Lesson Plan

Teacher(s): Jazmin Carmona Unit: Touch Football Lesson Topic: Shiort, intermediate and long passes References: Robert P. Pangarazi, and Aaron Beighle. Dynamic physical education for elementary school children, Pearson, 16th Edition, 2009.

Objectives Psychomotor: 1. Students will demonstrate the ability to throw and catch a football in order to successfully make short, intermediate, and long passes by actively participating in the warm-up activity and the corresponding passing drill. Cognitive: 1. Students will learn the importance of correct throwing and catching technique by actively engaging in the passing drill. Also, by practicing the three different passes, students will learn how different amounts of force need to be applied to the throwing motion depending on the type of pass to be executed. (the different amount of force applied for a short, intermediate, and long pass)

Evaluation Peer Assessment

TEKS 8.1ACF 8.2DE 8.3AG

Journal Reflection

8.5AC 8.7BCDE

Affective: 1. Students will learn the importance of teamwork by engaging in the warm-up game. Also, by participating in the passing drill, students will learn to recognize and respect different skill levels as they rotate around the three different passing stations.

Video Assessment

AGENDA Time 0-5 Warm-Up/Introduction Introduce myself and explain the skills that will be covered in the lesson. Explain the warm-up activity. Agenda- Include detailed instructions for activities and transitions here Teaching points, extensions, challenges, safety, accommodations

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Lesson Focus/Content Development Warm-up activity o This activity will consist of four groups: 2 groups with 7 people (7 vs.7) 2 groups with 6 people (6 vs. 6) The main goal of this activity is to get the students moving and get their blood pumping. The objective is to get the ball to the opposite side of the field by passing the ball to their teammates. In order for a point to count, the team has to make at least 4 consecutive passes to different teammates before getting it to the other side. My two injured players will play the role of officials to ensure they are also participating in the lesson. Dynamic Stretches o A variety of upper and lower body stretches will be instructed to students. o Upper body stretches will only be used for the two injured students to ensure that they are also actively involved in the warm-up phase of the lesson.

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Culminating Activity Short, intermediate, and long passes o Use students to explain and demonstrate correct body posture prior to throwing, during throwing, and after throwing, as well as catching. o Skill practice through drill: This drill will consist of three different practice areas: the short passes, intermediate passes, and long passes. Students will be asked to self-analyze their skills at passing a football and will be divided up to the three different practice areas. The less skilled individuals will start off at the short passing station, the intermediate skilled individuals to the intermediate station, and the advanced to the long passes station. Once students get comfortable practicing their passes at their designated stations, they will rotate to the next passing station. At this time, advanced students will have the opportunity to help out their less skilled peers at the intermediate and long passes stations.

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Closure A few questions will be asked about similarities and differences of body posture and motion for short, intermediate, and long passes.

LAYOUT Warm-Up/Introduction Semi Circle

Lesson Focus Scattered all over field for the warm-up activity Short Dynamic Stretches O X X X X X X X X X X X X X X X X X X X X X X X X

Culminating Activity Intermediate Long

Closure Semi Circle

ASSESSMENT TOOLS
PEER ASSESSMENT CRITICAL CUE POINTS (.5 present/0 absent) Grip the laces Shoulders square to target Feet shoulder width apart Slight bent in knees Follow through Eyes focused on target TOTAL: Catching: Hands out in front Slight knee bent Hands in diamond shape Eyes facing target Catch with finger Ball to chest TOTAL: STUDENT 1: ___________________ STUDENT 2: __________________

SKILL Overhand Throw: (dominant hand)

Scoring Rubric: 3 pts.- All cues are present, cues are displayed in sequence. 2.5 2.- Most cues are present, the skill can still be executed but some weak points are evident. 1.5 1.- Not enough cues are present for a complete execution. .5 0.- The skill cannot be properly executed with one or none cues present, no movement sequence is present.

JOURNAL REFLECTION Please respond to my letter in your journal. Write a friendly letter using correct letter writing format. Do not just answer the questions.

Dear P.E. Student, Today we spent our day focusing on throwing and catching which are two of the most important skills to be successful in Touch football. I hope you enjoyed the activities and your throwing and catching have improved. Now tell me, do you feel your throwing has improved? Do you feel your catching has improved? How did you feel about having your partner watching you perform while throwing? Catching? What do you think your weakest points are in throwing a football? What are your weakest points at catching a football? What can you do to improve these weak points? What do you think your strongest points are at throwing a football? Catching? Is there anything else you would like to share with me about your football throwing and catching skills and/or your experiences during todays lesson? Sincerely, Your PE Teacher

Scoring Rubric Level 3: Fabulous journal entry: 1) answered all questions in narrative format, 2) letter writing format is correct and there are minimal spelling errors. Level 2: Good journal entry: 1) answered most questions in narrative format, 2) letter writing format is correct and there are some spelling errors. Level 1: O.K. journal entry: 1) answered most questions, 2) letter writing format is poor and there are some spelling errors.

VIDEO ASSESSMENT Description of idea: Students will be recorded at the beginning of lesson while they participate in the warm-up activity. Students will be required to make certain number of passes to their teammates before they can get the ball to the other side of the field and score. The instructor will provide cues for the first few minutes of the activity to get the students involved and remind them of the number of passes they need to make in order to score. Students will then continue to participate for the remaining of the activity but no cues will be provided by the instruc tor. Students participation will be graded based on the following scoring rubric.

Scoring Rubric: Active & enthusiastic participation, communicated well with teammates, always maintained a positive & encouraging attitude, excellent effort = A Active participation but kept isolated once in awhile, talked to teammates but only when approached, good effort = B Not very enthusiastic, kept isolated most of the time, communicated a few words, some effort was displayed = C Lack of enthusiasm, took the ball himself several times instead of passing to teammates, almost no effort was displayed = D Lack of enthusiasm, made offensive comments, did not follow rules, no effort was displayed = F