Putnam Unit Plan Flag Football Final Draft

Sean MahoneyFlag FootballApril 27th-May 11th 2015Grades 9-12Putnam Vocational Technical High School

Springfield College Physical Education Health Education DepartmentPE Unit Outcomes/State & National Standards/Content/Assessment TemplatePsychomotor, Affective, and Cognitive DomainsGrade/Experience Level High School

Unit Outcomes (By the end of the unit, students will be able to)Reference MA CF & NASPE Standards by #Content to be taughtAssessment (include rubrics, quizzes, etc. in written materials section)

Psychomotor

Execute all of the skills presented in the unit successfully and safely during a small-sided modified game as part of post assessment at the end of the unit.NASPE 1MA CF 2.16Lesson 1: Throwing, catching, defensive flag pulling1. Pre-Unit Assessment Skill Evaluation Assessment Form

Lesson2: Running and carrying the ball with handoff2. Teacher Observation with frequent verbal checks for learner understanding (Q & A)

Lesson 3: Throwing & Catching3. Turn & Talk with a Partner

Lesson 4: Route Running with Passer and Receiver.4. Teacher Observation

Lesson 5: Blocking and Rushing5. Teacher Observation

Lesson 6: Flag pulling.6. Turn and Talk with a Partner

Lesson 7: Ultimate Football Game.7. Teacher Observation

Lesson 8: King of the Grid Iron-(Defensive flag pulling game)8. Peer teaching observation.

Lesson 9-Pass routes against Defensive player.9. Teacher Observation

Lesson 10: 7 vs 7 Flag Football Game.10. Post Unit Skill Evaluation Assessment

Cognitive:Recite the correct skill cues in sequence with 100 % accuracy when asked to do so by the teacher. Comment by Patricia McDiarmid: This is clean and reasonable. NASPE2MA CF 2.17Lesson 1: Pre unit assessment of skills. (Throwing, catching, defensive flag pulling)Day 1: Teacher observation and questioning.

Lesson 2: Running and carrying the ball with handoff.Day 2: Exit Slip

Lesson 3: Hiking, Throwing and CatchingDay 3: Teacher Observation and questioning

Lesson 4: Route Running with Passer and Receiver.Day 4: Turn and Talk with a Partner

Lesson 5: Blocking and RushingDay 5: Teacher Questioning

Lesson 6: Defensive stance and flag pulling.Day 6: Turn and talk

Lesson 7: Ultimate Football Game.Day 7: Teacher questioning

Lesson 8: King of the Grid Iron-(Defensive flag pulling game)Day 8: Turn and Talk

Lesson 9-Pass routes against Defensive player.Day 9: Teacher questioning

Lesson 10: 7 vs 7 Flag Football Game.Day 10: Post Unit Quiz of football.

Affective:Adopt a positive attitude towards displaying sportsmanship behaviors, respecting equipment and following every safety rule during all segments of the unit.NASPE 5MA CF 7.5Lesson 1. Rules and equipment management Day 1: Teacher questioning

Lesson 2. Rules and SafetyDay 2:Teacher Questioning

Lesson 3. Rules and SafetyDay 3: Equipment management exit slip.

Lesson 4. Equipment ManagementDay 4: Teacher questioning

Lesson 5. Rules and SafetyDay 5: Teacher questioning

Lesson 6. Rules and SafetyDay 6: Teacher questioning

Lesson 7.Equipment Management7. Teacher questioning

Lesson 8.Rules and safety8. Teacher questioning

Lesson 9. Rules and Safety9. Teacher questioning

Lesson 10. Rules and Safety10.Post Assessment Bonus question on Quiz

Overall Unit Grading Policy

Break Down of 10 Daily Points:3 pts- Student is fully prepared. Shirt, pants, and shoes must be changed from the clothes worn to school.3 Pts- Participation- Student is fully involved in each activity.4 Pts- Effort and Conduct- Student tries their best, while listening to directions respectfully and following the rules.

How daily grades are entered into the computer: Every day students enrolled in each class can receive up to 10 points. Each day of the week, these points are added up and recorded out of 50 overall weekly points on Friday or the last day of the week.Absentee policy: If students are absent from the class, they also have an opportunity to regain the missed points by attending Saturday school participating actively in a P.E class for two hours. Each completed Saturday session earns points to replace three missed classes. At the end of the marking period, each weekly score is added up and the number is calculated into the overall possible points to determine their final grade.

