Teacher Candidate(s): Colin Oczkowski School: SUNY Cortland Date: 11/30/2022

Unit/Activity: Floor Hockey Grade: 7/8th

Central Focus (entire lesson segment): During a small-sided floor hockey game, students will be able to accurately
demonstrate offensive and defensive skill, knowledge of rules and basic offensive and defensive strategy, while exhibiting
# in class: 16
responsible social behavior by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates
Lesson Focus: Wrist shot
National Outcomes (Code + Text):
S1.M10.6- Shoots on goal with power and accuracy in small-sided game play.
S2.M8.7- Varies the speed and/or trajectory of the shot based on location of the object in relation to the target.
Lesson Plani
NYS/National S3.M14.6- Identifies major muscles used in selected physical activities.
1 of 5
Standards S4.M7.7- Independently uses physical activity and exercise equipment appropriately and safely.
NYS Outcomes (Code + Text):
Demonstrates competency in one or more fitness activities. (NY.S1.3.L1)
Demonstrates competency of movement concepts in a variety of physical activities. (NY.S2.1.L1)
Explains how each of the skill and health-related fitness components are improved through the application of basic training
principles. (NY.S3.1.L1)
Applies positive character traits in physical activity settings. (NY.S4.1.L1)

Objectives
Assessment Tool Length of class: 20 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor During the lesson, students will be able to perform a wrist shot with proper form Peer assessment, visual Command
1/1 Practice
Domain and make 5 shots in the net. check from partner
Reciprocal
Self-Check
Affective During the lesson, students will exhibit responsible social behavior by cooperating with
4/4 Visual check from teacher
Domain classmates, demonstrating inclusive behaviors, and supporting classmates.

By the end of the lesson, students will be able to accurately list two cues of the wrist
2/2 shot.
Cognitive
Exit Slip
Domain List of Goal, assist.
Academic
Language Used
Fitness Objective Equipment: 16 hockey sticks, 16
By the end of class, students will be able to accurately give an example of a warm-
Health/Skill 3/3 Exit slip poly pads, 16 floor hockey balls, and
up.
PM/Cogn 4 hockey nets or tape to make
hockey net.
Common Core CC Standard
Standards

Safety Statement 1. Make sure you are at least 5 feet away from anyone swinging their References(e.g. Book, course packet, pg #, complete web address URL):
 / hockey stick https://www.crossicehockey.com/the-wrist-shot-how-to-take-a-
2. Make sure you don’t lift up your stick too high when shooting so you wicked-wrister/
do not hit anyone in the face.
3. Do not walk in front of people when they are shooting
New York State Standards (2020) – Click the link to find the outcomes under each standard National Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor skills and movement patterns.
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. and performance.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
Standard 4: Exhibits responsible personal and social behavior that respects self and others. level of physical activity and fitness.
Standard 5: Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression. 4. Exhibits responsible personal and social behavior that respects self and others.
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
wellness. expression, and/or social interaction.

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives
CFU- how many times will you
complete the circuit?
Safety- Make sure you keep
Instruct students to grab a stick and a ball and complete the stick handling circuit
enough space between your
Cones set up going Students will weave in between the cones while jogging and keeping control of the ball
classmates so you don’t bump into
Instant Activity 2 min around the outside Students will quickly switch from forehand to backhand
each other
of the gym Students will cooperate with their classmates by keeping enough space in between students.
AL- forehand, backhand
If students complete the circuit, continue to repeat the circuit until the teacher ends the warm-up activity
Affective objective- cooperate with
classmates by keeping enough
space between each other
Transition Ask students to sit along the baseline
I – My name is Mr. Oczkowski and today we will be working on the wrist shot in floor hockey. Our cues for the wrist shot are going
to be Grip, Feet, Scoop the Floor, and Follow Through.
Si – When I blow my whistle, I want everyone to stop what they are doing, put their stick down, and look at me for further
instruction.
Introduction,
H – At the end of the unit, we will be having a shooting competition for the chance to earn a prize, so if you’d like to earn a prize, CFU? What should you do if you
Signal for Sitting along the
make sure you follow along and pay attention to my instructions so can learn how to shoot the best. hear my whistle?
Attention, 2 min baseline facing
P – Students will be able to perform a wrist shot with proper form and make 5 shots into a net. How many shots do I expect you to
Hook, teacher
C – By the end of the lesson, students will be able to accurately explain two penalties in floor hockey. make?
Expectations
A – Students will exhibit responsible social behavior by cooperating with classmates, demonstrating inclusive behaviors, and
supporting classmates.
F – By the end of class, students will be able to accurately give an example of a cool-down
Sa – Make sure to stay at least 5 feet away from anyone shooting and make sure to not swing your stick too high.
Transition Students will turn around and face the teacher

