Football Unit Plan

Michael Grego
Flag Football Unit Plan

Dates of Instruction: 10/5, 10/12, 10/19
Grade 5
Munger Hill Elementary School
Block/Unit Plan
Day _____1_____
Day ____2______
Day_____3______
Focus/Outcomes:
Focus: Introduction to football,
throwing and catching
Outcomes: SWBAT
Demonstrate how to
throw and catch a
football with a partner
and among other
classmates during game
play
Identify the positions
associated with throwing
and catching in a flag
football game
Demonstrate fair play
and sportsmanship by
remaining an arms
length away while
playing defense.
Focus/Outcomes:
Focus: Running patterns and
punting
Outcomes: SWBAT
Run different pass
patterns while trying to
get open on a football
field
Explain why it is
important for
quarterbacks and
receivers to communicate
when using passing
patterns
Adhere to important
safety rules by punting
when no other students
are in their own personal
space
Focus/Outcomes
Focus: Defense a
play
Outcomes: SWBA
Demonstrat
maintain a p
defensive st
during flag f
game play
Identify how
defender sh
positioned o
during a flag
game
Use teamwo
cooperation
students du
game of flag
Equipment/Materials/Technolo
gy:
Equipment/Materials/Technolog
y
1 whiteboard, 30 cones (for

football field and other
activities), 30 footballs
1 whiteboard, 30 cones (for

football field and for other
activities), 30 footballs
Learning Activities:
Students will jog 2 laps around
the perimeter of the modified
football field as a warm-up.
Learning Activities:
Students will participate in a
short throwing and catching
warm-up with a partner using
cues learned from last class.
Students will be introduced to

flag football and its basic
concepts
Explain goal of football is
to score as many points
(touchdowns) as possible
while preventing your
opponent from scoring
Touchdown= 6 points
Students will be introduced to

passing patterns used in flag
football. Teacher will explain
and demonstrate each passing
pattern using drawings on a
whiteboard:
Fly- running straight down
the field
Button hook- run forward,
Equipment/Mater
ology
1 whiteboard, 30 fl
football belts, 30 c
football field and o
activities), 30 foot
Learning Activit
Students will parti
warm-up with the
football belts. Stud
be split into two d
teams based on th
their flag football
Teams will try to p
flags on their oppo
belts while trying
their own belts. O
flags have been p
students must rem
stationary and sit
ground. They are
Explain line of
scrimmage, offense on
one side defense on the
other (cannot go across
line of scrimmage until
ball is snapped)
Players are ruled down
if one of their flags is
pulled or if they go out of
bounds.
Students have 4 chances
to advance the ball
forwards otherwise the
other team gets
possession of the ball. A
first down is achieved
every time the ball
successfully advances
forward.
For class purposes, no
handoffs will be used.
Kickoffs will be used to
start game and after
each touchdown
No blitzing the
quarterback
Students will then be taught

throwing and catching cues
used in flag football:
Throwing
Grip= four fingers over
seam of football with
thumb underneath (Lshape)
Body faces target
Hold ball back near ear
Step with opposition and
follow through
Catching
Eyes on the ball
Thumbs together above
quickly stops and turn

back to quarterback
Slant- run forward short
distance, cut at 45 degree
angle across middle of
field
In-and-Out- run across
field like a slant then
quickly cut and change
directions the opposite
way
Review position related to
passing patterns:
Wide receiver- runs these
patterns in order to get
open
Activity: Have students line up
behind one line of cones. Place
another line of cones 20 feet
away. Students will take turns
running the different passing
patterns used in football going
from one line of cones to the
other to be sure they
understand how to run each
route properly
Teacher will also go over
important cues to use when
running passing patterns:
Stay close to the ground
when changing directions
Be quick, yet sneaky
when running passing
patterns to trick
defenders
Activity: Students will find
different partners from last
class and practice running each
of the four pass patterns. One
partner will be the quarterback
while the other is the receiver.
back into the gam

pull off flags from
who are still in the
Students will be in
to the concept of
flag football. Stud
be playing person
defense during th
football games. Te
explain important
use when playing
Bend knees
to the groun
Stay betwee
opponent an
line
Stay on the
your feet
Watch the o
players hips
the direction
go
Explain certain po
related to defense
Safeties, cor
linebackers,
Activity: Students
into groups of at l
students. One stu
be the quarterbac
be the receiver, a
other will be the d
Students will rotat
each position. Wh
quarterback yells
the receiver will ru
passing pattern to
get open while the
tries to prevent th
catching the pass
to explain what a
students and how
waist, pinkies together

below waist
Move to meet the ball
Bring ball to chest
Explain positions related to
each cue
Quarterback- person who
throws the ball
Wide Receiver- person
who catches the ball
Activity: Students will practice
throwing and catching cues
with partners. Students will find
their own general space on the
field and have a pass with a
partner. Encourage students to
stay at a close distance when
throwing and catching for now,
and be aware of the other pairs
throwing and catching around
them.
Students will swap roles after