Assessments

Cognitive Assessment

Name:__________________ Period_______ Date_______

Where should the tips of the football be located when carrying the football?(Please check the box showing the picture that shows correct form)

Expectations and Results of Cognitve Assessment

During the flag football unit, the intentions of the assessment was to check for understanding that the students knew how to carry the football correctly when running. At no point was the assessment given to trick or fool any student. The goal was to have an average of about 90 percent of the students check the correct box.

After every student completed the assessment results showed that 100 percent of the students checked off the correct box about carrying the football correctly. Due to the fact the main objective was success, the visuals used to represent the correct form was a running back from Oregon and the incorrect picture was a cartoon picture with the ball in the wrong possession. Students had very little questions during this assignment.

Affective Assessment

Name_________Class_______Date______

Please circle T if the statement is true or F if the statement is false.

1. At the beginning of class, I should wait until the teacher gives me a football before starting to play catch. T F

2. I should wait until my partner is looking at me before I throw the football to him/herTF

3. When students accidentally knock over a cone, they should leave the cone on the ground and not fix it.TF

Expectations and Results of Affective Assessment

The affective assessment was designed to check the students understanding of equipment management and the safety rules of the class. The goal was to have students complete two out of the three questions correctly on the assessment given at the introduction of class. The assessment was given a day later so students had a period of time to learn, comprehend, and apply the material on a piece of paper. Throughout the unit, these rules and routines have been enforced every day, multiple times a class. So this assignment should have been pretty easy for most students, as long as they attended school that week and used some common sense. Again, for this assessment, it was not made to trick any student.

The results of the assessments were extremely positive and above expectations. After recording each grade, 90 percent of the students recorded scores of 100 percent on the assessment. Ten percent of students had scores with two of the three questions answered correctly which was very rewarding as a teacher because results showed you did your job teaching effectively. What I was surprised about based on observations and countless incidents of reinforcements, was that students answered the question about having your partner ready before throwing the ball at them, correctly. From what Ive learned is that students know more than what they say out loud around their classmates.

FootballFacts

Football Review SheetPositions on the Field:1. Quarterback-Offensive player that throws and hands the ball off to teammates.2. Running Back- Player that receives handoffs, located next to, in front of, or besides the qb and runs to gain yards.3. Wide Receiver- Offensive Player that receives passes from the quarterback who lines up on the line or a step off. This player performs different pass patterns to avoid being contested by defender.4. Center-Offensive player who hikes ball to qb and who is positioned on the line.5. Offensive/Defensive lineman- Players that are positioned on the line of scrimmage who either protects the offense(Offensive lineman) or tries to stop the offensive player from gaining yards (Defensive Lineman)6. Defensive Backs- Defensive players that cover the wide receivers while trying to stop them from catching the ball or running the ball into the end zone.Skills Practiced in Unit:Throwing, Catching, Running with Football and making cuts, Pass Patterns, Hiking, Flag Pulling, Defensive stances, Breaking Down, Throwing Competitions.Throwing- Use fingers/not palm/make c with thumb and index finger.Catching-Make Diamond with thumb and index fingers if ball is at chest or higher. Thumbs and pinkies if lower than chest.Flag Pulling- Break down, shoulders square to offensive player/ Keep eyes on belt/ Spread arms out as wide as possible. Safety*Make sure partner is looking at you and has hands up when throwing and catching.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Sean Mahoney DATE: 4/27/15 TIME: 7:35-8:17SCHOOL: Putnam VocationalLESSON#: _1 FACILITIES: FieldCLASS SIZE: _28GRADE: _9-12_ UNIT/THEME: _Flag Football GENERIC LEVEL: _Utilization-ProficientEQUIPMENT: 1. 14 Footballs2. 28 flags3. 20 Cones 4. _20 (Half Cones)_5. 10 Hot Spots 6.Wrist Watch 7.Whistle 8. 10 pool noodlesFOCUS OF LESSON: Hand offs, Running, Proper Ball Position while running.STUDENT PERFORMANCE OBJECTIVES (SPO): By the end of the lesson, students should be able to:

(P) Properly hold on to the football, having each point of ball covered by the hand, arm, and chest, in order to make a move to avoid getting flag pulled during drill work portion of class. (SHAPE1, MACF2.16)(C) Explain the correct skill cues to holding onto the football when running the ball in flag football during the lesson closure when asked by the teacher. (SHAPE2. MACF2.17)(A) Use safety when distributing the ball to classmates, (Partners eyes should be watching ball and partner, Hands up and ready.) throughout the lesson.(Shape5,MACF7.5)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Use the entire time devoted to activity and student learning.

