Flag Football Unit

Grade: 6

Logan Bergquist

Ben Franklin Middle School

Goals & Unit Introduction

Goals

Psychomotor:
1. The students will become proficient with the skill of passing in flag football
2. The students will become proficient with the skill of catching in flag football
3. The students will become proficient with the skill of creating open space in flag football
4. The students will become proficient with the skill of defending in flag football

Cognitive:
1. The students will understand the rules of flag football.
2. The students will understand the safety of flag football.
3. The students will understand the parameters and components of a flag football field.
4. The students will understand the basic offensive concepts of flag football.
5. The students will understand the basic defensive concepts of flag football.

Affective:
1. The students will follow all the rules of flag football.
2. The students will follow all safety rules for flag football.
3. The students will encourage their teammates and opponents during game play.
 Unit Introduction

General Introduction: I will be doing a flag football unit for 15 days. Over the span of these 15
days, I will be teaching students passing, which includes passing while stationary or in motion. I
will also be teaching receiving, catching the ball both stationary and in motion, and different
routes to run. I will also teach how students can create space on offense, and how to close space
on defense. They will also learn offensive & defensive strategies and concepts, along with the
safety and rules of the game.

Relevance: This unit is very relevant for many reasons. One general reason for flag football
being relevant is how popular football is throughout the world. Boys and girls everywhere watch
football, and have their favorite teams and players they root for. On the playgrounds or in their
backyards they play football while mimicking their favorite players, whether it being throwing
touchdown passes like Tom Brady or celebrating touchdowns like Odell Beckham Jr. utilizing a
flag football unit in physical education class will give them a chance to learn and develop the
basic skills, concepts, and safety.

Flag Football is also relevant because of how much that goes into flag football. There are various
skills that you must learn, such as throwing and catching, stationary and in motion, while also
things like creating space to get open, or closing space when playing defense. These skills are
also skills you use in other sports. Throwing can be used for baseball as well. Catching can be
used for anything else with a ball, such as kickball. There is also various offense, defense and
special teams concepts and strategies that students need to learn. They will understand these
different concepts and learn how to use them, some of these concepts can be used in other sports,
but they will now learn how to understand concepts and apply them, which is what you have to
do in every sport. Overall, it is a fun sport that will challenge students physically, mentally, and
emotionally.

Emphasized learning domains and the rationale

Psychomotor: 50%

Cognitive: 30%

Affective: 20%

For this unit, psychomotor is the most important learning domain that will be emphasized. There
is so much that goes into this unit to get to the end where we can play in live games, they need to
understand the cues of each skill, as well as being able to execute them. Throwing and catching
is the most important part of this unit. The students will need to know how to throw stationary
and in motion, as well as catching stationary and in motion. Next is cognitive. Cognitive is less
important than psychomotor, but more important than affective because of the strategies. We will
go over basic offensive and defensive strategies that the students will apply in game. In order to
be successful, they will need to understand and apply each strategy. Last in affective. Affective is
always important, no matter how much it is emphasized. Affective will be emphasized in each
unit, so it should not have to be the focus of each unit, but it is important students know how to
work together to be successful.

Summative assessment that shows students achieved unit goals

The summative assessment that students will take will be on the last day of the unit. This test
will be a combination of parts of various assessments that they will have to take over the unit.
There will also be a written portion to the test, with various questions that we have covered over
the course of the unit. Students will be working on the written portion, then I will call two
students over to take the physical portion of the test. They will be tested on the cues and
execution of the skills that we covered in class.
 Unit Objectives and Assessments

Unit: Flag Football Grade: 6

Assessment
ND Outcome Objective Label Type Administered By Delivery
(journal, rubric, (self, peer, (live observation,
etc.) teacher) video, paper/pencil)
Throws, while stationary, a TSWBAT appropriately A Game Teacher Live observation
leading pass to a moving complete a pass attempt at Performance
receiver. (S1.M5.6) least 3 times during a live Assessment
observation by the teacher Instrument
during a game of flag
football.
Executes at least one of the TSWBAT get open using a A Game Teacher Live observation
following offensive tactics pivot, fake or give and go Performance
to create open space: moves three times while being live Assessment
to open space without the observed by the teacher Instrument
ball; uses a variety of during a game of flag
passes, pivots, and fakes; football.
give & go. (S2.M2.6)
Reduces open space by not TSWBAT deny a catch from A Game Teacher Live observation
allowing the catch (denial) being made or allows a catch Performance
or by allowing the catch but to be made but stops the Assessment
not the return pass. receiver from gaining extra Instrument
(S2.M5.6) yards after the catch during a
live observation by the
teacher during a game of flag
football.
Recognizes individual TSWBAT deal with their A Game Teacher Live observation
challenges and copes in a own challenges or helping Performance
positive way, such as challenges of others by either Assessment
extending effort, asking for asking for help or feedback Instrument
help or feedback, or or giving help or feedback to
modifying the tasks. a teammate twice while
(S5.M3.6) being live observed by a
teacher during a game of flag
football.
Performs pivot, fakes and TSWBAT received a score of B Rubric Peer Live observation
jab steps designed to create 3 or better when using pivots,
open space during practice fakes, and jab steps to get
tasks. (S1.M6.6) open during a practice task
when being observed by a
peer.
Throws with a mature TSWBAT hit each of the C Checklist Self Paper/Pencil
pattern for distance or power targets, six out of eight times
appropriate to the practice during a practice task while
task. (S1.M2.6) they are self-evaluating their
power and accuracy of
throwing a football.
Catches with a mature TSWBAT successfully D Checklist Peer Paper/Pencil
pattern from a variety of catches the ball twelve out of
trajectories using different fifteen times from a partner
objects in varying practice throw from different
tasks. (S1.M3.6) trajectories while being
observed by a third peer.
Passes and receives with TSWBAT successfully E Rubric Teacher Live Observation
hands in combination with complete three out of five
locomotor patterns of passes in motion, and catch
running and change of three out of five passes in
direction & speed with motion during partner
competency in modified throwing while being
invasion games such as flag
football. (S1.M4.6)
Identifies the rules and
etiquette for physical
activities, games, and dance
activities. (S4.M6.6)
Uses physical activity and
fitness equipment
appropriately and safely,
with the teachers guidance.
(S4.M7.6)
observed by the teacher in a
modified game of flag
football.
TSWBAT correctly answer F Pre-& Post Test Teacher Pencil/Paper
at least eight out of ten
questions about the rules of
flag football on the post test
given by the teacher.
TSWBAT answer all G Quiz Teacher Pencil/Paper
questions on a safety quiz
given by the teacher before
being allowed to participate
in game play.
H Final Exam Teacher Pencil/Paper
 (Frontside) GPAI (A)
Name: ________________________________ Period: ___________ Team: ___________________________________________
Observation Dates: Team A Day 11 Team B Day 12 Team C Day 13 Team D Day 14
Scoring Key:
Appropriately executed (A)
Inappropriately executed (IA)

Components/Criteria
On ball skills: While on defense, the defender denies a catch being made, or allows a catch but doesnt allow them to run any
farther.
Off ball skills: While on offense, the receiver is able to get into the open spaces using pivots, fakes, or a give and go.
Decision making: While on offense, the quarterback makes the right decision to throw it to the open receiver, and completes
the pass and leads it to the receiver.
Support: Whether on offense or defense, the student will overcome a challenge of their own by asking for help or feedback, or
modifying the task so they can succeed. Or, the student will help another student overcome a challenge of their own by giving
help or feedback.
Name On ball skills Off ball skills Decision making Support
A IA A IA A IA A IA

Directions: GPAI directions: The students from each of the four teams will be evaluated over the span of four days, each team being
evaluated one of the days, by the teacher while they observe the team playing a modified game of flag football. They will be scored on
if they can appropriately complete the task or inappropriately complete or attempt it.
https://www.google.com/search?q=game+performance+assessment+instrument&rlz=1C1CHFX_enUS572US572&espv=2&biw=1366&bih=643
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 (Backside)
Objectives of GPAI
TSWBAT appropriately complete a pass attempt at least 3 times during a live observation by the teacher during a game of flag football.
TSWBAT get open using a pivot, fake or give and go three times while being live observed by the teacher during a game of flag football.
TSWBAT deny a catch from being made or allows a catch to be made but stops the receiver from gaining extra yards after the catch
during a live observation by the teacher during a game of flag football.
TSWBAT deal with their own challenges or helping challenges of others by either asking for help or feedback or giving help or feedback
to a teammate twice while being live observed by a teacher during a game of flag football.
 Rubric ( B )

Name: __________________________ Period: ______ Peer reviewed by: ___________________________

Objective: TSWBAT received a score of 3 or better when using pivots, fakes and jab steps to get open during a practice task when
being observed by a peer.