each pass is completed.
in football. Encour
defenders to use d
cues given to them
Students will then be introduced beginning of class
to punting in flag football.
encourage receive
Teacher will explain that
routes that were l
students will be punting during
last class. (Note:
flag football games as a form of Quarterback and r
a kickoff at the beginning of
should talk about
the game and after each
certain pass patte
touchdown. Important cues will
they want to run t
be:
complete a pass)
Drop the football, no toss
Explain position
Slightly lean body back
snapping the footb
Contact with laces
Center- snap
Extend kicking leg and
football to th
follow through
quarterback
Explain position related to
these cues:
Punter/kicker- Punts ball
to opposing team (used
on kickoffs in flag football)
Teacher will review

sided rules for gam
Kickoffs to s
games
Students are
once at leas
Activity: Students will change
their flags is
partners for the next activity.
Activity: Students will
Ball is place
Students will participate in the
participate in an activity called
student was
modified egg toss challenge
Clean my Backyard. Students
the next sna
and line up across from their
will be split up into two separate
No touching
partner. Students will continue
teams on two sides of the field
throwing and catching with
flags to prev
divided by cones. Each student
their partner, and take one step will start off with a football. On
from falling
back after each completed pass the teachers go signal,
If student dr
back and forth. Separate
students will try to punt their
any time, it
rounds of this activity can be
football on the other teams
wherever it
performed to see who is the
side of the field. After this,
ground
last pair left that can complete
teams will compete by trying to
Students wi
passes from the farthest
punt any footballs that come
to man defe
distance away.
over on their side of the field so
4 tries to ad
it lands on their opponents
football for a
Activity: Students will
side. The team that has the
down
participate in a modified
least number of footballs on
Turnover occ
ultimate football game.
their side at the end of the
is intercepte
Students will be split up into
game is the winner.
team does n
four teams (two games going
advance the
at one time). Teams must use

the throwing and catching cues
to advance the football down
the field into the endzone to
score a touchdown. Students
may not take more than 3
steps when in possession of the
football. A change of
possession occurs if students
Drop the football
Go out of bounds
Take more than 3 steps
with the football
Other team intercepts
the pass
If the football hits the ground,
the team who previously had
possession of the ball loses
possession. Enforce important
safety rules and that defenders
must be an arms-length away
from offensive players who
havv the football
Assessment:
Teacher checklist- Teacher will
use a checklist to see if
students are able to throw and
catch a football using the
proper skill cues
Closure discussion- Teacher will
ask during the closure about
the different football positions
that were discussed during
class today
Thumbs up, Thumbs DownTeacher will ask the entire class
to give a thumbs up or thumbs
down based on if they think
most students played defense
at an arms length away
during the ultimate football
Assessment:
Teacher observation- Teacher
will observe students
participating in both passing
pattern activities to see if they
use the cues that were taught
to them
Exit Slip- Students will answer
quick exit slip at the end of
class that asks them about why
is it important for the
quarterback and receiver to
communicate when the receiver
runs a pass pattern, and naming
one important safety rule used
when punting
tries
No handoffs
the quarterb
Activity: Students
participate in two
sided games of fla
(create four teams
Assessment:
Teacher observati
teacher will obser
student playing de
the first activity a
the flag football g
see if they utilize
were taught to the
Post quiz- Teacher

administer post qu
if students have g
knowledge throug
football unit
Turn and talk durin

Students will talk
some of the strate
used during the fl
game that made t
successful and sh
game
References:
http://www.broncosflagfootball.com/Default.aspx?tabid=464119
Elementary Physical Education Teaching and Assessment by Christine J.
Hopple
http://www.ducksters.com/sports/football/passing_routes.php
Children Moving: A Reflective Approach to Teaching Physical Education
by George Graham, Shirley Ann Holt/Hale & Melissa Parker
http://www.pelinks4u.org/naspeforum/discus/messages/1239/Flag_Foot
ball_Fuller_Wesen-2792.pdf
Springfield College Physical Education Health Education

Department
PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level_____5______
Unit Outcomes
(By the end of the
unit, students will
be able to)
Psychomotor
Perform a variety
of skills that are
used in the game
of flag football
including
throwing,
catching, running
routes, punting,
and playing
defense.
Cognitive
Identify various
positions that are
used in the game
of flag football
and role of each
position.
Affective
Reference
MA CF &
NASPE
Standards
by #
Content to be
taught
Assessment
S1. E14.
5a
Day 1- throwing
and catching
Day 1- teacher
checklist
S1. E16.
5c
Day 2- running
patterns and
punting
Day 2- teacher
observation
S1. E21.
5
MA CF
#2.2
S2. E5.
5a
MA CF
#2.2
Day 3- playing
defense (and
combining all skills
in game play)
Day 1- Introduction
to football,
throwing
(quarterback),
catching
(receivers)
(include rubrics,
quizzes, etc. in
written
materials
section)
Day 3- teacher
observation
Day 1- Closure
discussion
Day 2- Exit slip
Day 3- Post quiz
for unit
Day 2- running
patterns
(receivers),
punting
(punter/kicker)
S4. E5. 5
Demonstrate
MA CF
good
#2.7
sportsmanship by
abiding to the
flag football rules
used throughout
the unit.
Day 3- defensive
positions (ex.
cornerback),
center
Day 1- Introduction
to flag football
rules, ultimate
football activity
Day 1- Thumb
up, thumbs
down
Day 2- Exit slip
Day 2- Clean my
backyard activity
Day 3- Playing
proper defense,
Flag football game
play
Day 3- Turn and

talk during
closure
Unit Evaluation System:

Students will receive a number between 1-4 that determines their grade based on their
performance in the flag football unit.
4= Student consistently demonstrates the skill
3= Student demonstrates the skill some of the time
2= Student requires on-going support to demonstrate this skill
1= Student does not demonstrate the skill
The three specialist standards for which students will be receiving a number 1-4 include
Demonstrates a positive attitude, active, and engaged participation and selfcontrol
Demonstrates competency in a variety of motor skills and movement patterns
Applies knowledge of concepts, principles, strategies, and tactics to movement
and performance
Each standard will represent 1/3 of a students grade for the unit.
Name:
Football Unit
Directions: Please answer each question in the space provided
1. Who is the person that throws the ball in a football game?
2. What is the position that snaps the ball in a football game? What
is a snap?
3. How many points is a touchdown worth?
4. Name two different routes that are run in football.
5. True or False. A person is allowed to run with the football even

after their flag is pulled.
6. Name two things you should always do when throwing a football
7. When playing defense, you should always be between:

__________________________ and _________________________
8. True or False. Are you allowed to blitz in flag football?
9. Name two things you should always do when catching a football.
10.
Please name one professional football team.
Assessments
Throwing and Catching Checklist
Students will receive a check if they are able to demonstrate 3 out of
the 4 key elements used when throwing and catching a football.
Throwing- Body faces target, Grip= Four fingers over seam of football
with thumb underneath, Hold ball back near ear, Step with opposition
and follow through
Catching- Eyes on ball, Thumbs together above waist, pinkies together
below waist, Move to meet ball, Bring ball to chest
Students Name
Jalyn A.
Bruce B.
Spencer B.
Peyton B.
Matthew B.
Muriella C.
Gavin C.
Josiah C.
Brayden C.
Landon D.
Zachary E.
Marcus F.
Isabella G.
Casey J.
Ashley K.
Nicholas L.
Michael L.
Samuel L.
Angelica L.
Tariq M.
Owen O.
Ryan P.
Andrew R.
Francisco R.
Alejandro R.
Throwing
Catching
Joseph R.
James S.
Ava S.
Jack S.
Name:
4 Passing Patterns
Please draw how to run each of the four passing patterns:
Fly
Buttonhook
Slant
Out
In and
Name:
Defense!
List the important cues used in class today when playing defense:
1.
2.
3.
4.
Name:
Exit Slip
Please respond to the two questions:
1. Do you think most students played defense at an arms length away today?
2. What have you liked/disliked about this flag football unit?
SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Michael Grego
TIME: 9:15-9:55 (5th)
DATE: 10/5/16
SCHOOL: Munger Hill Elementary School
LESSON#: 5
FACILITIES: Gymnasium
GRADE: 5
CLASS SIZE: 30
UNIT/THEME: Flag Football
GENERIC LEVEL:
Precontrol/Control
EQUIPMENT: 1 whiteboard, 15 footballs, 30 cones, 30 flag football belts (for making
teams), 1 whistle
FOCUS OF LESSON: Introduction to football, throwing and catching
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Demonstrate how to throw and catch a football with a partner and among other
classmates during game play situations. (S1. E14. 5a, MA CF#2.2)
(C) Identify the positions associated with throwing and catching in a flag football game.
(S2. E5. 5a, MA CF #2.2)
(A) Demonstrate fair play and sportsmanship by remaining an arms length away while
playing defense. (S4. E2. 5a, MA CF #2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally
appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Use extensions to make appropriate modifications during lessons based on how
students do with activities.
2. Assess students performance with the throwing and catching skills by using a
checklist while monitoring the entire class.
3. Use a quick informing portion at the beginning of the lesson to make sure students
have enough time to complete activities after transitioning outside.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique
about the students in this class?
1. Use a whistle when teaching outside to gain the attention of the students and make
sure they are focused during informing portions of the lesson
2. Remind students to place all equipment at their feet while the teacher is talking to
decrease distractions during lesson.
REFERENCES :
http://www.broncosflagfootball.com/Default.aspx?tabid=464119
Elementary Physical Education Teaching and Assessment by Christine J. Hopple pg. 203
TIME
SEQUENCE OF LESSON
0-:30
Entrance: Teacher will greet students at the door of
the gymnasium. Students will enter the gymnasium
and walk along the black line of the basketball court
and sit at the meeting place at the corner of the
gymnasium facing the whiteboard.
:305:30
Introduction: Teacher will go over objectives

written on whiteboard and explain focus of the
lesson today: introduction to flag football, throwing
and catching. Teacher will go over some basic rules
used in flag football:
Goal: score as many points (touchdowns) as
possible while preventing your opponent
from scoring
Touchdowns= 6 points
Explain that in order to play football,
students must understand how to throw and
catch a football at first (focus of lesson)
Teacher will then explain some important throwing
and catching cues that students will be using
throughout the lesson today
Throwing:
Grip= four fingers over seam of football with
thumb underneath (L-shape)
Body faces target
Hold ball back near ear
Step with opposition and follow through
Catching:
Eyes on the ball
Thumbs together above waist, pinkies
together below waist
Move to meet the ball
Bring ball to chest
Explain positions related to each skill
ORGANIZATION
REFLECTION
S S SSSSSSSSS
T
T
S
S
S
S
S
S
S S S S
T
S
S
S
S
S
S
S S S S
Quickly went
through the
introduction of th
lesson to make
sure students
would have
enough time
outside for the
lesson. Also
mentioned to
students how the
football lessons
related to the
Turkey Bowl tha
students would
participate in in
November.
Throwing= quarterback
Catching= wide receiver
5:308:30
Transition: Students will follow teacher outside