2. Cut down on transition time and use bullet point skill cue words when giving instruction.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students in this class?-Students must make sure partner is paying attention and ready when handing the ball off.-Students must make sure to plant feet before making cuts to avoid slipping and falling

REFERENCES : Kevin Donohue Sr.Kevin Donohue Jr.

LESSON PLAN FORM

TIME SEQUENCE OF LESSONORGANIZATIONREFLECTIONS

7:35-7:41

7:41-744

744-747

747-749

750-751

7:51-8:00

8:00-8:01

8:01-8:12

8:12-8:13

8:13-8:16

8:16-8:22

Changing in locker rooms

Walk to Field:

Warm up:Students will begin running with the ball down to the cone 20-30 yards away at a good pace, looping around it, run back handing ball to next in line.-Groups will be broken off into teams of 4-5.

Introduction:Students will be explained how to hold the football in arm the proper way. Also students will be taught how to hand ball off to partner. Last, students will be shown different moves to avoid a defender (Side step, cut back, spin, juke)

Skill Cues To Holding Football:1. Tip of ball in fingers2. Body of Ball on Forearm.3. Opposite tip, in elbow4. Ball High and Tight to Body.

Transition:Students will be broken off into 4 groups of 5-6 students picked by the teacher.

Activity one: Students will start in a straight line. First person will be quarterback. Will start with self hike. Next person in line will receive the handoff properly. Student will run straight Step over the noodles Then run to the cone, make a cut either left or right Make it to the cones (Endzone) Turn around, jog back and hand ball to next qb in line.Extension 1:Students will have to run around each noodle before going straight towards the cone.

Extension2:Pool noodles will be spread out to a side.Students will work on the sweep running horizontal to the line of scrimmage until reaching a cone, and then will cut up the field after making a move at the cone.

Transition:Students will now stay in line and turn to me as I demonstrate the next drill.

Activity two: Box Relay Running Relay Race Students will stay in same lines, and teams. Cones will be split into a box shape with four red tall cones making the box. Between each cone, there will be objects in the way that players must dodge or cut through and spin in. Object is to get every player on your team through the box first, going through each obstacle correctly. Team that does so first, wins.

Closure:Distribution of Exit slips.Students will be asked how to hold the ball correctly.

Walk back to School:

Change:

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x x x x QB XC Cone

Fake Out Cone

C Cone End Zone

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Half ConesStudents will

spin once in each of of the three cones

Cut l/R at eachCone

At noodles, students must run around each one going in and out using cuts.

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I need to make more groups so that each student can have many otrs and get moving right away because it was cold out the first day.

Students ran to the hill and back after first lesson then the first activity was running and looping around the cones. This used my focus as an actual activity.

Certain students went harder than others, but when I stood at the cone and tried stripping the ball, it created a more competitive atmosphere where students worked harder to secure the ball.

Students really enjoyed the box drill and were able to compete against each other once I told them I was going to time everyone using my watch.

Cuts were more enforced and utilized around the obstacles.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Sean Mahoney DATE: 4/27/15 TIME: 7:35-8:17SCHOOL: Putnam VocationalLESSON#: _2 FACILITIES: FieldCLASS SIZE: _28GRADE: _9-12_ UNIT/THEME: _Flag Football GENERIC LEVEL: _Utilization-ProficientEQUIPMENT: 1. 14 Footballs2. 28 flags3. 20 Cones 4. _20 (Half Cones)_5. 10 Hot Spots 6.Wrist Watch 7.Whistle FOCUS OF LESSON: Centering Passing catchingSTUDENT PERFORMANCE OBJECTIVES (SPO): By the end of the lesson, students should be able to:

(P) Properly place hand on football in order to throw, Throw the ball to teammate using correct skill cues , and catch the ball with correct form based on location of ball. (SHAPE1, MACF2.16)(C) Explain the correct skills to each skill practiced during the lesson when asked by the teacher at the lesson closure. (SHAPE2. MACF2.17)(A) Use safety when distributing the ball to classmates, (Partners eyes should be watching ball and partners hands are up and ready.) throughout the lesson.(Shape5,MACF7.5)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Use the entire time devoted to activity and student learning.

