet but will cover outcomes C6-1, 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 “Skills & Technique”

 Students must choose a skill
 Students must either perform OR verbally explain one technique and/or tip that has helped them perform the skill
 For example:
o Skill= Catching
o Technique=
 Give the passer a target (shaft should be parallel to the body with the head next to your helmet
 Soft hands and ‘give’ a little as the ball is entering the head of the stick

Exit Slip 2 “Establish Team Roles”

 Prior to leaving class students must respond with their team name, team position, and the role of their position
 For example
o Team Barracudas
o Midfield
o Can play over the entire lacrosse field as they play both offense & defense

Exit Slip 3 “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. __________________________________________________________________________________________________________________
4 corners with hula hoops in each
4 teams and pinnies for each team
One player must stand in the hula hoop to catch the lacrosse ball in order to get out of the corner hula hoop
 That player must then bring the ball to the teacher thrower who will chuck the ball back into the middle of the field
 That player will then take a bean bag and place it with their coloured scoring spot
The rest of the players are attempting to retrieve the balls the are being tossed to the middle of the field in so they can score more points to bring to their players
who are waiting in the corner hula hoops for their team