onto modified football field that has been created
ahead of time.
8:3016:30
Activity 1: Partner Throw and Catch: Students

will practice using the throwing and catching skills
explained during the informing section with a
partner in their own space on the field. Remind
students to stay within the boundaries of the cones
on the field, and to listen to the teachers whistle as a
new signal now that they are outside. Also, enforce
safety rule of placing all equipment on the ground
while the teacher is talking. Teacher will walk
around using a checklist to see if students are using
at least 3 out of the 4 cues used for both throwing
and catching. Remind students to throw their
footballs within their own group and to not interfere
with other groups around them.
Extensions Up: Encourage students who are doing
well to move farther away from each other
Extensions Down: Show students important cues
that they are not using as a reminder, have students
come closer together when throwing and catching,
create groups of three if there are not enough
footballs
Debrief: What were the cues used for throwing a
football? Catching a football?
16:3017:00
17:3025:30
O O O O O
O
O O
S S
S S
S S
S S S S
S S
S S
SS
S S S S
S S
T
O O O O O O O
O
O = cones on
field
Transition: Students will line up along end line of

field with their partners as the teacher explains the
next activity
Activity 2: Partner Egg Toss: Students will
participate in a modified egg toss challenge. Each
pair will line up facing each other about 5 feet away
to start the activity. Students will throw and catch the
football back and forth between their partner.
Students who are facing the partner on the end line
will take one step back after each completed pass
back they throw back and forth between their
partner. If the ball is dropped during the activity,
then the student facing their partner on the end line
must take one step forward. Continue this process to O O O O O
O O
As I watched
students throw a
catch, it was
evident that som
were more skille
at this than other
I made sure to
take some time t
help out other
students who we
struggling with t
throwing and
catching cues,
reminding them
what I said durin
the introduction
inside
see which group can get the farthest away from each
other without dropping the ball. Make sure students
are spread out far enough from each other to give
them enough room to perform activity without
interfering with each other
Extensions Up: Have students swap roles (person
staying on end line vs. person moving), make it into
a challenge by eliminating groups when they drop a
pass to see who the last team left is
Extensions Down: Have students alternate between
throwing and catching if there are any groups of
three, allow students two drops before they need to
take one step closer
Debrief: How did the cues help you be successful
with this activity? What did you need to do once you
and your partner got farther and farther away?
25:3026:00
26:0035:00
O
T
S S S S S S
S S S S S S
O O O O O O O
O
O = cones on
field
Transition: Students will return to end line of field

and wait for the teacher to explain the final activity
Activity 3: Ultimate Football: Students will now
participate in an ultimate football game, similar to
ultimate frisbee. Students will be split up into four
teams (two games going at once). Students will be
divided into teams based on color of flag belts they
receive. Teams must use the throwing and catching
cues to advance the football down the field into the
endzone and score a touchdown. Students may not
take more than 3 steps when in possession of the
football. A change of possession occurs if students
Drop the football
Go out of bounds
Take more than 3 steps with the football
Other team intercepts the pass
If the football hits the ground, the team who
previously had possession of the ball loses
possession. Enforce important safety rule that
defenders must be an arms length away from
offensive players who have the football
Extension Up: Have teams rotate after a certain
amount of time, create rule that students cannot take
any steps with the football (only pivot)
Extension Down: Decrease field size, every person
must touch the ball before scoring, 3 passes before
teams can score
Debrief: How was this activity different/ more
O O O O
O
S S S
S S S
O O O O
O
This activity
seemed to go we
yet it was difficu
to monitor all
students at once
since I had them
spread out over
the entire footba
field. I still tried
my best to get to
all groups. I even
O O O regrouped studen
at time during th
lesson, remindin
T
them of importan
S S S
catching cues to
S S S
use such at
making sure they
O O O are not stationary
and go to the bal
O = cones on
field
O O O O O
O
O O
S S
S S
S S
S S S S
S S
S S
SS
S S S S
S S
T
O O O O O O O
O
challenging compared to the partner throw and

catch? How was this activity similar to the game of
flag football? Different?
35:0035:30
35:3039:00
39:0040:00
O = cones on
field
Transition: Students will line up along end line for

closure of the lesson
Did not get to th

activity, instead
had a partner
Closure: Teacher will review the important throwing
challenge by
and catching cues learned in class today. Also be
seeing how many
sure to remind students about important new rules
O O O O O O O passes students
that will be used during class when it is held outside O
could throw back
(whistle as new signal, place equipment at feet, stay
and forth in one
within boundaries of field). Review the positions in
S S
S S
minute.
flag football related to throwing and catching. Have
S S
S S S S
students give a thumbs up or thumbs down if
they think most students played defense at an arms
S S S S S S S S
length away during todays lesson
SS S S
Transition: Students will follow teacher inside
T
building and line up along black line of gym for
O O O O O O O
dismissal.
O
O = cones on
field
T
S
S
S
S
S
S
S S S S
S S SSSSSSSSS
T
Good closure
reminding
students about
important
throwing and
catching cues,
even remembere
to have students
help me pick up
equipment and
carry the bag of
football inside