2. Cut down on transition time and use bullet point skill cue words when giving instruction.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students in this class?-Students must make sure partner is paying attention and ready when passing the ball to their partner.-Students must make sure fingers are spread out to avoid jammed fingers.

REFERENCES : Kevin Donohue Sr.Kevin Donohue Jr.

LESSON PLAN FORM

TIME SEQUENCE OF LESSONORGANIZATIONREFLECTIONS

7:35-7:41

7:41-744

744-747

7:47-7:53

7:53-8:02

8:02-8:15

8:15-8-16

8:16-8:21

8:21-8:27

Changing in locker rooms

Walk to Field:

Warm up:Students will be split into groups of 4 and will go to the box assigned. Students will run around the box from cone to cone making cuts to the next cone making sure to hold the ball properly. Each student must complete the box 4 times.1 ball will be placed at each box.

Introduction:Students will also be taught how to hike the ball from the side and from underneath their legs. Students will be explained how to hold the ball correctly when throwing.

Skill Cues of Side hiking:1.Rotate body so non hiking side shoulder is facing partner.2. Hold ball at the tip with 1-2 fingers holding the laces while thumb is behind the ball.3. Bring ball off the ground in a swinging motion, releasing ball to partner.Skill Cues of Under legs Hiking:1. Grip the ball like you are throwing the football.2. Spread legs wide, while holding the ball in front and on the ground.3. Bring arm back under legs while releasing ball. Hand should touch the hamstring every time to avoid injury.

Skill Cues for Throwing Grip in Football.1. Place hand on one end of football.2.Thumb and pointer finger will form a c around the end of football in front of laces.3. Fingertips of next two fingers should be placed on the laces.4. Pinky should be right below the laces.WHAT TO LOOK FOR:Palms should never be on the football just fingers.Demonstration: Student will show proper form.

Throwing Skill Cues:1. Bring Ball to Ear with proper grip.2. Turn non throwing shoulder side to target.3. Step, transfer weight forward and release ball making a half circle motion with throwing hand.4. Follow through with throwing hand going down into your opposite pant pocket.

Skill Cues of Catching Football:Chest level and above.1. Make diamond with thumbs and index fingers touching.2. Hands out in front of body.3. Catch ball with finger tips, then bring ball into body after ball is in hands

Ball Below Chest level:1. Pinkies touching at the tips.2. Eye on the ball.3. Bring ball into body after catching ball with soft hands.

Transition:Students will find a partner and Line up 3-5 yards across from each other. Football will be given to line 1.

Activity 1: Students will begin hiking the ball back and forth to each other using the side hike. Once students feel comfortable with the side hike, they will be asked to perform the under leg hike back and forth to partner.

Transition: Students will stay matched up with partners and stay in their position for the next drill.

Activity 2:Students will line up 5-10 yards back from each other and will begin playing catch. Players will work on correct form throwing and catching back and forth. Every minute I will have students back up, showing different forces needed to use in order to throw different lengths of field.

Extension: Teacher will have students step back 5 giant steps. Students who ask to step back further will be allowed to.

Activity 3:Throwing Competition:Rules:1. Students will start 5 yards apart.2. Students will throw the ball to their partner back and forth.3. If each partner catches the ball successfully, line one will take 3 giant steps back and perform the same task. Each successful pass and catch combo between partners, will have the partner 1 take three giant steps back.4. When a student drops the ball, their team is out. At that point students can still play catch on their own, but the results will not count.5. Partners that are last to drop the ball are the winners.

I will keep track to who catches ball and who does not.Students who do not succeed are still expected to play catch at the distance they dropped the ball at.

Closure:Students will be asked what part of their hands is used to throw and catch the football.

Walk back to School:

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Students were skeptical at first to perform the drill because they did not want to cut on the wet grass, but after I told them it was to review what we learned the day before without taking any time talking and wasting activity time, they started to listen.

Students morals went up because students were successful in at least one of the two types of hikes.

We incorporated a defensive lineman to incorporate more students to the activity and to make it exciting. Each student rotated from qb to center to rusher.

