Claire Poad UW-Platteville HPE Program Physical Education Lesson Plan Template Lesson Title: Floor Hockey Activities

Unit: Floor Hockey Day# 1 Grade level(s)/Course: Middle School Date taught: February 27th, 2014 Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title: Spark for Physical Education & PE Central Publisher: Date of Publication: District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Belmont School District: Matt McKinley Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 35 Minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Large middle school class. Easy to group into many varieties. List any other special features of your school or classroom that will affect the teaching of this lesson.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total # of students_________ # of Males__________ # of Females__________ Special Needs Students: Number of Accommodations and/or pertinent IEP Objectives Category Students Students with IEPs 1 Student is obese: Is slowed down much more compared to his peers physically. He understand everything that is covered, it is just a matter of being able to participate at the speed of everyone else. He also has a form of clubbed feet. His feet bend at the ankles, so caution is taken while doing high running/cutting activities. Developmental activities will be used first, then into active games. He will switch in and out possibly from a goalie position if needed.
English Language Learners

Gifted and Talented

504

Autism or other special needs (Emotional-Behavioral Disorders)

Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON Content Strand Wisconsin K-12 PHYSED Content Standards Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Enduring Understanding and/or Essential Question This lesson is to help the students develop their skill levels for floor hockey. The lesson will give them a chance to practice these skills and in the future, they will be able to use these skills in a game like activity. The essential question is, will these activities be competitive enough to keep the students interested and engaged? DOK = Depth of Knowledge GLE and Symbolic Notation Grade Level Expectation (GLE) K-12 PHYSED WI DPI 6:3:A1 Recognizes that regular physical activity improves the students fitness level in both skillrelated and health-related fitness components. 6:3:A6 Seeks personally-challenging experiences in physical activity settings. 2

Student Learning Outcomes Psychomotor: The student will be able to distinguish when it is the right time to use either the forehand or the backhand shot during a game like situation through practice in the activities they partake in. Cognitive: The student will be able to list penalties that will put a player into the penalty bow after listening to the safety rules through the introduction at the beginning of the lesson. Affective: The student will be able to display good and safe behaviors while playing floor hockey for safety reasons as they play through the game by showing good sportsmanship and always acting in a fair way to his/her peers. Academic Language Content specific terms: Hockey stick, hock puck, slashing, high sticking, puck control, trapping Process terms: Monkey in the middle, players, teammates, poly spots, cones, box formation, scoring variations, zigzag pattern, defenders

Prior Learning/Prior Thinking For this lesson, I will be going in pretty blind. Through my cooperating teacher, I know that they have done floor hockey in previous years. But since I do not know much about how the students reacted with floor hockey, my number one main concern will certainly be safety. Will the students take what I have to say and think about all the safety procedures they need to follow? What will I do if I catch students not following safety procedures? (penalty box)

ASSESSMENT BEFORE THE LESSON Pre-assessment For my pre-assessment of this lesson, I will simply use questioning for present knowledge of floor hockey. This will show me how much they know about the game, penalties, and types of shots to use when playing. What I hear and get back from the students will dictate how slow or fast we move through the lesson.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

Fitness Benefits Life Skills 3. Skill Related Fitness 5. Effort TSW use coordination, agility, and speed throughout the activities TSW give effort throughout the entire lesson in order to we partake in through many different movements during the lesson. make not only themselves better, but their peers as well. 6. Goal Setting 4. Health Related Fitness TSW use cardiovascular endurance throughout the activities we 2. Application of Skills 7. Communication TSW use each of these skills depending on which partake in through much running during the lesson. activity we are currently playing at that time. Skill Development 1. Basic Skill Instruction TSW be introduced to forehand, backhand, trapping, and dribbling skills throughout our activities.

Introduction Total time: 10 minutes Lesson Objective(s): 1, 5 Introduction includes 5 laps around the gym immediately when they get into class. After laps, they get into their stationary lines and complete about 5 exercises followed by dynamic exercises. Planned Transitions Group together in semi-circle so everyone

Formations / Cues

Assessment

Great work! Keep your head up Dont stop in the middle Lines throughout the middle of the gym with a line leader.

Assessment will be seeing how much effort they give throughout the beginning of class during their laps and their exercises. Did they run all 5 laps? Did they do every count for each exercise?

can see. Start off with questioning for current knowledge and go over safety rules. Explain first game (jailbreak hockey). Next players take positions around the playing area and spread out. Individual game.

Main Activities Total time: 20 minutes

Lesson objective(s): 1, 2, 3, 4, 5 Jailbreak Hockey: Students begin moving a ball or puck around a box made of floor tape (or cones if outside). The box is the "jail". On the signal, students begin to move the ball or puck around the designated area using various speeds and direction. On the signal, students are given 10 seconds (or your choice of time) to return their ball or puck to a box (1 person per box) and must choose a different box each time to avoid hanging around the same box. If all of the students make it back to their box before the 10 seconds the class gets a point. If everyone does not make it or if someone uses their hands to put the ball or puck in a box, the teacher gets a point. I like to set a score total to play to or a time limit. If the students win, we move on to the next lesson. If the teacher wins, we refine and continue. I like to set the stage by telling the class that no class has ever beat me. You can shorten hockey sticks and allow for students to stay near the same hoop. You can use a different ball such as a yarn ball to aid in control. Could add defenders (maybe 2/3) to make it more interesting. They could be stationary.