NAME: Michael Grego
TIME: 9:15-9:55 (5th)
DATE: 10/12/16
LESSON#: 6
GRADE: 5
CLASS SIZE: 30
GENERIC LEVEL:
Precontrol/Control
teams), 1 whistle
FOCUS OF LESSON: Passing patterns used in flag football
(P) Run different passing patterns while trying to get open on a football field (S1. E1. 5b,
MA CF#2.2)
(C) Explain why it is important for quarterbacks and receivers to communicate when
using passing patterns. (S2. E5. 5a, MA CF #2.2)
(A) Respect the personal space of other students while running passing patterns on a
football field. (S4. E2. 5a, MA CF #2.7)
appropriate?
5. Use a whiteboard to show students a visual of how to run each passing pattern
used in football.
6. Pinpoint students who are running proper passing patterns and even use them as a
demonstration.
1. Teacher will make sure to tell students about the importance of maintaining their
own personal space while running passing patterns so they do not run into other
groups.
2. Teacher will use a whistle as a signal outside to help prevent students from
becoming distracted while outside.
REFERENCES :
http://www.ducksters.com/sports/football/passing_routes.php
TIME
SEQUENCE OF LESSON
0-:30
:305:30

lesson today: passing patterns used in flat football.
Explain that passing patterns are used in football to
help receivers get open down the field. Teacher will
go over the four different patterns that will be
learned today:
Fly:
Running straight down the field
Button hook:
Run forward, quickly stop and turn back to
quarterback
Slant:
Run forward short distance, cut at a 45
degree angle across the middle of the field
In-and-Out
Run across the field like a slant then quickly
cut and change direction the opposite way
ORGANIZATION
REFLECTION
S S SSSSSSSSS
T
Good use of a
student demo,
students played
the role of the
quarterback whil
I was the receive
running the pass
patterns
T
S
S
S
S
S
S
S S S S
T
Explain some important cues students should keep in S
S
mind when running passing patterns:
S
S
Stay close to ground when changing
S
S
directions
S S S S
Be quick, yet sneaky when running passing
patterns to trick defenders
Teacher will also review the position in flag football
that relates to passing patterns:
Good use of
whiteboard to
illustrate each
pattern
I would have like

to have used thes
5:308:30
8:3016:30
16:3017:00
17:3025:30
Wide receiver
cues more often

this lesson as we

ahead of time.
Activity 1: Partner Throw and Catch: Students
will continue practice their throwing and catching
skills learned last class. Remind students to stay
within the boundaries of the cones on the field, and
to listen to the teachers whistle as a signal now that
they are outside. Remind students to throw their
footballs within their own group and to not interfere
with other groups around them.
Extensions Up: Encourage students who are doing
well to try using the passing patterns when throwing
and catching
Extensions Down: Show students important
throwing and catching cues that they are not using as
a reminder
Debrief: Ask students a review of important
throwing and catching cues learned last class.
field with their partners as the teacher explains the
next activity
Activity 2: Practicing passing patterns: Students
will practice running their passing patterns with their
partners. One partner will be the quarterback, while
the other one will be the receiver. Groups will
practice running a specific passing pattern stated by
the teacher. After each throw and catch, students will
switch partners, and the person who is the
quarterback will become the wide receiver and vice
versa. Be sure to spread students out far enough so
that each has enough room to complete the activity.
Be sure to explain the importance of making sure the
quarterback and wide receiver are on the same page
prior to throwing a pass. Be sure to remind students
to not forget about using the same throwing and
catching skills that were talked about last class.
Students will practice the running the following
passing patterns:
Fly
Buttonhook
O O O O O
O
O O
S S
S S
S S
S S S S
S S
S S
SS
S S S S
S S
T
O O O O O O O
O
O = cones on
field
O O O O O
O
Good, quick
warm-up that go
students prepared
for the other
throwing and
catching activitie
Partnering the
students up boygirl also seemed
work much bette
in this activity.
O O
T
S S S S S S
S S S S S S
O O O O O O O
O
O = cones on
I will be more
careful about
safety when
Slant
In-and-out
Extensions Up: Add a defender and have students
try running passing patterns to beat the defender
Extensions Down: Have students start out by
running the passing patterns without throwing and
catching the football, allow students to continue on
stationary throwing and catching if they are still
struggling
Debrief: Why was it important to make sure the
quarterback and wide receiver were on the same
page when running passing patterns? What helped
you run the proper passing pattern?
field
25:3026:00
Transition: Students will return to end line of field

and wait for the teacher to explain the final activity
O O
O
26:0035:00

Drop the football
Go out of bounds
teams can score
Debrief: How was this activity different/ more
challenging compared to the previous activity? How
was this activity similar to the game of flag football?
Different?
O O
O
S
S
field
running certain
pass patterns. Fo
example, I would
only have certain
groups perform a
slant to make sur
there is enough
O O O O O room between
groups to
complete the
T
activity. Also, I
S S S S S
will try to be ver
S S S S S
specific when
giving feedback.
O O O O O should have state
the throwing and
catching cues
O = cones on
learned last class
more often.
O O O O O
O
O O
S S
S S
S S
S S S S
S S
S S
S S S S
SS
S S
T
O O O O O O O
O
O = cones on
field
Did not have tim
35:0035:30