Directions: While working with a partner, take turns peer reviewing each other while each partner attempts to create open space by
using pivots, fakes and jab steps during the practice task and fill out the chart after they finish the task.

Scoring Key:
5 = Very Strong Performance: successfully completes all attempts with all cues
4 = Strong Performance: successfully completes all attempts without all cues
3 = Moderate Performance: successfully completes some attempts with some cues
2 = Poor Performance: completes some attempts with little to no cues
1 = Very Poor Performance: completes little to no attempts with little to no cues
Task
Pivots 1 2 3 4 5
Fakes 1 2 3 4 5
Jab Steps 1 2 3 4 5
Total:
 Checklist ( C )

Name: _________________________ Period: _____

Standard: Throws with a mature pattern for distance or power appropriate to the practice task. (S1.M2.6)
Objective: TSWBAT hit each of the targets, six out of eight times during a practice task while they are self-evaluating their power
and accuracy of throwing a football.
Direction: Throw the football eight times at all three targets and record your results to test your power and your accuracy. If you are
successful, mark a check in the box. If you are unsuccessful, dont put anything in the box. After each attempt, circle if you had
accuracy in your throw and power in your throw. Add up the scores for each of the 3 attempts, and then combine them to find your
total score.

Distance Target #1 (Day 2) Target #2 (Day 4) Target #3 (Day 6)

5 feet Power Accuracy Power Accuracy Power Accuracy
10 feet Power Accuracy Power Accuracy Power Accuracy
15 feet Power Accuracy Power Accuracy Power Accuracy
20 feet Power Accuracy Power Accuracy Power Accuracy
25 feet Power Accuracy Power Accuracy Power Accuracy
30 feet Power Accuracy Power Accuracy Power Accuracy
35 feet Power Accuracy Power Accuracy Power Accuracy
40 feet Power Accuracy Power Accuracy Power Accuracy
Score /8 /8 /8 /8 /8 /8 /8 /8 /8
Successful Attempts: _____ /24
With Power: _____ /24
With Accuracy: _____ /2
 Catching Checklist (D)

Objective: TSWBAT successfully catches the ball twelve out of fifteen times from a partner
throw from different trajectories while being observed by a third peer.

Directions: In a group of three, you will take turns being the recorder, the thrower, and the
receiver. There will be five lengths, and three different spots for each length. Throw thrower
must throw to ball to each spot, using a different trajectory each time. The throw must be
catchable, which is an arms length away from each target. The recorder records how many
successful catches that the receiver completes in fifteen attempts by putting a check mark in the
box. You will then add up the total amount, and put it at the bottom.

Name: ________________________ Peer Reviewed by: _________________________

Student Trajectory A Trajectory B Trajectory C

5 feet

10 feet

15 feet

20 feet

25 feet

Total /5 /5 /5
 Passing & Receiving in motion ( E )

Student: _________________________

Objective: TSWBAT successfully complete three out of five passes in motion, and catch three
out of five passes in motion during partner throwing while being observed by the teacher in a
modified game of flag football.

Directions: The teacher will observe each student while they attempt five throws in motion and
attempt to catch five passes in motion. The teacher will record the results during modified 2v0
flag football.

Grading Scale:
5: Student completes attempt with all three cues
4: Student completes attempt with two of three cues
3: Student completes attempt with one of three cues
2: Student does not complete attempt, but shows all three cues
1: Student does not complete attempt, but shows two of three cues
0: Student does not complete attempt, shows one or zero cue

Skill Throwing in Motion Catching in Motion

(Day 4) (Day 7)
Attempt 1

Attempt 2

Attempt 3

Attempt 4

Attempt 5

Score /25 /25

 Flag Football Rules ( F ) Pre/Post Test
Name: _____________________

Objective: TSWBAT correctly answer at least eight out of ten questions about the rules of flag
football on an exit slip given by the teacher.

1. How many downs do you have to get to the next zone (first down)?

2. What do you get when you get into the next zone?

3. How do you get a player down?

4. When is a player down?

5. Who is eligible to catch a pass?

6. What is a legal catch?

7. How many players are on each team?

8. How many yards away from the ball do all offensive players have to be within?

9. How long is a flag football field?

10. Where is the ball placed at the start?

 Safety Quiz ( G )

Name: ________________________________

Objective: TSWBAT answer all questions on a safety quiz given by the teacher before being
allowed to participate in game play.

1. How do you get a player on the opposite team down?

2. What should you do when you take a players flag off?

3. Is blocking allowed? Why or why not?

4. Is rushing the quarterback allowed on defense?

5. What is an example of good sportspersonship?

6. What is an example of bad sportspersonship?

 Final Exam ( H )

Name: ________________________________ Period: _________

Grading Scale:
5: Student completes attempt with all three cues
4: Student completes attempt with two of three cues
3: Student completes attempt with one of three cues
2: Student does not complete attempt, but shows all three cues
1: Student does not complete attempt, but shows two of three cues
0: Student does not complete attempt, shows one or zero cue
Question #1:
Skill Throwing in Motion

Attempt 1

Attempt 2

Attempt 3

Score /15

Question #2:

Student Score
5 feet, Trajectory A

10 feet, Trajectory B

15 feet, Trajectory C

Total /15
Question #3

Distance Target #1 Target #2 Target #3

10 feet Power Accuracy Power Accuracy Power Accuracy
20 feet Power Accuracy Power Accuracy Power Accuracy
Score /10 /10 /10
Total score: /30

Written Portion:

Question #4:

What are two offensive strategies we learned about in class and why are they important?

Question #5:

What are two defensive strategies we learned about in class and why are they important?

Question #6:

Why were blocking and rushing the quarterback not allowed?

Question #7:

What was the most important factor in being successful during 5v5 flag football?
 Grading Plan

Specific Plan
Pre Test: 3% (Completion Grade)
Post Test: 7%
Safety Quiz: 10% (Highest Score)
Quizzes, checklists, rubrics, exit slips: 20%
GPAI: 30%
Final Exam: 30%
Total: 100%
Rationale
The Pre Test will be taken on the first day of the unit. This test will be worth a
completion grade, and if they answer every question, they will get all the value. The post test will
be taken on the last day, and will be part of the final exam. The students will have the chance to
take the safety quiz twice, once on day nine of the unit, and again on day ten. This way, they will
learn the knowledge in the first eight days, and then have a chance to make corrections and take
it again so they can get what they need too. Days eleven through fourteen will be game play. The
class will be split into four teams. Each team will be assessed on one of the four days, using the
GPAI. The final exam will be on the last day, and will be a combination of previous assessments
they have been assessed on. The last chunk of the grade will be on the other various assessments
throughout the unit.
 Scope & Sequence

Scope & Sequence of skills/strategies included

1. Throwing
2. Catching
3. Offensive Strategy
4. Defensive Strategy
5. 3 v 1 gameplay
6. 3 v 2 game play
7. 5 v 5 game play

Prerequisites need

S1.E3.5: Combines jumping and landing patterns with locomotor and manipulative skills
in dance, gymnastics and small-sided practice tasks in game environment
S1.E14.5a: Throws overhand using a mature pattern in non-dynamic environments
(closed skills), with different sizes and types of balls.
S1.E14.5b: Throws overhand to large target with accuracy.
S1.E15.5a: Throws with accuracy, both partners moving,
S1.E15.5b: Throws with reasonable accuracy in dynamic, small sided practice tasks.
S1.E16.5b: Catches with accuracy, both partners moving.
S1.E16.5c: Catches with reasonable accuracy in dynamic, small sided practice tasks.
S2.E5.5a: Applies basic offensive and defensive strategies & tactics in invasion small-
sided practice tasks.
S4.E6.5: Applies safety principles with age appropriate physical activities.
Rationale for Scope
I chose the skills that I did because they are very important skills that the students need in
order to be successful in flag football. They are also skills that the students should easily be able
to handle in this grade. They got experience with some of these skills, such as throwing and
catching, in elementary school and they got to learn different pathways and levels, which is part
of offensive and defensive strategies. These skills will build off the previous knowledge they
have, and will set them up for success in this unit, and other units that will use some of the same
skills and strategies.