Fitness Activity

Transition

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
Body of Lesson a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
(Lesson Focus) questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
1 min Task #1 a. CFU- Can anyone show me the
 To shoot a proper wrist shot, students need to first make sure that they are using the proper grip and that their feet are in the proper
position. When holding the stick, students should place their non-dominant at the top of the stick and place their dominant hand about
halfway down the stick. The student should then place themselves in a balanced position with a staggered stance, meaning they
should have their opposite foot forward and their knees slightly bent to get in a lower position. Once the student is in a balanced proper position to be in when
position and has their stick behind the puck ready to shoot, the student should swing their stick forward and get under the puck by shooting a wrist shot?
scooping the floor. As the student gets to the end of their shot, it is very important that they follow through and aim their stick where
they want the puck to go because the puck will follow along with their follow through. CFU- How far should you be from
Common mistakes: your partner?
-standing up too high
-hands too close together AL- staggered feet, wrist shot,
-no follow through follow through
Demo of skill:
-explain each cue and slowly show each part of the shot Safety- students will stay at least 5
-have student who may have hockey experience demonstrate feet away from each other
-demonstrate from side view 2-3 times
-demonstrate from front view 1-2 times Affective objective- students will
-demonstrate a few common mistakes exhibit responsible social behavior
Demo of Task 1: by cooperating with partner
For Task 1, have an experienced hockey player (or the teacher) demonstrate the task.

b. b. Students will shoot a stationary ball against 1. Balanced, staggered

There will be 16 CFU- How many shots do I expect
the wall 10 times. There will be 16 poly pads position
poly pads spread you to take?
placed across the gym and students will find a 2.Eyes on target
out across the gym
partner and line up next to a poly pad. The shooter 3. Scoop floor
(at least 5 feet CFU- Where do I want you to
will stand next to the poly pad and place 4. Follow through
away from each stand?
themselves in the proper shooting position after
other). Each Easier – shoot a low shot along the floor
they have placed a ball on the poly pad. Once the
3 min student will stand Affective objective- students will
shooter is ready to shoot, they must first make sure
next to a poly pad. Harder - shoot a high shot higher off the floor exhibit responsible social behavior
that nobody is within 5 feet of them. Once the area
by cooperating with partner
is safe, the student will shoot the ball against the
wall and then retrieve the ball and place it back on
Safety- students will make sure
their poly pad. Repeat this until the student has
*not enough room they are 5 feet away from anyone
shot the ball 10 times. The goal is for students to
to create diagram* before shooting
shoot a wrist shot that lifts off the ground.
On the whistle, students will turn and face the teacher
Transition
a. Have 4 students demonstrate the task until they successfully perform the task twice. Two students will act as retrievers, while the
other 2 students will act as shooters.
1 min Task #2