35:3039:00
Closure: Teacher will review the four pass patterns

and cues learned in class today. Also be sure to
remind students about important rules that will be
used during class when it is held outside (whistle as
new signal, place equipment at feet, stay within
boundaries of field). Review the positions in flag
football related to running pass patterns. Have
students give a thumbs up or thumbs down if
they think most students played defense at an arms
length away during todays lesson
for this activity,

O O O O O O O maybe I will
O
incorporate it in
my lessons for
S S
S S
next week as a
S S
S S S S
culminating
activity.
S S S S S S S S
SS
S S
T
O O O O O O O
O
O = cones on
39:0040:00

dismissal.
field
T
S
S
S
S
S
S
S S S S
S S SSSSSSSSS
T
Had students tell

me how to draw
each of the four
pass patterns on
sheet of paper.
This was useful a

it gave students
another visual
about how each
pass pattern is ru
Almost all
students seemed
be able to identif
how to run each
pass pattern.

NAME: Michael Grego
TIME: 9:15-9:55 (5th)
DATE: 10/19/16
LESSON#: 7
GRADE: 5
CLASS SIZE: 30
GENERIC LEVEL:
Precontrol/Control
teams), 1 whistle
FOCUS OF LESSON: Defense and modified game play in flag football
(P) Demonstrate how to maintain a proper defensive stance during flag football game
play. (S1. E1. 5b, MA CF#2.2)
(C) Identify how a defender should be positioned on the field during a flag football game.
(S2. E5. 5a, MA CF #2.2)
(A) Use teamwork and cooperation with other students during a game of flag football.
(S4. E2. 5a, MA CF #2.7)
appropriate?
8. Use a whiteboard during the informing portion of the lesson while demonstrating
key defensive cues students should use throughout the lesson.
9. Encourage students to be enthusiastic and energetic while playing defense by
participating in the first activity with the students.

3. Teacher will use a whistle as a signal outside to help prevent students from
becoming distracted while outside.
4. Teacher will make sure students play defense at an arms length away during
culminating game to ensure students are respecting the personal space of others
REFERENCES :
http://www.pelinks4u.org/naspeforum/discus/messages/1239/Flag_Football_Fuller_Wesen-2792.pdf
TIME
SEQUENCE OF LESSON
0-:30
:305:30
5:308:30
ORGANIZATION
REFLECTION
S S SSSSSSSSS

lesson today: Defense and modified game play in
flag football. Teacher will go over important cues
that students should use when playing defense in
flag football:
Bend knees to get low to the ground
Stay between your opponent and the goal line
Stay on the ball of your feet
T
Watch hips of offensive player to judge
S
S
where they will go
S
S
Teacher will then demonstrate what a proper
S
S
defensive stance looks like for students. Also, be
S S S S
sure to go over 2 E words that pertain to playing
defense in flag football
Energy
Enthusiasm
Explain that your ability to play good defense will
T
become much greater as long as you bring energy
S
S
and enthusiasm. Tell students that teacher will also
S
S
be looking for students who play good defense
S
S
without creating any contact with other players.
S S S S
ahead of time. (Teacher will implement flag football
post-test at this time as well before students go
outside)
Had to do a quic
informing portio
of the lesson tod
because of the
post-test that wa
given, quickly
stated how to pla
proper defense to
students while
they sat at the
meeting place
8:3011:30
Warm-up: Students will participate in a quick

warm-up once they are outside on the field. Students
will immediately run two laps around the field of
cones as fast as they can. Make sure students do not
cut any corners and make sure students respect the
personal space of others.
11:3012:30
Transition: Students will create four even lines for

the first activity of the day. Four cones located on the
field will determine the lines. Make sure there is
enough room in between each line.
12:3020:30
Activity 1: Defense Shuffling Activity: Students

will be practicing the defensive cues that were given
by the teacher during the introduction. Students will
be following the teacher as he shuffles from side to
side on the field. Every time the teacher says the
word defense, students are to slap their hands on
the ground and yell the word defense while
freezing in a proper defensive stance. Teacher will
encourage students to stay in their lines as best they
can for this activity. Tell students to respect the
personal space of other students around them.
Teacher will start of going nice and slow with this
activity, but gradually increase the difficulty of it by
shuffling faster from side to side.
Extensions Up: When the teacher blows his whistle,
students will stop and touch their chest to the ground
and stand in a proper defensive position, teacher can
have students try activity going forwards and
backwards
Extensions Down: Increase the distance between
each line so students do not bump into each other.
Debrief: How did you show energy and enthusiasm
in this activity? How did you show proper defensive
position in this activity?
20:3021:30
Transition: Students will remain in their four lines,

which will be used to form the four teams for the
culminating activity.
21:3035:00