Rationale for Sequence

The sequence I chose goes from easiest to hardest. Each sequence also builds off of each
other. I started with throwing because that is the skill that they dont need to be dependent on
each other at the start. They can practice throwing for power and accuracy without having to
have someone catch the ball. They can aim at targets or mark where they threw it. Then, after
they complete the throwing drills, we can have the students learn how to catch successfully.
Then they can use throwing and catching to incorporate offensive and defensive strategies. Then
they can use everything they learned to play modified games and drills of flag football because
getting into the 5v5 game play.

Rationale for Prerequisites

I chose the prerequisites that I did because all these skills are ones that are needed before
the beginning of this unit. Before the unit and in 5th grade, they should have learned the basic
movement concepts, and how they can use those movement concepts in different situations.
They should also have had a vast amount of practice in throwing and catching the ball, as both of
those elements are very important in the game of flag football. They should not only be able to
throw a ball, but also be able to throw the ball with reasonable accuracy and power by the time
that they get to 6th grade. They should also be able to catch with accuracy by the time they get to
6th grade. The will get a lot more practice throwing, both stationary and in motion, as well as
catching, both stationary and in motion, during this unit, so if they didnt have a lot of practice
before then it is okay. They should also be able to understand different safety and rule ideas, so
they can apply those to the safety and rules of flag football.
 Skill Analyses & Cues
Skill: Throwing
Analysis
Pre During
Eyes on target Eyes still on target
Dominant hand on the Keep your dominant
laces of the ball, middle hand on the laces of the
finger at the top of the ball, middle finger at the
laces top of the laces
Non-dominant hand on Start to bring your non-
the side of the ball for dominant hand and arm
more protection in towards your side
Dominant arm should be Bring your dominant arm
in a 90-degree angle back
Side to target Side will swing when
Feet parallel to your youre throwing the ball
target Step closer to your target
with non-dominant foot
Cues: 90 degree, squash the bug, follow through
Post
End with eyes on target
End with dominant hand
pointed at target
End with non-dominant
hand and arm tucked at
your side
End with your dominant
arm pointed at the target
End with your side
perpendicular to your
target
End with your non-
dominant foot closer to
target
Skill: Catching

Analysis

Pre During Post

Eyes on ball Eyes on ball Eyes on ball
Both hands and arms out As the ball hits your End with your hands and
in front of your body, hands, bring your hands arms close to your body,
ready to catch the ball and arms in closer to protecting the ball
Start with a flat chest, your body so it absorbs End with your chest flat
facing where the ball is the ball
coming from Keep your chest flat
when the ball arrives

Cues: Eyes on ball, Diamond, Pull in

 Strategy Analysis
Strategies: Creating Space & Running Routes

Analysis

In flag football, creating space is very important. You need to have the ability to get away
from the defender so that you can create distance between you and them in order for the
quarterback to make the correct decision and to get you the ball. There are multiple ways
that you can get open. These ways include pivots, fakes, and give & goes. These
strategies are used to fake out the defender so that they dont know where you are going.
Students will need to learn these strategies and understand when they should use them
and that they should mix it up to keep the defender guessing on what they are going to be
doing.

Along with creating space in flag football, there are different routes that you can run.
When it comes to route running, the quarterback and wide receiver need to be on the
same page so that the ball and player are at the same spot at the same time so the pass can
be completed. Otherwise, the pass could fall incomplete or potentially be intercepted by
the defender. Examples of these routes could be slants, button hooks, fades, etc.

Cues: Locate (defender), Choose (move), Get Open

Strategies: Defense

Analysis

To prevent teams from scoring, they need to learn the different defensive strategies that
can be used. Defense is very important because your team will have better odds of being
successful if you can prevent the defense from scoring. However, each team member
needs to be on the same page for defense to work successfully. You can play a man to
man defense, which we will do for the most part in this class, and this is where each team
member covers someone from the opposite team and stays with them through the play.
You can also play zone defense, which each team member has a spot on the field to
cover. We will learn both strategies, and it is up to the team to choose which one they
want to do.

Cues: Locate (offender), Read, Jump


Skill: Throwing
Extensions
1. Grip
2. Throwing Motion
3. Throw to space for
distance
4. Throw to targets for
accuracy
5. Throw to a stationary
partner for accuracy
6. Throw to a stationary
partner for distance
7. Throw to a partner in
motion
8. Throw on the move with
a partner thats on the
move (QB stays behind
the line of scrimmage)
9. Throw to a partner in
motion who is being
covered by a defender
10. Add two defenders, one
to stay in front of the QB
and one to cover the
wide receiver
11. 3 v 1 game
12. 3 v 2 game
13. 5 v 5 game
Developmental Analyses
Refinements
Focus on having the middle
finger on the top of the laces
Focus on the 90-degree angle
Focus on the follow through
Focus on the follow through
Focus on hitting your partner in
the chest
Focus on following through to
get the most distance
Focus on leading your partner
while theyre moving
Focus on squashing the bug
while running
Focus on leading your partner
where the defender cant get the
ball
Focus on following through and
getting the ball over the
defender
Focus on following through and
getting the ball to the open
receiver
Focus on keeping the 90-degree
angle and leading the receiver
Focus on working as a team
Applications
Grab the ball correctly three
times in a row
Motion a throw to each of the
four walls
Beat your throwing distance two
consecutive times
Hit the target six times out of
ten attempts
Complete five consecutive
passes
Beat your previous throwing
distance two consecutive times
Complete three out of five
attempts
Complete four out of seven
attempts
Complete five out of nine
attempts
Complete five out of nine
attempts
Complete five passes in a row to
the open receiver
Keep the ball from getting
intercepted by the defender on
five consecutive passes
Encourage each of your
teammates at least two times
during game play each day
Skill: Catching

Extensions Refinements Applications

1. Hand Grip Focus on making a diamond
2. Catching from an Focus on bringing the ball into
underhand toss and your chest
bringing the ball in
3. Catching from short Focus on making a diamond as
distances the ball arrives
4. Catching from long Focus on bringing your hands
distances up
5. Catching in motion Focus on brining the ball into
your chest
6. Catching in motion with Focus on giving the thrower a
a defender target
7. 3 v 1 game Focus on giving the thrower a
target
8. 3 v 2 game Focus on getting open
9. 5 v 5 game Focus on working as a team
Practice making a catch towards
each wall in the gym
Catch the ball and bring it in to
your chest 10 times
Catch the ball 8 times in 10
attempts
Catch the ball 6 times in 10
attempts
Catch the ball 4 times out of 5
attempts
Catch the ball at least 3 times in
a row while being defended
Catch the ball 5 times in a row
Catch the ball 3 times out of 5
attempts
Encourage each of your
teammates at least two times
during game play each day
 Overall Safety

Physical:
Stay in your own personal space
Only way to get a player down in to pull their jersey
No tackling, hitting, grabbing, pushing, pulling of other players
Only throw the ball to someone who is looking for it
No rushing the quarterback
No blocking

Emotional:
No put downs, only put ups
Encourage the opposing team
Encourage teammates
Encourage yourself
 Equipment & Materials

Equipment:
20 Footballs
20 Flag Belts
5 Blue Jerseys
5 Red Jerseys
5 Green Jerseys
5 Yellow Jerseys
20 Cones
40 Poly spots

Space:
Gym
o Split into two during game days
Outside field (Weather permitting)
o Two fields marked with cones during game days