b. b. Shoot the ball into an empty (stationary ball) 1. Balanced, staggered CFU- How many feet away should
There will be 4 2 students will be the shooter and stand on a poly position you be from your partner?
goals set up pad with a stick and 2 students will be the retriever 2.Eyes on target
around the gym. and stand at least 5 feet away on a poly pad. 3. Scoop floor CFU- How many shots should you
There will be 4 Before the shooter shoots, the retriever will scan 4. Follow through take?
poly pads at each the court to make sure that nobody is in front of the
goal at least 5 feet shooter, then they will place a ball on the shooter’s Easier – Move closer to the net Psychomotor objective- Students
5 min apart. Each student poly pad. The shooter will shoot the ball into the should make 5 shots with proper
will stand next to a net and then the retriever will retrieve the ball and Harder - Move further from the net form
poly pad. place it back on the poly pad. The students will Affective objective- students will
repeat these steps until the shooter has taken 10 exhibit responsible social behavior
shots, then the students will switch roles, allowing by cooperating with partner
*not enough room the retriever to shoot 10 shots. Safety- students will stay at least 5
to create diagram* feet away from each other

On the whistle, students will turn and face the teacher.

Transition
 a. Have 4 students demonstrate the task until they successfully perform the task twice. Two students will act as retrievers, while the CFU- Can you show me the proper
1 min Task #3 other 2 students will act as shooters. position to be in when shooting a
wrist shot?
1. Balanced, staggered CFU- How many feet away should
b. b. Shoot the ball into an empty net after position you be from your partner?
There will be 4 receiving a pass from a partner (call for ball) 2.Eyes on target
goals set up 2 students will be the shooter and stand on a poly 3. Scoop floor CFU- How many shots should you
around the gym. pad with a stick and 2 students will be the passer 4. Follow through take?
There will be 4 and stand at least 5 feet away on a poly pad. When
poly pads at each the shooter is ready, the passer will pass the ball to Psychomotor objective- Students
goal at least 5 feet the shooter and the shooter will immediately shoot Easier – move closer to the net should make 5 shots with proper
3 min apart. Each student the ball into the net upon receiving the pass. The form
will stand next to a passers will retrieve the ball and return to their Harder - move further from the net Affective objective- students will
poly pad. poly pads. The students will repeat these steps until exhibit responsible social behavior
the shooter has taken 10 shots, then the students by cooperating with partner
will switch roles, allowing the retriever to shoot 10
*not enough room shots. Before shooting, it is important that the Safety- students will stay at least 5
to create diagram* students scan the court to make sure there are no feet away from each other
students in front of them when shooting,

On the whistle, students will turn and face the teacher.

Transition

Task #4 a. 8 students will demonstrate a small-sided game

There will be 4 b. Students will play a 2on2 small-sided shooting 1. Balanced, staggered Easier – Defenders will have to stay at least 3 feet
Affective objective- students will
goals set up game. Students will break up into teams of 2 and 2 position away, rather than being right in front of the
exhibit responsible social behavior
around the gym. 4 students will attempt to score, while 2 students will 2.Eyes on target defender
by cooperating with team
students will go to attempt to prevent the other team from scoring. To 3. Scoop floor
each goal and allow both teams the opportunity to shoot, the 4. Follow through Harder – Add a goaltender in the net
AL- high-sticking
break up into teams will switch possession after each shot. To
teams of 2. give the students a better chance of scoring, there
Safety- do not raise the stick above
will be no goaltender. It is important that the
your waist
*not enough room students do not raise their stick above their waist
to create diagram* so students do not get hit in the face.
Transition
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition On the whistle, students will return equipment where they found it and sit along the baseline.
Cog. Objective/assessment- write 2
wrist shot cues on exit slip
Great job today everyone Fitness objective/assessment- write
Review cues an example of a warm-up on the
-Why is it important that we stay at least 5 feet away from the shooters? exit slip
Lesson Closure, Next class we will learn about the slap shot Affective assessment- rate yourself
Hook to Next 2 min Fill out exit card by answering the following questions on how well you exhibited
Lesson 1. List two penalties in floor hockey responsible social behavior
2. Give an example of a cool-down AL- the cues on their exit slip
3. List two cues of the wrist shot
CFU/Safety- Why is important we
stay at least 5 feet away from the
shooters?
Pre-planning: Previous instruction in this activity (earlier grade levels)
Evaluation of Students have already been taught a few floor hockey skills in class. Those skills will translate over and help students during this lesson.
Lesson Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Need to have assessment and pencils ready for students
 Need to include intra-task variation
Need to use more check for understand questions
Need to include academic language
Teacher Reflection Notes:
I need to demonstrate all of the tasks instead of assuming the students understand the tasks
I believe I did a great job of speaking with a loud and clear voice
I believe I could’ve used less lecture/demonstration time to give students more time to practice
I should have had everything set up before the lesson as I forgot to place exit slips and pencils along the baseline
I believe I need to ask more check for understanding questions to ensure students are comprehending the information I am giving them.
I believe I organized the classroom and equipment well as there wasn’t much to change between tasks
Good transitions and use of whistle
Good hook to next lesson
(Include any assessment, task cards, exit slips you used): Describe and number
Visual aid- poster listing the cues of the wrist shot
Visual aid describing the warm-up activity (placed at the beginning of the circuit)
Instructional Exit slip:
Supports 4. List two penalties in floor hockey
5. Give an example of a cool-down
6. List two cues of the wrist shot

