Teachers: Megan Sanchez

Standard:

Subject: Physical Education

Grade: 6th-8th

Content Standard (s):

Arizona PE Standards:
Strand 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities
Strand 2:The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.
Language Standards:
Text Types and Purposes
Write informative/explanatory texts to examine atopic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Use precise language and domain specific vocabulary to inform about or explain the topic.
6.W.2, 7.W.2, 8.W.2
Objective (Explicit):

SWBAT: By the end of class be able to apply the three principles of good shooting.

-Shoot on sight
-Hit the target
-Keep the shot low
By demonstrating proper shooting and passing techniques to maneuver up and down the court during a
5v5 game.
Language objectives:

SWBAT: Define what a faceoff, slap shot, and stick handling is by applying their prior knowledge of hockey into a
KWL chart and demonstrating their knowledge of key vocabulary words during a real life game situation in class.
Evidence of Mastery (Measurable):

H.O.T.S: Demonstrate and Apply

Demonstrate the proper techniques to hold a hockey stick, aiming, shooting a puck, and passing to a team member.
Questions:

1.Can anyone demonstrate how to properly hold the hockey stick before making a shot?
2.What were to happen if you get super close to the goal?
3. What are some ways you can maneuver yourself to pass to a team member or move up on the court to
shoot a goal?
Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Students must have

Key vocabulary:

Materials:

Faceoff

Hockey sticks

Goalie

3-4 hockey pucks/balls

Defense

6 goal nets

Offense

20-25 hockey sticks

Slap Shot
Stick Handling

KWL chart handouts

Goal Line

Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will relate the techniques and tactics of hockey to last weeks Basketball unit.
As a class, the teacher and students will discuss and compare how the techniques and tactics in basketball
are similar and different to the hockey techniques and tactics.
Students can popcorn out answers or pair and share answers with a partner before sharing to the class.
Relate the previous week unit to the hockey unit and emphasize how specific skills transition to the next
sport. (Ex.
I Teacher Will:
n
s
t
r
u The Teacher will begin instruction by giving a

Student Wil:

Students will be given a KWL handout to fill out

c KWL handout to each student and having the

t students fill out the K (Know) and W (What
i you want to know) sections about hockey. After
o the class has finished filling out their charts, the
n teacher will introduce the basic rules and
a concepts of hockey to the class. Visual aids and
l drawings will be displayed on a whiteboard to
distinguish game set up as well as a list of key
I vocabulary terms.
n
The teacher will relate the techniques and
p
tactics of hockey to last weeks Basketball unit.
u
t Discuss and compare how the techniques and

during the beginning of the lesson in order to create

questions that they may have about the history and
rules of Hockey.
Students will listen to the teacher during instruction
in order to define key vocabulary terms that will be
used throughout the lesson and during an organized
hockey game.
Students will be allowed to play a small hockey
game on their designated court for 5 minutes. They
will listen to further instructions by the teacher and
be able to physically model, demonstrate, and
explain key vocabulary terms.

tactics in basketball are similar and different to

the hockey techniques and tactics.
The teacher will discuss and model safety
procedures to the class. (Show students how to
properly hold a hockey stick while in play and
while putting equipment back to designated
areas).

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

G Teacher Will:
u
i
d
e
P
a

Student Will:

Students will be separated into teams of 4-5 and

assigned a team color and court to begin playing a
hockey game.

c
t
i
c
e

Co-Teaching Strategy
Direct Management skills

Differentiation Strategy:
Modifications: Create small-sided teams of 4 to practice trick shots and work on creating open space
on the court.

I Teacher Will:
n
d
e
p The teacher will go around and watch each
e group practicing the proper form and techniques
n of shooting, passing, and maneuvering
d techniques with their team during a game.
e A simple chart will be used to check off what
n each student can demonstrate and if they know
t the techniques to pass, shoot, use proper hockey

Student Will:

Students will be asked questions about the rules

again and be given game-like situations to work with
their teammates and explain what they did to
accomplish their goal.
Students will be able to self-assess themselves and
give positive feedback to team members if they are
demonstrating the correct form and techniques of
shooting, maneuvering, and passing to their
teammates.

stance, etc.
P
P The teacher will be able to help any student
g who may need help with working on their
g passing, shooting, receiving, and maneuvering
f techniques.
r
a
c Co-Teaching Strategy:
e
r Allow for students to play leadership roles such as coach, referee, trainer, based on content knowledge
a and skill level. This can be used as a future lesson extension once students have developed a higher
c understanding of the game and rules.
t
i Differentiation Strategy:
c
e All students that are still struggling to meet the tactical standards will be teamed together based on skill
level in order to
Closing/Student Reflection/Real-life connections:
Wrap-Up: At the end of class, the teacher will ask a few closure questions about what the students
learned, what they found challenging, demonstrate specific movements for a slap shot, a trick shot they

might have used, how to get into ready position to play, etc. Students will finish filling out the L section
of their KWL charts.
Exit Slip: At the end of class students put away all equipment and given an exit slip which includes one
short answer question and one matching word/picture question.
Example1.Short answer: What is it called when two people of the opposite team get ready to hit the puck in the
middle of the court?
2. Match the picture with the word. (Picture of goal line, or slap shot. Have three vocabulary word options
underneath the picture for students to circle.