Materials:
Safety Quiz (Assessment G)
Safety Poster
Cues Poster
Safety & Rules
Be aware of your own personal space

Encourage others, only put ups

Respect everyone

Stick together as a class, if one person

fails, we all fail

Make the teacher happy

 CUES
Throwing
o 90 degree
o Squash the bug
o Follow through

Catching
o Eyes on ball
o Diamond
o Pull in
 School and Community Resources to Support Student Learning
https://www.fargo.k12.nd.us/staffdirectory

Special Educators
Sheri Dennis
Kari Eidsness
Gail Johnson
Mary Loven
Sara Ophiem
Tara Romfo
Rebecca Thrash
Sheri Wanzek
o Special Educators could play a very important role in any classroom, let alone just
my physical education classroom. Depending on the students I will have in my
class, I will need to use the knowledge that each one of these people must know
the best way to integrate a student that they know very well in my classroom.
They could also be used within the classroom as more of hands on help with the
student or students.
ELL
Carol Forster
Laurie Reichel
Katie Rumeloite
Rita Ystebo
o Like special educators, ELL specialists can be used in very much the same way.
You can talk with these people about kids that are in your classroom or going to
be in your classroom about the strengths and weaknesses of each students and
things that they might need a little extra help on. They could also be used within
the classroom as more of hands on help with the student or students.
Librarians
Heather Miller
Cheryl Hoffman
Crystal Rommesmo
o Librarians can be used in a lot of different ways. You can talk to them about the
resources they have and if you wanted to use any of them in your classroom. You
could have students be required to check out a book for class. They could also be
required to do a project where they need to check out a book and then make
exercises or movements for that book. Their might also be flag football books
with facts and information about the sport that could be used for this unit.
Librarians have many different resources that could be used in a physical
education classroom.
Media/Tech Specialist
 Jeff Pegg
Thomas Weber
o Media/Tech specialists might be the most important or have the potential to be the
most valuable resource to a physical education class. Like we are in the middle of
learning in our class, there is so much technology that can be integrated into
physical education. However, the problem with education is learning how to use
it, and the fact that it could give out on you at any second. These people can teach
you how to use equipment, and be available to you anytime equipment fails.
Technology gives you the chance to really enhance student learning, and enhance
you teaching as well, but you need to know how to use it and make sure it is
always up and running, and that is where media/tech specialists come in handy.
Community organizations
o Community organizations, whoever they might be, are someone that a physical
educator should always be in contact with. There are always events around the
community where families can be active together, but if the parent doesnt know
about it or the child doesnt know about it, the odds of them attending arent
good. It should be up to the physical educator to make sure all their students know
the different opportunities they have in the community to go to with their friends
and family and be active. You could also, as the teacher, plan an event for your
students and their families and the community organizations could help fund that.

Day 1
Standard/Outcome: Identifies
the rules and etiquette for
physical activities, games, and
dance activities. (S4.M6.6)
Objectives: TSWBAT correctly
answer at least eight out of ten
questions about the rules of flag
football on the pre test given by
the teacher.
Instant Activity: Blob Tag
Activities:
Teach & practice gripping the
ball
Teach throwing motion &
practice cues
Throw for power & mark poly
spot
Assessment: Pre-Test (F)
Day 4
Standard/Outcome: Passes and Standard/Outcome: Catches
receives with hands in
combination with locomotor
patterns of running and change
of direction & speed with
competency in modified
invasion games such as flag
football. (S1.M4.6)
Objectives: TSWBAT
successfully complete three out trajectories while being
of five passes in motion, and
catch three out of five passes in
motion during partner throwing Instant Activity: Flying Disc
while being observed by the
teacher in a modified game of
flag football.
Instant Activity: Frisbee
Horseshoes (PE Central)
Block Plan
Day 2
Standard/Outcome: Throws
with a mature pattern for
distance or power appropriate to
the practice task. (S1.M2.6)
Objectives: TSWBAT hit each
of the targets, six out of eight
times during a practice task
while they are self-evaluating
their power and accuracy of
throwing a football.
Instant Activity: Clean the
backyard
Activities:
Whole class power throw with
targets
Target Throw (Emphasis on
Power)
Catching Cues & Hand grip
Short Distance Partner Catch
for Accuracy
Assessment: Checklist ( C )
Day 5
with a mature pattern from a
variety of trajectories using
different objects in varying
practice tasks. (S1.M3.6)
Objectives: TSWBAT
successfully catches the ball
twelve out of fifteen times from
a partner throw from different
observed by a third peer.
Circus Stunt (PE Central)
Activities:
Catching in motion with
routes
Day 3
Standard/Outcome: Throws
with a mature pattern for
distance or power appropriate to
the practice task. (S1.M2.6)
Objectives: TSWBAT hit each
of the targets, six out of eight
times during a practice task
while they are self-evaluating
their power and accuracy of
throwing a football.
Instant Activity: Knock Down
the Pin
Activities:
Target Practice
Target Throw (Emphasis on
accuracy)
Long Distance Partner Catch
for Power
Assessment: Checklist ( C )
Day 6
Standard/Outcome: Catches
with a mature pattern from a
variety of trajectories using
different objects in varying
practice tasks. (S1.M3.6)
Objectives: TSWBAT
successfully catches the ball
twelve out of fifteen times from
a partner throw from different
trajectories while being
observed by a third peer.
Instant Activity: Modified
Follow the leaders throw and
catch (PE Central)
Activities:
Catching in motion with
defender, QB stationary
Activities:
Teach basic routes
Solo route practice
Catching in motion with
routes
Assessment: Passing &
Receiving in Motion (E)
Day 7
Standard/Outcome: Passes and
receives with hands in
combination with locomotor
patterns of running and change
of direction & speed with
competency in modified
invasion games such as flag
football. (S1.M4.6)
Objectives: TSWBAT
successfully complete three out
of five passes in motion, and
catch three out of five passes in
motion during partner throwing
while being observed by the
teacher in a modified game of
flag football.
Instant Activity: Paper or
Plastic (PE Central)
Activities:
Throwing & Catching with
two defenders
Throwing to the open man,
3v1 game
Partner passing & receiving in
motion
Assessment: Passing &
Receiving in Motion (E)
Day 10
Standard/Outcome: Uses
physical activity and fitness
equipment appropriately and
safely, with the teachers
guidance. (S4.M7.6)
Objectives: TSWBAT answer
all questions on a safety quiz
Partner catch QB on the
move laterally, WR on the
move vertically
Catching from different
trajectories
Assessment: Catching
Checklist (D)
Day 8
Standard/Outcome: Performs
pivot, fakes and jab steps
designed to create open space
during practice tasks. (S1.M6.6)
Objectives: TSWBAT received
a score of 3 or better when using
pivots, fakes, and jab steps to
get open during a practice task
when being observed by a peer.
Instant Activity: Dont Get
Caught with The Cookie (PE
Central)
Activities:
Teach pivots, fakes, jab steps
Solo practice with cones
1v1 partner practice
2v1 practice with ball
Assessment: Rubric ( B )
Day 11
Standard/Outcome:
Throws, while stationary, a
leading pass to a moving
receiver. (S1.M5.6)
Executes at least one of the
following offensive tactics to
create open space: moves to
open space without the ball;
Catching in motion with
defender, QB in motion too
Take out defender, do catching
from different trajectories
again
Assessment: Catching
Checklist (D)
Day 9
Standard/Outcome: Uses
physical activity and fitness
equipment appropriately and
safely, with the teachers
guidance. (S4.M7.6)
Objectives: TSWBAT answer
all questions on a safety quiz
given by the teacher before
being allowed to participate in
game play.
Instant Activity: Free to Be
(PE Central)
Activities:
Safety Quiz attempt #1
Introduce man coverage
Partner chase
3v2 man coverage drills
Introduce zone coverage
5v4 zone coverage drills
Assessment: Safety Quiz (G)
[Quiz will be taken at the start
of class. I will grade quizzes
during class and return them.
Low scores will then have the
opportunity to bring the quiz
home, find out the correct
answers, study it and take the
quiz again on day 10.]
Day 12
Standard/Outcome:
Throws, while stationary, a
leading pass to a moving
receiver. (S1.M5.6)
Executes at least one of the
following offensive tactics to
create open space: moves to
open space without the ball;
given by the teacher before
being allowed to participate in
game play.
Instant Activity: Mirror each
other
Activities:
Safety Quiz attempt #2 at the
start of class
Team Day (Find out your
team, come up with a name)
3v1 drills with team
3v2 drills with team
Assessment: Safety Quiz (G)
uses a variety of passes,
pivots, and fakes; give & go.
(S2.M2.6)
Reduces open space by not Reduces open space by not
allowing the catch (denial) or
by allowing the catch but not
the return pass. (S2.M5.6)
Recognizes individual Recognizes individual
challenges and copes in a
positive way, such as
extending effort, asking for
help or feedback, or modifying
the tasks. (S5.M3.6)
Objectives:
TSWBAT appropriately
complete a pass attempt at
least 3 times during a live
observation by the teacher
during a game of flag football.
TSWBAT get open using a
pivot, fake or give and go
three times while being live
observed by the teacher during
a game of flag football.
TSWBAT deny a catch from
being made or allows a catch
to be made but stops the
receiver from gaining extra
yards after the catch during a
live observation by the teacher
during a game of flag football.
TSWBAT deal with their own
challenges or helping
challenges of others by either
asking for help or feedback or
giving help or feedback to a
teammate twice while being
live observed by a teacher
during a game of flag football.
Instant Activity: Teammate
catch. Each team gets together
and can play catch and work on
their strategies.
Activities: Game Day (5v5)
Assessment: GPAI (A)
uses a variety of passes,
pivots, and fakes; give & go.
(S2.M2.6)
allowing the catch (denial) or
by allowing the catch but not
the return pass. (S2.M5.6)
challenges and copes in a
positive way, such as
extending effort, asking for
help or feedback, or modifying
the tasks. (S5.M3.6)
Objectives:
TSWBAT appropriately
complete a pass attempt at
least 3 times during a live
observation by the teacher
during a game of flag football.
TSWBAT get open using a
pivot, fake or give and go
three times while being live
observed by the teacher during
a game of flag football.
TSWBAT deny a catch from
being made or allows a catch
to be made but stops the
receiver from gaining extra
yards after the catch during a
live observation by the teacher
during a game of flag football.
TSWBAT deal with their own
challenges or helping
challenges of others by either
asking for help or feedback or
giving help or feedback to a
teammate twice while being
live observed by a teacher
during a game of flag football.
Instant Activity: Teammate
catch. Each team gets together
and can play catch and work on
their strategies.
Activities: Game Day (5v5)
Assessment: GPAI (A)
 Day 13
Standard/Outcome:
Throws, while stationary, a
leading pass to a moving
receiver. (S1.M5.6)
Executes at least one of the
following offensive tactics to
create open space: moves to
open space without the ball;
uses a variety of passes,
pivots, and fakes; give & go.
(S2.M2.6)
Reduces open space by not
allowing the catch (denial) or
by allowing the catch but not
the return pass. (S2.M5.6)
Recognizes individual
challenges and copes in a
positive way, such as
extending effort, asking for
help or feedback, or modifying
the tasks. (S5.M3.6)
Day 14
Standard/Outcome:
Throws, while stationary, a
leading pass to a moving
receiver. (S1.M5.6)
Executes at least one of the
following offensive tactics to
create open space: moves to
open space without the ball;
uses a variety of passes,
pivots, and fakes; give & go.
(S2.M2.6)
Reduces open space by not
allowing the catch (denial) or
by allowing the catch but not
the return pass. (S2.M5.6)
Recognizes individual
challenges and copes in a
positive way, such as
extending effort, asking for
help or feedback, or modifying
the tasks. (S5.M3.6)
Day 15
Standard/Outcome: Identifies
the rules and etiquette for
physical activities, games, and
dance activities. (S4.M6.6)
Objectives: TSWBAT correctly
answer at least eight out of ten
questions about the rules of flag
football on the post test given
by the teacher.
Instant Activity: N/A
Activities: Activities being
grade on Final Exam
Assessment: Post Test (F),
Final Exam (H)