Was able to cover a little blocking as a center as well, showed they had two jobs.

Students did not know how to properly block so some students were holding onto to eachothers arms and other body parts.

Only one class was able to reach the competition, and it went very well. Each pair was honest and were able to reach a distance they could not reach each other at.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Sean Mahoney DATE: 4/30/15 TIME: 7:35-8:17SCHOOL: Putnam VocationalLESSON#: _4 FACILITIES: FieldCLASS SIZE: _28GRADE: _9-12_ UNIT/THEME: _Flag Football GENERIC LEVEL: _Utilization-ProficientEQUIPMENT: 1. 14 Footballs2. 28 flags4. _20 (Half Cones)_ 6.Wrist Watch 7.Whistle FOCUS OF LESSON: Flag Pulling and gameplaySTUDENT PERFORMANCE OBJECTIVES (SPO): By the end of the lesson, students should be able to:

(P) Perform all of the skills practiced during the unit in a 5 v5 or 6 v 6 game of flag football.. (SHAPE1, MACF2.16)(C) Explain different pass patterns for getting open during a pass in gameplay when asked by the teacher at the end of the lesson. (SHAPE2. MACF2.17)(A) Use safety when distributing the ball to classmates, (Partners eyes should be watching ball and partners hands are up and ready.) throughout the lesson.(Shape5,MACF7.5)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Officiate the game keeping an eye out for penalties and good fundamentals.

2. Make sure each student is engaged in the game.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students in this class?-Students must make sure partner is paying attention and ready when passing the ball to their partner.-Students must make sure fingers are spread out to avoid jammed fingers.-If qb, make sure students are all counting to 5 Mississippis

REFERENCES : Kevin Donohue Sr.Kevin Donohue Jr.

LESSON PLAN FORM

TIME SEQUENCE OF LESSONORGANIZATIONREFLECTIONS

7:35-7:41

7:41-744

744-747

7:47-7:50

Changing in locker rooms

Walk to Field:

Warm up: Students will play a flag pulling game in a coned off box. Rules of game-Students are split up either on a red flag team or a yellow flag team. Teams will start by trying to pull off all of the other teams flags. Once one team has no flags left, the other team is the winner.

Introduction:Students will be informed they will be playing in a game of flag football using the skills practiced in the unit.

Transitions:Teams will be broken into either two even teams based on the numbers, or two different games with one being competitive, and the other being non competitive.

Activity 1:Gameplay-Rules: Students will be explained the basic rules to football quickly,Rules-Players must stay on sides at all times-If a player on offense moves before ball is snapped, it is a false start. Ball is pushed back 5 yards.-Defensive players must stay in their zone before ball is snapped.-Offensive lineman cannot hold the defensive lineman or any other defensive player.Defense must count to 5 Mississippis before rushing into the quarterback.-Offense will have to move the ball to each cone to receive a first down. Teams will have 4 chances to do so. If unsuccessful, it is a turn-over on downs and the other team is now on offense.-Making it into the endzone successfully results in 6 points. Teams will have to go for two 3 yards out of the endzone.-Defense now gets ball at the ten yard line and will try to score on the opposite side.

Closure:Students will be asked what types of rules did they learn about the game of football.

Walk back School:

Change:

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End Zone

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First Down

End Zone

Students if they had the choice would have played the game the entire class if I let them in the 5th period class.

Other classes we only played it once because they wanted to jump into gameplay.

Each class had different numbers so each game had its own twist. Each team was chosen based on fairness and skill level from my observation. If there was stand outs in the class I made sure to limit their touches per game.

Each star was very cooperative when telling them the situation.

Carlos, David, and Kevin were getting very mad because they wanted to be the stars every possession and did not work well with the under skilled players. I made sure to bring them to the side and explained to them what my intentions were.

Reference Page

1. Garvey, H. Putnam Vocational Technical High School Physical Education Teacher

2. Donohue, K. Former David Prouty High School Football Coach, Physical Education Teacher of Lake Street Elementary School Spencer Massachusetts.

3. Malvezzi, L. Retired Putnam Vocational Technical High School Football Coach & Physical Education Teacher.

4. http://www.footballbabble.com/football/flag/drills/Comment by Patricia McDiarmid: List the websites namenot just the link.

5. The Physical Educators BIG BOOK of Sport and Lead-Up Games by Guy Bailey