Lesson Plan Instructions – Delete After Planning

Section 1: Contextual Information

Lesson Plan Component Directions Course/s

Lesson plan # Indicate the # in the lesson sequence or unit EDU 255
Teacher Candidate/s Write name of teacher(s) EDU 255
School SUNY Cortland or the school where lesson is taught EDU 255
Unit/Activity List the unit or activity EDU 255
Central Focus: A statement that captures or summarizes the overarching learning outcomes associated with content standards and
learning objectives. It may not be as broad or comprehensive as a central focus used in a longer unit of instruction, but it should
Central Focus EDU 255
represent a focus beyond facts and skills. For example, the central focus for a physical education learning segment might be
executing basic basketball skills in a small-sided game.
More specific than the central focus as in what is being taught today and what are the national outcomes that are being addressed?
Lesson Focus & EDU 255
List the national outcomes (words and #) and in section 2 of the lesson, be sure to indicate where you will meet these outcomes
National Outcomes EDU 355
e.g. S1.E13.1: Throws underhand, demonstrating two of the five critical elements of a mature pattern.
Date Date or anticipated date the lesson is expected to be taught. EDU 255
Grade Indicate the grade level of the lesson. This may be a range for secondary. For example, Grades: 7th-8th. EDU 255
# in Class Number of students in the class or give a range (15-20 students). EDU 255
Length of class Total duration of the lesson. EDU 255
Indicate the NYS and the National Standards & outcomes which align with the lesson. NYS standards were modified in 2020.
NYS/National Standards Standard 1-5 for NYS and National are the same. Standard 6 is added for NYS. NYS and National standards have different EDU 255
outcomes.
PED 201 writes objectives as proposed goals. Include a situation, task, and criterion in each objective in this format:
PED 201
Objectives i.e.- SITUATION- TASK (in bold); CRITERIA (underlined). The criteria must be measurable, observable and specific.
PED 434
Affective and Fitness objectives should be THEMED based
Identify a formal or informal assessment tool for each objective. The tool must match the corresponding objective criteria. Formal
PED 434
Assessment tool assessment tool examples include: written quiz, rubric, rating scale, checklist, self-report, journal, etc. Examples of informal
EDU 255
procedures include teacher observation and CFUs. Indicate the assessment tool in the right hand column on pg. 2-3.
Teaching Styles Bold the styles used in the lesson EDU
255/355
Academic Language A list which includes the “Language of the activity/discipline”. – could include vocabulary, symbols, concepts, cues such as: “drop
EDU 255
shot”, a referee’s ‘T’ for time-out, F.I.T.T., “step w/ opposition”. The students are expected to use these terms within the lesson.
EDU 355
EDU 355 uses academic language at a higher level and goes beyond vocabulary. AL is indicated in the right column on pg. 2-3.
Common Core Standards Identify the CC standard the lesson will support. Copy from the CC website. Physical Education supports Literacy/Language Arts in
the CC. Go to: http://www.corestandards.org/ELA-Literacy/CCRA/L/  
Click on reading, writing, speaking standards and the grade on the right and find the corresponding standard - copy # and text 
EDU 355
**Connect the CC standard with your academic language task**
e.g. Grade 3 comprehension: CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the
discussion.
Equipment List all the equipment and number used in the lesson. PED 201
EDU 255
Safety Statement Brief statement or statement in form of a quote/script. Also indicate in the right column on pg. 2-3 PED 201
EDU 255
References Full internet URL; APA format on books w/ page #, references are proof of standard practice such as:
 Malmberg, E. (2003). Kidnastics: a teacher-centered approach to teaching gymnastics. Champaign, IL: Human Kinetics.
EDU 255
(pp.33-35)
 Internet site- use the FULL url!!! Like this: http://www.exrx.net/Articulations/Shoulder.html#anchor102874