Objectives:
TSWBAT appropriately
complete a pass attempt at
least 3 times during a live
observation by the teacher
during a game of flag football.
TSWBAT get open using a
pivot, fake or give and go
three times while being live
observed by the teacher during
a game of flag football.
TSWBAT deny a catch from
being made or allows a catch
to be made but stops the
receiver from gaining extra
yards after the catch during a
live observation by the teacher
during a game of flag football.
TSWBAT deal with their own
challenges or helping
challenges of others by either
asking for help or feedback or
giving help or feedback to a
teammate twice while being
live observed by a teacher
during a game of flag football.
Objectives:
TSWBAT appropriately
complete a pass attempt at
least 3 times during a live
observation by the teacher
during a game of flag football.
TSWBAT get open using a
pivot, fake or give and go
three times while being live
observed by the teacher during
a game of flag football.
TSWBAT deny a catch from
being made or allows a catch
to be made but stops the
receiver from gaining extra
yards after the catch during a
live observation by the teacher
during a game of flag football.
TSWBAT deal with their own
challenges or helping
challenges of others by either
asking for help or feedback or
giving help or feedback to a
teammate twice while being
live observed by a teacher
during a game of flag football.
 Instant Activity: Teammate Instant Activity: Teammate
catch. Each team gets together catch. Each team gets together
and can play catch and work on and can play catch and work on
their strategies. their strategies.

Activities: Game Day (5v5) Activities: Game Day (5v5)

Assessment: GPAI (A) Assessment: GPAI (A)

Pecentral.org
 Lesson Title: Flag Football Fun
Grade Level: 6th
Unit/Content Focus: Flag Football
Teachers Names: Logan Bergquist
Date Taught: 4/17/2018
Lesson Plan Number: #1
Student Prerequisites: (grade level outcomes for grade below; only 1 per domain)
Psychomotor: S1.E14.5a: Throws overhand using a mature pattern in non-dynamic environments (closed skills), with different sizes
and types of balls.
Cognitive: S2.E5.5a: Applies basic offensive and defensive strategies & tactics in invasion small-sided practice tasks.
Affective: S4.E6.5: Applies safety principles with age appropriate physical activities.

Overall Safety Resources:/Supplies Health Related Fitness Component

Equipment: Component:
2 Noodles Muscular Strength
20 Footballs
40 Polyspots
Physical: Space: Task:
Stay in your own personal space Gym Students will get the basic concept of
Watch out for others when throwing a holding and throwing a football
football
No hitting, shoving, pushing, etc.
Emotional: Materials: Student Awareness:
Only put ups Safety Poster Be aware of your own personal space
Encourage others Cues Poster and the cues of throwing
PreTest
General Modifications Needed for Individual Students
N/A

National Standard Outcome Lesson Objectives (ABCD) Formal Assessment

Identifies the rules and etiquette for Cognitive: TSWBAT correctly answer at Pre-Test (F)
physical activities, games, and dance least eight out of ten questions about the
activities. (S4.M6.6) rules of flag football on the post test given
by the teacher.