Formations / Cues Keep going! Count down from 10 seconds Keep control of the puck/ball Keep your head up to avoid running into each other Squares will be placed all over the gym randomly

Assessment Assessment will be based on successfulness of the activity. Are they making it to a square each time I count down? Are they putting in the effort to get to a square?

Planned Transitions Group together in a semi-circle so everyone can see me. Talk about previous game. Next, explain the game first to 4. Split up into either groups of 3, 4, or 5 depending on number of students. Take positions around center circle. First to 4: In First to 4 you will practice dribbling and moving quickly and safely through general space. The object is to collect 4 balls (1 at a time) in your home hoop. On signal, run to the middle and use your stick to take only 1 ball and dribble it back to your home hoop. Hand the stick to your partner who takes a turn to bring a ball home. Continue until all balls are gone from the middle. At this time, you may begin taking balls from other hoops. Continue alternating with your partner until you have 4 balls in your hoop. When this is accomplished yell, Four! (Distribute balls back to center and play again.) Planned Transitions Group together in a semi-circle so everyone can see me. Talk about previous game. Next, explain the game 3 trap hockey. Split up into groups of 6 and put each group into a designated square. 3 Trap Hockey: The object is for your group to make 3 traps in a row; each to a different member of your group. Offense players do this by passing and moving to an open space. Dribbling is allowed. Defenders guard a member of the opposing team. After 3 consecutive traps, the Offense scores a point, and, then, its the other groups turn. If a turnover occurs (incomplete pass, ball

Keep ball close while dribbling Keep head up Watch out for others Look for an open space Keep stick low to the ground

Assessment will be based on the amount of hockey balls each team gets into their own individual hoop. Are they keeping their heads up while controlling the balls? Is the team with not many hockey balls in their hoop giving full effort?

Fake and move to an open space Keep your stick to the ground Be ready for a pass Blades on the ground Cover passing lanes Stay 3 inches away

Assessment will be based on if the groups are successful in making 3 traps in a row. Is there groups who struggle to make 3 traps in a row? Consider switch u[p groups to make a little more even in skill level.

out of bounds or defense intercepts), group roles are reversed. Offense becomes Defense, and Defense becomes Offense. The Principle of 3s is in effect. Planned Transitions Pick up all equipment and put away.

Cool-down Total time: 5 minutes Lesson objective(s): 1, 5 Group together and talk about what we worked on today and what we think we all got better at. Go over safety rules again and see if they can list them all.

Formations / Assessment Strategy Semi-circle while listening and stretching included.

Assessment at the end of the lesson

I know if my students understood why we did the specific activities throughout the lesson through questioning. Who can demonstrate a forehand and backhand shot? Who can list the penalties that will put you in the penalty box? Why is it important that we practice keeping our heads up while dribbling the hockey ball?

Equipment needs Hockey sticks, hockey pucks/balls, poly spots/cones, hula hoops, pinnies

Safety Considerations All hockey penalties explained: charging, checking, clipping, high sticking, slashing Students must be careful when handling a puck or ball to not run into any other students. Keep head up. Hockey sticks are not to be thrown or used as any sort of weapon. Blade of hockey stick must always stay on the ground. Do not swing hockey stick up high before and after hitting the puck or ball.

Differentiated Instruction Could use a yarn ball or larger, slower ball for students with less reaction time.

Having only 2 players in the circle would make it easier to intercept the passes. You can shorten hockey sticks and allow for students to stay near the same hoop. You can use a different ball such as a yarn ball to aid in control. Could add defenders (maybe 2/3) to make it more interesting. They could be stationary. Classroom Management/Democratic Practices Classroom management practices will be used through grouping techniques to make every team fair. Also, they will be reminded that most activities are to get us better and not necessarily win every competition. A penalty box will be incorporated to ensure that students are always safe with floor hockey and the hockey sticks. If anyone has an unsafe incident, they will be told to go into the penalty box.

Activity Formations and or field diagrams: add additional text boxes as needed

Jail Break Hockey

First to 4

3 Trap Hockey

Possible Community Resources:

Where can you go out in the community and play hockey? Where can you go to watch a hockey game?

Supplemental materials: *this is where you need to place any information or document that a substitute would need access to teach this lesson. (i.e. student worksheets, checklists, rubrics, station instructions)

LESSON PLANNING CHECKLIST Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)?

 If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will be introduced and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? Did you address all of the components within this template? Did you add or hyperlink supplemental materials? (i.e. student worksheets, checklists, rubrics, station instructions)

Instructor Reflection:
1. As I reflect on the lesson, to what extent were students/clients productively engaged? (Brief description of how they were or were not productively engaged.)