Section 2: Lesson Activities

Lesson Plan Component Directions Course/s
Column: time Provide a range of estimated time for each task presented EDU 255
Column: organization A “map” of S and T placement, if space is limited, attach supplement EDU 255
Column: adaptations, Explain the protocol (management of students, equipment, time and space) used in each assessment. Describe CFU procedures; write EDU 255
assessments, reminders, out specific questions.
PED 434
CFUs Academic Language Show the alignment between task, objective and assessment.
PED 356
Alignment If you have a specific focus student or student that needs individual adaptations, you can write it in here as well.
Plan and describe a task that students will participate in upon arriving to the learning environment. May be used as a 5 minute fitness EDU 255
Instant Activity
or warm-up activity
Explain how the students will move from one space to another. Example: When I say “go”, when the music stops, when you hear the EDU 255
Transition
signal for attention…Place the equipment in the hula-hoop/ basket and meet in the circle.
Transcribe an introduction to the day’s lesson. Make sure to provide a set induction, outline, and introduce academic language. EDU 255
Hook
Introduction Signal for Attention
Overview/Expectations
Address any objectives/assessments you will expect your students to accomplish – be explicit!
Every lesson should come with an activity where fitness is EXPLICITLY taught. Explain the fitness activity here and be sure it is EDU 255
Fitness Activity aligned to your fitness objective. PED 382
Include the full (words and #) National Outcome! EDU 355
Body of Lesson
Describe the task with enough detail so someone else could teach it.
 Tasks In the first row of the task (a), explain how you will get the students engaged in the activity (through questions, or demonstration?). EDU 255
In the second row (b) you will describe the task in detail.
 List cues used for the task. PED 434
 Cues
EDU 255

 Variations Add modifications to make the tasks easier and harder according to the skill level of the students. (use GLSP)…(examples: change PED 434
the time, distance, challenges, 3 of people, etc.). EDU 255

Lesson closure Review lesson; check for understanding, hook to the next lesson. EDU 255
Evaluation of lesson
 Pre-planning Name of school, date and grade (PED 201).
PED 201
Knowledge of students, community, personal assets/characteristics. What do the students know and what can they do before the
EDU 255
lesson. Include info about pre-assessment. Include a summary of previous instruction in the activity or related activities. Describe the
PED 434
present level of performance if known.
 Post-planning Analysis of student performance. What did the students learn in this lesson? Explain what your observations were or what your EDU 255
assessments tell you. PED 434
 Teacher reflection From the data and post planning, what can you do as the teacher moving forward to the next lesson? Teacher reflection includes
notes what worked, what didn’t, why, and what to change. EDU 255
PED 434
Instructional supports Attach copies of the assessment tools, recording forms, cue cards, station cards, etc. Be sure to list and number. Remember to PED 434
include language cards you will use within your lesson. EDU 355
i
Lesson plan updated August 14, 2020 – Dr. Baert