Skill Analysis
Skill: Throwing
Pre During Post
Eyes on target Eyes still on target End with eyes on target
Dominant hand on the laces of the Keep your dominant hand on the End with dominant hand pointed
ball, middle finger at the top of laces of the ball, middle finger at at target
the laces the top of the laces End with non-dominant hand and
Non-dominant hand on the side of Start to bring your non-dominant arm tucked at your side
the ball for more protection hand and arm in towards your End with your dominant arm
Dominant arm should be in a 90- side pointed at the target
degree angle Bring your dominant arm back End with your side perpendicular
Side to target Side will swing when youre to your target
Feet parallel to your target throwing the ball End with your non-dominant foot
Step closer to your target with closer to target
non-dominant foot
 Cues: 90 degree, squash the bug, follow through

Developmental Analysis
Skill:
Extensions Refinements Applications
1. Grip Focus on having the middle finger on the Grab the ball correctly three times in a
top of the laces row
2. Throwing Motion Focus on the 90-degree angle Motion a throw to each of the four walls
3. Throw to space for distance Focus on the follow through Beat your throwing distance two
consecutive times

Instructional Activities
Instant Activity: Blob Tag
Description: Safety: Transition:
Two students start as the blob and Dont pull others Put equipment away
have their arms linked, with their free Move as a team Come into the circle of friendship
arm holding a noodle. The rest of the Only put ups
students spread out. When the music
starts, the blob must try to tag
someone. When a student is tagged,
they must join the blob and link arms
with the other students in the blob.
 Only students on the end of the blob
can tag someone, and they must use
the noodle to tag each other.
Set Induction
Hook Why Agenda
Who here watches football on Flag Football is a terrific sport Today, we will be doing some of the
Sundays??? because of all the aspects that go into practice throwing skills.
We are going to be starting a flag it. We will learn more about throwing
football unit today that we will be and catching, as well as some of the
doing for the next 15 days. strategies of the game.
Task 1: Teach & practice gripping the ball
Safety
Stay in your own personal space
Only put ups
Description Demonstration CFU
During this activity, the students will Teacher Where do we put our middle finger on
be learning and practicing the correct the ball?
grip of the football. They will each
have their own football to practice
with.
Game/Activity Rules Extension Down Extension Up
Get a feel for the grip Have them grab the ball from their Have them grab the ball from the
Practice grabbing and gripping from other hand ground
the ground
Practice grabbing and dripping from
another person
Applications Cues Transition
Grab the ball correctly three times in a Middle finger on laces, grab Freeze
row Have them set the ball down
Take three steps back
Modifications for Individual Students
N/A
Task 2: Teach throwing motion & practice cues
Safety
Stay in your own personal space
Only put ups
Description Demonstration CFU
Now that the students have learned Teacher What are the three cues?
how to grip the ball, they will learn What does squash the bug mean?
how to throw the ball and the throwing Everyone show me the 90 degree!
motion. Each student will practice the
three cues. Then, they will motion to
each of the four walls of the gym.
Game/Activity Rules Extension Down Extension Up
Each student has their own ball Have them hold the ball in the right Grab the ball and then throwing
Motion to each wall of the gym grip and then just do the throwing motion
motion
Applications Cues Transition
Motion a throw to each of the four 90 degree, squash the bug, follow Freeze
walls through Have them set the ball down
Take three steps back
Modifications for Individual Students
N/A

Task 3: Throw for power & mark poly spot

Safety
Stay in your own personal space
Only put ups
Description Demonstration CFU
Now that the students know how to Teacher What do you do after you throw the
hold the ball and throw the ball, we ball?
will do an easy task for them to get
 some practice working on the cues and What do you do the second time you
throwing the ball. Each student will be throw the ball?
on the end line. They will throw the
ball as far as they can. They will run
to that spot and mark it with a poly
spot. They will then do it again, trying
to beat that spot.
Game/Activity Rules Extension Down Extension Up
Every student throws at the same time Working with partners or in a group Working alone

Applications Cues Transition

Try to beat your throw two times in a 90 degree, squash the bug, follow Freeze them
row through On the way back in, grab one football
and two poly spots
Modifications for Individual Students
N/A

Closure
Today, we learned how to grip the ball, how to throw the ball, and got to practice throwing the ball a little bit.
Who can tell me where we want our middle finger to be on the ball?
Who can tell me one of the three cues of throwing?

HomeFun!!
Share the knowledge of throwing that we learned to day with someone at home. You can use anything and show a friend or
family member the three cues of throwing.
 Lesson Title: Flag Football Fun
Grade Level: 6th
Unit/Content Focus: Flag Football
Teachers Names: Logan Bergquist
Date Taught: 4/18/2018
Lesson Plan Number: #2
Student Prerequisites: (grade level outcomes for grade below; only 1 per domain)
Psychomotor: S1.E14.5b: Throws overhand to large target with accuracy.
Cognitive: S2.E5.5a: Applies basic offensive and defensive strategies & tactics in invasion small-sided practice tasks.
Affective: S4.E6.5: Applies safety principles with age appropriate physical activities.

Overall Safety Resources:/Supplies Health Related Fitness Component

Equipment: Component:
60 Beanbags Muscular Strength
20 Polyspots
20 Footballs
20 Bowling Pins
Physical: Space: Task:
Stay in your own personal space Gym The students will get more practice
Watch out for others when throwing a with throwing a football for power, as
football well as working on accuracy with
No hitting, shoving, pushing, etc. targets and partner catch
Emotional: Materials: Student Awareness:
Only put ups Safety Poster Be aware of your own personal space
Encourage others Cues Poster and the cues of throwing and catching
20 Checklists (C)
General Modifications Needed for Individual Students
N/A
National Standard Outcome
Throws with a mature pattern for
distance or power appropriate to the
practice task. (S1.M2.6)
Skill Analysis
Skill: Throwing
Pre
Eyes on target
Dominant hand on the laces of the
ball, middle finger at the top of
the laces
Non-dominant hand on the side of
the ball for more protection
Dominant arm should be in a 90-
degree angle
Side to target
Feet parallel to your target
Lesson Objectives (ABCD) Formal Assessment
Psychomotor: TSWBAT hit each of the Checklist (C)
targets, six out of eight times during a
practice task while they are self-evaluating
their power and accuracy of throwing a
football.
During Post
Eyes still on target End with eyes on target
Keep your dominant hand on the End with dominant hand pointed
laces of the ball, middle finger at at target
the top of the laces End with non-dominant hand and
Start to bring your non-dominant arm tucked at your side
hand and arm in towards your End with your dominant arm
side pointed at the target
Bring your dominant arm back End with your side perpendicular
Side will swing when youre to your target
throwing the ball End with your non-dominant foot
Step closer to your target with closer to target
non-dominant foot
 Cues: 90 degree, squash the bug, follow through

Skill Analysis
Skill: Catching
Pre During Post
Eyes on ball Eyes on ball Eyes on ball
Both hands and arms out in front As the ball hits your hands, bring End with your hands and arms
of your body, ready to catch the your hands and arms in closer to close to your body, protecting the
ball your body so it absorbs the ball ball
Start with a flat chest, facing Keep your chest flat when the ball End with your chest flat
where the ball is coming from arrives
 Cues: Eyes on ball, Diamond, Pull in

Developmental Analysis
Skill: Throwing
Extensions Refinements Applications
4. Throw to targets for accuracy Focus on the follow through Hit the target six times out of ten attempts
5. Throw to a stationary partner for Focus on hitting your partner in the chest Complete five consecutive passes
accuracy

Developmental Analysis
Skill: Catching
Extensions
1. Hand Grip
2. Catching from an underhand toss
and bringing the ball in
3. Catching from short distances
Refinements
Focus on making a diamond
Focus on bringing the ball into your chest
Focus on making a diamond as the ball
arrives
Applications
Practice making a catch towards each wall
in the gym
Catch the ball and bring it in to your chest
10 times
Catch the ball 8 times in 10 attempts

Instructional Activities
Instant Activity: Clean the Backyard
Description: Safety: Transition:
The class will be split into two teams. Watch where you throw Freeze
One on each side of the gym. Each Only put ups Everyone grab three bean bags on
team will start with the same number your way in
 of bean bags on each side. The goal is
to see who can clear their backyard
first by throwing bean bags onto the
other teams side.
Set Induction
Hook Why Agenda
Who can tell me what we learned We are going to work on our power We are going to do some throwing at
yesterday? and accuracy when it comes to targets with emphasis on power, then
What were the three cues of throwing? throwing, and learn the catching cues. learn the catching cues and play some
Today, we are going to keep going partner catch.
further with our Flag Football skills.
Task 1: Whole class power throw with targets
Safety
Stay in your own personal space
Watch where you throw
Only put ups
Description Demonstration CFU
To continue with throwing today, we Teach and two other students What do we do when I say go?
will be working as a class on throwing What are we trying to attempt?
for power. There will be 20 bowling
pins set up at different distances
around the gym. When I say go, the
students will all throw their ball at a
target. The object is to see how many
times we can knock all the pins down
as a class.
Game/Activity Rules Extension Down Extension Up
Everyone throws their ball at the same Less pins, shorter distances More pins, farther distances
time
Applications Cues Transition
Try to beat your score as a class 90 degree, squash the bug, follow Freeze students.
through
 Have them bring one football and one
pin in with them.
Modifications for Individual Students
N/A