S S S S S
S
S
S
S
S
T
S
S
S
S S S S
O O O O O
O
S S
S S
S S
S S
SS
S S
Did a much bette

job of getting
students up and
moving right
when they got
outside, this
actually helped g
them tired so the
could listen durin
the informing
portion of the
lesson.
Actually ended u
skipping this
activity, due to th
shorter amount o
O O time we had from
the post-test.
S S
S S
S S
S S
S S
S S
T
O O O O O O O
O
O = cones on
field
I thought I could
have done a bette
job of spacing
students out

Drop the football
Go out of bounds
teams can score
Debrief: How did you use the defensive cues
explain at the beginning of class to perform this
activity? How was this activity similar to the game
of flag football? Different?
35:0035:30
35:3039:00
39:0040:00

Closure: Teacher will review the defensive cues that
were learned in class today. Have all students stand
and demonstrate how to show a proper defensive
stance. Review two E words that students should
use in order to play good defense. Also, talk about
how the ultimate football game was different or
similar to an actual football game. Have students
give a thumbs up or thumbs down if they think
most students played defense at an arms length
away during todays lesson
during this game

Many were
clumped togethe
O O O O O O O which made it
O
difficult for them
to advance the
S S
S S
football down th
S S
S S S S
field. Ended up
using flags to
S S S S S S S S make teams, and
due to time
SS S S
constraints, I had
T
everyone
O O O O O O O participate in one
O
big game with on
team wearing
O = cones on
flags and the oth
field
not wearing flag
I would like to tr
O O O O O O O this activity agai
O
in the future
though.
S S
S S
S S
S S S S
S S
S S
S S S S
SS
S S
T
O O O O O O O
O
O = cones on
field

dismissal.
T
S
S
S
Even though I
kind of got away
from the whole
focus of the
lesson, some
students were sti
able to tell me
about the
important
defensive cues to
use in flag
football.
S
S S S S
S S SSSSSSSSS
T
Rainy day/In gym use lesson plan: Use same lesson but perform inside the gym with
half the class participating in the modified soccer game while half the class participates in
rock wall activity:
NAME: Michael Grego
DATE: 10/19/16
TIME: 10:15-10:55 (3rd)
11:00-11:40 (4th )
LESSON#: 7
GRADE: 3-4
CLASS SIZE: 20
UNIT/THEME: Soccer
GENERIC LEVEL: Precontrol/Control
EQUIPMENT: 1 whiteboard, 1 whistle, 30 cones, 2-3 soccer balls, 8 larger cones (for
goals)
FOCUS OF LESSON: Defense and soccer game play
(P) Demonstrate how to maintain a proper defensive stance during soccer game play (S2.
E5. 4a, MA CF#2.2)
(C) Identify benefits of having good energy and enthusiasm while playing defense in
soccer. (S2. E5. 4b, MA CF #2.2)
(A) Adhere to important safety rules by playing defense without contacting other
students. (S4. E6. 4, MA CF #2.7)
appropriate?
11. Encourage students to be enthusiastic and energetic while playing defense by

participating in the first activity with the students.
12. Get students up and moving right away once they are outside by having them run
two laps around the field.
1. Only use half of the field created for the previous football lesson at the start of
todays soccer lesson to keep students closer together.
2. Make sure students are playing good defense by promoting the play hard, play
safe, play fair motto of physical education.
REFERENCES :
https://physedgames.com/4-goal-soccer/
TIME
SEQUENCE OF LESSON
0-:30
:302:30
Transition: Students will go outside to participate in
soccer lesson
2:305:30
Warm-up: Students will participate in a quick

warm-up once they are outside on the field. Students
will immediately run two laps around the field of
cones as fast as they can. Make sure students do not
cut any corners and make sure students respect the
personal space of others.
Debrief: Review about how running pertain to the
game of soccer.
5:306:00
Transition: Students will gather around teacher on

end line of field outside.
6:0011:00
Introduction: Teacher will go over objectives and

explain focus of the lesson today: defense and
introduction of soccer game play. Teacher will
explain some important cues for playing defense in
soccer:
Bend knees to get low to the ground
Stay on the balls of your feet
ORGANIZATION
S S SSSSSSSSS
T
S S S S S
S
S
S
S
S
T
S
S
S
S S S S
T
S
S
S
REFLECTION
Watch hips of offensive player

Teacher will then demonstrate what a proper
defensive stance looks like for students to use. Also,
go over two E words that pertain to playing
defense in soccer
Energy
Enthusiasm
Explain that your ability to play good defense will
become much greater as long as you bring energy
and enthusiasm. Tell students that teacher will also
be looking for students who play good defense
without fouling (no contact). Also, remind students
about important rules that they need to follow during
lesson
Never touch the ball with your hands
Do not use toe bomb
Place equipment at feet after hearing stop
signal
11:0012:00
12:0024:00
S
S S S S
T
S
S
S
S
S
S
S S S S
Transition: Students will create four even lines for