Task 2: Target Throw (Emphasis on Power)

Safety
Stay in your own personal space
Watch where you throw
Only put ups
Description Demonstration CFU
With a partner, you will go to one of Teacher and one other student How many times do we throw the ball
the 10 pins set up. There will be 8 at the pin?
polyspots set up 5 feet apart behind What happens when the pin is
the pin. You will go to each polyspot knocked over?
and try to knock down the pin from What do we record on our checklist?
each one. If you are successful, your
partner will be standing next to it to
set it back in. You will record if you
knock the pin down, and if you had
enough power or were accurate. You
then switch roles after youve
attempted all eight throws.
Game/Activity Rules Extension Down Extension Up
Each partner must throw it all eight Less polyspots to throw from More poly spots to throw from
times before switching
Results must be recorded after each
throw
Applications Cues Transition
Throw to knock down more than you 90 degree, squash the bug, follow Freeze
did in the third set than you did in the through
first and second
 Have one partner bring the pin and
ball in, the other bring the eight
polyspots in
Modifications for Individual Students
N/A

Task 3: Catching Cues & Hand grip

Safety
Stay in your own personal space
Only put ups
Description Demonstration CFU
The students have been working on Teacher What are the three cues of catching?
throwing so far, but an important part
of flag football is being able to catch
the throw. Here, we will learn and
practice our catching cues and hand
grip. They will show the three cues of
catching.
Game/Activity Rules Extension Down Extension Up
Each student must show the three cues Dont use a ball Have them practice catching the ball
of catching from an underhand toss
Applications Cues Transition
Practice making a catch towards each Eyes on ball, Diamond, Pull in Freeze
wall with the three cues Set the ball down
Take three steps back
Modifications for Individual Students
N/A

Task 4: Short Distance Partner Catch for Accuracy

Safety
Watch out for others when you throw
 Know your personal space
Only put ups
Description Demonstration CFU
Students will be incorporating what Two students Who can tell me what the three cues
we have been doing so far into one of throwing are?
activity. They will find a partner and Who can tell me what the three cues
play short distance catch with each of catching are?
other to work on their throwing and
catching cues. Have poly spots spread
out where each partner should stand.
Game/Activity Rules Extension Down Extension Up
Each partner needs to throw and catch Take two steps closer Take two steps farther apart
with an emphasis on cues
Applications Cues Transition
Complete five consecutive passes Eyes on ball, Diamond, Pull in Freeze
Have one partner bring the ball in
Have the other partner bring the two
polyspots in
Modifications for Individual Students
N/A

Closure
Today, we worked on throwing a little more and learned how to catch.
Who can tell me what the three cues to catching are? Who can tell me what the three cues of throwing are?

HomeFun!!
After learning and showing someone the three cues of throwing yesterday, show that same person the three cues of catching!!
 Lesson Title: Flag Football Fun
Grade Level: 6th
Unit/Content Focus: Flag Football
Teachers Names: Logan Bergquist
Date Taught: 4/19/2018
Lesson Plan Number: #3
Student Prerequisites: (grade level outcomes for grade below; only 1 per domain)
Psychomotor: S1.E14.5b: Throws overhand to large target with accuracy.
Cognitive: S2.E5.5a: Applies basic offensive and defensive strategies & tactics in invasion small-sided practice tasks.
Affective: S4.E6.5: Applies safety principles with age appropriate physical activities.

Overall Safety Resources:/Supplies Health Related Fitness Component

Equipment: Component:
30 Bowling Pins Muscular Strength
20 Poly Spots
20 Footballs
Physical: Space: Task:
Stay in your own personal space Gym Students will get more opportunity to
Watch out for others when throwing a work on their accuracy as well as
football catching with a partner from long
No hitting, shoving, pushing, etc. distances
Emotional: Materials: Student Awareness:
Only put ups Safety Poster Be aware of your own personal space
Encourage others Cues Poster and the cues of throwing and catching
20 Checklists (C)
General Modifications Needed for Individual Students

National Standard Outcome
Throws with a mature pattern for
distance or power appropriate to the
practice task. (S1.M2.6)
Skill Analysis
Skill: Throwing
Pre
Eyes on target
Dominant hand on the laces of the Keep your dominant hand on the
ball, middle finger at the top of
the laces
Non-dominant hand on the side of Start to bring your non-dominant
the ball for more protection
Dominant arm should be in a 90-
degree angle
Side to target
Feet parallel to your target
Lesson Objectives (ABCD) Formal Assessment
Psychomotor: TSWBAT hit each of the Checklist (C)
targets, six out of eight times during a
practice task while they are self-evaluating
their power and accuracy of throwing a
football.
During Post
Eyes still on target End with eyes on target
End with dominant hand pointed
laces of the ball, middle finger at at target
the top of the laces End with non-dominant hand and
arm tucked at your side
hand and arm in towards your End with your dominant arm
side pointed at the target
Bring your dominant arm back End with your side perpendicular
Side will swing when youre to your target
throwing the ball End with your non-dominant foot
Step closer to your target with closer to target
non-dominant foot
 Cues: 90 degree, squash the bug, follow through

Skill Analysis
Skill: Catching
Pre During Post
Eyes on ball Eyes on ball Eyes on ball
Both hands and arms out in front As the ball hits your hands, bring End with your hands and arms
of your body, ready to catch the your hands and arms in closer to close to your body, protecting the
ball your body so it absorbs the ball ball
Start with a flat chest, facing Keep your chest flat when the ball End with your chest flat
where the ball is coming from arrives
 Cues: Eyes on ball, Diamond, Pull in

Developmental Analysis
Skill:
Extensions Refinements Applications
4. Throw to targets for accuracy Focus on the follow through Hit the target six times out of ten attempts
5. Throw to a stationary partner for Focus on hitting your partner in the chest Complete five consecutive passes
accuracy
6. Throw to a stationary partner for Focus on following through to get the Beat your previous throwing distance two
distance most distance consecutive times

Instructional Activities
Instant Activity: Knock Down The Pin
Description: Safety: Transition:
Have the students work in groups of Watch out for others Freeze
three. There will be three pins at Stay in your own personal space Have one student bring the ball and
different distances away from the Only put ups poly spot in
polyspot. Each student will stand on Have the other two students bring the
the polyspot and see how many cones in
attempts it takes for them to knock
down all three pins.
Set Induction
Hook Why Agenda
Who can tell me what the three cues You need to understand and execute Today, we are going to be doing more
for catching are? the three cues of both skills in order to work on throwing for accuracy, and
Who can tell me what the three cues get the ball to your teammates, as well target practice with emphasis on
for throwing are? as catch the ball from another accuracy this time and more partner
This cues are very important to being teammate. catch.
successful in flag football.
Task 1: Target Practice
Safety
Stay in your own personal space
Watch out for others
Only put ups
Description Demonstration CFU
Students will be in groups of three. Teacher and two students What do the non-throwing partners
There will be a poly spot where the do?
thrower must stand. The job of the When do you switch roles?
other two partners is to set up and What does this activity work on?
move the bowling pins to different
spots and different distances so that
each partner can continue to work on
throwing for power and accuracy.
Once the thrower has hit the pins five
times, switch roles.
Game/Activity Rules Extension Down Extension Up
Thrower must hit the pin five times Less pins, shorter distances More pins, farther distances
Each partner gets a chance to go twice
Applications Cues Transition
Try to hit a different pin five 90 degree, squash the bug, follow Freeze
consecutive times in a row through Have one partner bring the ball and
poly spot in
 Have the other partners bring the pins
in
Modifications for Individual Students
N/A

Task 2: Target Throw (Emphasis on accuracy)

Safety
Stay in your own personal space
Watch where you throw
Only put ups
Description Demonstration CFU
With a partner, you will go to one of Teacher and one other student How many times do we throw the ball
the 10 pins set up. There will be 8 at the pin?
polyspots set up 5 feet apart behind What happens when the pin is
the pin. You will go to each polyspot knocked over?
and try to knock down the pin from What do we record on our checklist?
each one. If you are successful, your
partner will be standing next to it to
set it back in. You will record if you
knock the pin down, and if you had
enough power or were accurate. You
then switch roles after youve
attempted all eight throws.
Game/Activity Rules Extension Down Extension Up
Each partner must throw it all eight Less polyspots to throw from More poly spots to throw from
times before switching
Results must be recorded after each
throw
Applications Cues Transition
Throw to knock down more than you 90 degree, squash the bug, follow Freeze
did in the third set than you did in the through
first and second
 Have one partner bring the pin and
ball in, the other bring the eight
polyspots in
Modifications for Individual Students
N/A

Task 3: Long Distance Partner Catch for Power

Safety
Stay in your own personal space
Watch out for others when throwing
Only put ups
Description Demonstration CFU
Students will be combining throwing Teacher and one other student How many passes in a row do you
for power, accuracy and catching all need to complete to take two steps
into one. They will start from farther back?
distances away, and see how far apart Where does each partner start?
they can get. They will be working
with a partner. There will be poly
spots placed where the students should
begin.
Game/Activity Rules Extension Down Extension Up
Take two steps back every time you Take two steps closer Take two steps farther apart
complete five passes in a row.
Applications Cues Transition
Beat your previous throwing distance 90 degree, squash the bug, follow Freeze
two consecutive times through One student bring the ball in
One student bring the poly spots in
Modifications for Individual Students
N/A
Closure
Today we got more practice working on throwing for power and accuracy. We also got to work on playing catch this a partner,
this time from longer distances.
Who can tell me what the three cues of throwing are?
Who can tell me what the three cues of catching are?

HomeFun!!
Play catch with someone at home. If you havent shown them the cues yet, you can do that. If you dont have a ball, you can roll
socks into a ball and use that as a ball!
 Rubric
Category Meets Standard Nearly Meets Partially Meets Does Not Meet
Standard Standard Standard
(3) (2) (1) (0)
Title Page Title Page includes all Includes 2 of the 3 Includes 1 of the 3 Includes 0 of the 3
3 elements: activity or elements elements elements
skill theme,
appropriate grade
level, and
author/school
Goals & Introduction Goals are stated for Goals are stated for 2 of Goals are stated for 1 of Goals are stated for
all 3 domains the domains the domains none of the domains
(psychomotor, (psychomotor, (psychomotor, (psychomotor,
cognitive, & affective) cognitive, & affective) cognitive, & affective) cognitive, & affective)
and a thorough and/or introduction is and/or introduction is and/or introduction is
introduction is adequate brief not provided
provided
Appropriate All national/state At least 75% of the At least 50% of the Less than 50% of the
National/State outcomes listed are national/state outcomes national/state outcomes national/state outcomes
Standards and appropriate for the listed are appropriate listed are appropriate listed are appropriate
Outcomes are listed grade level and for the grade level and for the grade level and for the grade level and
spelled out spelled out spelled out spelled out
Objectives Objectives include a Includes 2 of the 3 Includes 1 of the 3 Includes 0 of the 3
specific behavior, elements elements elements
criterion, and
condition
Assessments (2x) All assessments are Includes 3 of the 4 Includes 2 of the 4 Includes 1 (or less) of
listed, present, include elements elements the 4 elements
objectives addressed,
and well-constructed
Grading plan and Specific grading plan Grading plan and Grading plan and Grading plan and/or
Rationale and rationale provided rationale provided rationale provided but rationale are not
and aligned; reader is and are aligned not aligned provided
able to calculate unit
grade based on
materials and grading
scheme provided
Scope, Sequence, Pre- Scope, sequence, and At least 75% of the At least 50% of the Less than 50% of the
requisite Skills, and prerequisites are scope, sequence, and scope, sequence, and scope, sequence, and
Rationale appropriate and the prerequisites are prerequisites are prerequisites are
rationale appropriate and the appropriate and the appropriate and the
demonstrates that rationale demonstrates rationale demonstrates rationale demonstrates
they are based off the that they are based off that they are based off that they are based off
national/state the national/state the national/state the national/state
outcomes for the outcomes for the grade outcomes for the grade outcomes for the grade
grade level level level level
Skill Each skill/strategy At least 75% of the At least 50% of the Less than 50% of the
Analyses/Strategy included in the unit skills/strategies skills/strategies skills/strategies
Description, and Cues has an accurate and included in the scope included in the scope included in the scope
(2x) complete skill analysis have an accurate and have an accurate and have an accurate and
with identified cues complete skill analysis complete skill analysis complete skill analysis
with identified cues with identified cues with identified cues
Developmental 90-100% of At least 75% of At least 50% of Less than 50% of
Analysis for each developmental developmental analyses developmental analyses developmental analyses
Skill/Strategy (2x) analyses displays a display a detailed display a detailed display a detailed
detailed progression progression with progression with progression with
with appropriate appropriate refinements appropriate refinements appropriate refinements
refinements and and applications and applications and applications
applications
Overall Safety Overall safety is listed, Overall safety is listed Overall safety is listed Overall safety is not
accurate, and and accurate but not accurate listed
considers more than
the psychomotor
domain
Equipment and Complete and specific Complete list but Incomplete list of No equipment or
Materials list (including lacking specificity (not equipment and facilities listed; no
quantities and including quantities facilities; and/or materials present
*Must have at least 3 descriptions) of and/or descriptions) of inappropriate for
other types of equipment and equipment and facilities developmental level
materials (technology, facilities appropriate appropriate for and roster size;
task cards posters, for developmental developmental level materials do not align
etc.) level and roster size; and roster size; with objectives and/or
materials align with materials do not align not present
objectives and are with objectives but are
present present
School and Identifies both specific Identifies specific Identifies specific Specific school-wide
Community Resources school and community- school-wide resources school-wide resources resources and
to Support Student wide resources and and collaborators and and collaborators collaborators are not
Learning collaborators and explains how they identified.
explains how they could be incorporated
could be incorporated to support student
to support student learning.
learning.
Block Plan Block plan includes Block plan includes Block plan includes Block plan includes
(Need to specifically standards, objectives, standards, objectives, standards, objectives, standards, objectives,
name the activities) activities, and activities, and activities, and activities, and
assessments for all 15 assessments for at least assessments for at least assessments for 8 days
days 12 days 9 days or less
Lesson Plans (4X) 3 consecutive lesson 2 consecutive lesson 1 lesson plan is 0 lesson plans present;
plans are complete plans are complete and complete and adheres to or 1 is present but does
and adhere to lesson adhere to lesson plan lesson plan guidelines; not adhere to guidelines
plan guidelines guidelines; or 3 are or 2 are present but do
present but do not not adhere to guidelines
adhere to guidelines
Resources Two references were Two references were Only one reference was One reference used and
*Must appear on correctly cited and at correctly cited cited; or two references incorrectly cited; or no
pages of the unit they least one is a journal were used but cited references cited
were used article incorrectly
Appearance/ Overall appearance Overall appearance and Overall appearance and Overall appearance and
Organization and organization is organization is semi- organization is semi- organization is chaotic
well-structured and structured and displays structured and displays and displays many
displays few grammar few grammar and many grammar and grammar and spelling
and/or spelling errors spelling errors spelling errors errors
 Cohesiveness (3x) All unit plan elements 1 or 2 unit plan 3 or 4 unit plan 5 unit plan elements
(goals, standards, elements (goals, elements (goals, (goals, standards,
*Example Make objectives, block plan, standards, objectives, standards, objectives, objectives, block plan,
sure cues from lesson plans, and block plan, lesson block plan, lesson lesson plans, and
analyses are used in assessments) are plans, and assessments) plans, and assessments) assessments) are not
lesson plans aligned to create one are not aligned and are not aligned and aligned and results in a
cohesive unit results in a fragmented results in a fragmented fragmented unit
unit unit

Score: 72 / 75 = 96%