the first activity of the day. Four cones located on the
field will determine the lines. Make sure there is
enough room in between each line.
Activity 1: Defense Shuffling Activity: Students
will be practicing the defensive cues that were given
by the teacher during the introduction. Students will
be following the teacher as he shuffles from side to
side on the soccer field. Every time the teacher says
the word defense, students are to slap their hands
on the ground and yell the word defense while
freezing in a proper defensive stance. Teacher will
encourage students to stay in their lines as best they
can for this activity. Tell students to respect the
personal space of other students around them.
Teacher will start of going nice and slow with this
activity, but gradually increase the difficulty of it by
shuffling faster from side to side.
Extensions Up: When the teacher blows his whistle,
students will jump up and pretend to head the soccer
ball out of the air, teacher can have students try
activity going forwards and backwards
Extensions Down: Increase the distance between
each line so students do not bump into each other.
Debrief: How did you show energy and enthusiasm
in this activity? How did you show proper defensive
O O O O O
O
S S
S S
S S
S S
SS
S S
O O
S S
S S
S S
S S
S S
S S
T
O O O O O O O
O
O = cones on
field
position in this activity?

24:0025:00
Transition: Students will remain in their four

individual lines and have a seat while the teacher
explains the next activity.
25:0035:00
Activity 2: Four Goal Soccer: Students will remain

in their four lines to create four teams for this
culminating activity. There will be four goals located
throughout the field each represented by four cones.
Students will now participate in a soccer game,
except there will be four goals that each team will
have to defend. The object is for teams to try to score
in any other goal on the field while trying to defend
their own goal. Remind students about important
soccer rules that apply to this game:
Cant touch the ball with your hands
Ball goes out of bounds= turnover
Once a goal is scored, the team who got
scored on receives possession of the soccer
ball
Teacher will start the game up at the beginning and
after each turnover by kicking one soccer ball in the
middle of the field. Encourage students to use proper
dribbling, passing, and receiving skills learned from
previous classes to help them advance the ball down
the field. Also encourage teams to work use good
communication and work together to try to score as
many goals as they can.
Extensions Up: Add more soccer balls to have
students play with 2-3 balls during the game, allow
students to score from either sides of the goals, add
goalies to make the game challenging, keep score of
games
Extensions Down: Add rule that at least three
passes must be made before a team can score,
everyone must touch the ball before a team can
score, move students to different teams if some are
doing better than others, have four teams play two
separate regular soccer games instead
Debrief: How was defense used in this activity?
What helped make your team successful in this
activity? Did it get harder with the addition of the
extensions?
35:00-
O O O O
O
0
S
S
0 S S
S S
0
S
S
S S
S
S
0
O O O O
O
O O
0
S
S
0
S
S
S
0
O O O
O = cones on
field
O O O O
O
0
S
S
0 S S
S S
0
S
S
S S
S
S
0
O O O O
O
O O
0
S
S
0
S
S
T
S
0
O O O
O = cones on
field
36:00
field outside
36:0039:00
Closure: Review important information about

defense that was used throughout todays lesson.
Also be sure to go over the two E words used
when playing defense in todays lesson. Ask students
why defense is an important part of soccer. Review
any information with students about the four goal
soccer activity, and what worked best for students in
that activity
T
S
S
S
S
S
S
S S S S
S S SSSSSSSSS
T
39:0040:00
Transition: Students will follow teacher inside to

gym and line up

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Football Unit Plan

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Michael Grego

Flag Football Unit Plan

1 whiteboard, 30 cones (for

1 whiteboard, 30 cones (for

Students will be introduced to

Students will be introduced to

Students will then be taught

quickly stops and turn

back into the gam

waist, pinkies together

Students will swap roles after

Teacher will review

at one time). Teams must use

Post quiz- Teacher

Turn and talk durin

Springfield College Physical Education Health Education

Day 3- Turn and

Unit Evaluation System:

3. How many points is a touchdown worth?

4. Name two different routes that are run in football.

5. True or False. A person is allowed to run with the football even

6. Name two things you should always do when throwing a football

7. When playing defense, you should always be between:

8. True or False. Are you allowed to blitz in flag football?

9. Name two things you should always do when catching a football.

Please name one professional football team.

2. What have you liked/disliked about this flag football unit?

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

TIME: 9:15-9:55 (5th)

SCHOOL: Munger Hill Elementary School

UNIT/THEME: Flag Football

Introduction: Teacher will go over objectives

Transition: Students will follow teacher outside

Activity 1: Partner Throw and Catch: Students

Transition: Students will line up along end line of

Transition: Students will return to end line of field

challenging compared to the partner throw and

Transition: Students will line up along end line for

Did not get to th

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

TIME: 9:15-9:55 (5th)

SCHOOL: Munger Hill Elementary School

UNIT/THEME: Flag Football

Introduction: Teacher will go over objectives

I would have like

cues more often

Transition: Students will follow teacher outside

Transition: Students will return to end line of field

Activity 3: Ultimate Football: Students will now

Did not have tim

Transition: Students will line up along end line for

Closure: Teacher will review the four pass patterns

for this activity,

Transition: Students will follow teacher inside

Had students tell

This was useful a

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

TIME: 9:15-9:55 (5th)

SCHOOL: Munger Hill Elementary School

UNIT/THEME: Flag Football

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique

Introduction: Teacher will go over objectives

Warm-up: Students will participate in a quick