Sam Smith

4/8/2016

20167th Grade Lacrosse Unit Plan

Table of Contents

Class Context Page 2

Grade Level Outcomes, Virginia State and National Standards Page 3

Unit Goals Page 6

History and Background Page 7

Rules, Scoring, and Etiquette Page 9

Skills and Concepts Page 13

15 Day Block Schedule Page 15

Lesson Plans Page 17

Rainy Day Activity Page 34

References Page 35

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Class ContextMy class is a 7th grade Physical Education class, at a small Single-A high school in the countryside. The class sizes are small, but sadly there is not much funding for equipment/nice facilities. With grants from the USLacrosse programs, I am able to fund all my classes with both men’s and women’s lacrosse sticks, as well as safety goggles. My class consists of 25 students: 40% are beginner, 50% are intermediate, and 10% are advanced. Most students in the area live on farms, so they are fit from manual labor but do not have much of the free-time to practice/develop their skills.

There is one student in my class who has a moderate intellectual disability named Phil, and there is also a student who is missing a forearm named Belle. Phil has not been able to develop his motor skills well, and is very behind on his skill concepts. Belle is very fit, and works to the best of her ability, but is still limited in her performance, so she has to modify her technique to work for her situation. Lacrosse will be demanding for both students, because it is fast-paced and requires two-handed skill.

The facilities we are planning on using for this unit are the main gym, and depending on the weather we may also go outside and use the practice fields. We will have to be cautious of harming one another during the game of lacrosse, because there are balls flying around and a bunch of sticks in play. To avoid any injuries, students must wear the protective safety goggles, and students must also have two hands on the stick at all times (Except for Belle).

The equipment we need to have for this unit includes: 30 Lacrosse sticks: 26 Girl’s sticks (since there is no checking), 4 goalie sticks 30 Sets of Safety Goggles 6 Pop-up nets Various styles of Cones (Dome, Standard, Large/small, Colored, polyspots)

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Grade Level Outcomes, Virginia State and National Standards

7th Grade Level Outcomes:

(S1.M2.7) Throws with a mature pattern for distance or power appropriate to the activity in a dynamic environment.

(S1.M3.7) Catches with a mature pattern from a variety of trajectories using different objects in small-sided game play.

(S1.M4.7) Passes and receives with feet in combination with locomotor patterns of running and change of direction & speed with competency in invasion games such as soccer or speedball.

(S1.M5.7) Throws, while moving, a leading pass to a moving receiver.

(S1.M6.7) Executes at least one of the following designed to create open space during small-sided game play: pivots, fakes, jab steps.

(S1.M7.7) Performs the following offensive skills with defensive pressure: pivot, give & go, and fakes.

(S1.M10.7) Shoots on goal with power and accuracy in small-sided game play.

(S1.M11.7) Slides in all directions while on defense without crossing feet.

(S2.M1.7) Reduces open space by using locomotor movements (e.g., walking, running, jumping & landing, changing size and shape of the body) in combination with movement concepts (e.g., reducing the angle in the space, reducing distance between player and goal).

(S2.M2.7) Executes at least 2 of the following offensive tactics to create open space: uses a variety of passes, pivots and fakes; give & go.

(S2.M3.7) Creates open space by staying spread on offense, and cutting and passing quickly.

(S2.M4.7) Reduces open space on defense by staying close to the opponent as he/ she nears the goal.

(S2.M5.7) Reduces open space by not allowing the catch (denial) or anticipating the speed of the object and person for the purpose of interception or deflection.

(S2.M6.7) Transitions from offense to defense or defense to offense by recovering quickly and communicating with teammates.

(S2.M13.7) Analyzes the situation and makes adjustments to ensure the safety of self and others.

(S4.M1.7) Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors and supporting classmates.

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(S4.M3.7) Provides corrective feedback to a peer, using teacher-generated guidelines, and incorporating appropriate tone and other communication skills.

(S4.M4.7) Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts.

(S4.M5.7) Problem-solves with a small group of classmates during adventure activities, small-group initiatives or game play.

(S4.M6.7) Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities and games or following parameters to create or modify a dance.

VA SOLs for PE

In grade seven, students continue to develop competence in modified versions of various game/sport, rhythmic, and recreational activities. They vary movement during dynamic and changing game situations. Recreational pursuits become an additional curriculum option, broadening lifelong physical activity options. The ability to analyze skill performance through observing and understanding critical elements (small, isolated parts of the whole skill or movement) is increasingly apparent, as is the application of basic scientific principles of movement and personal fitness. Students relate the importance of physical activity to health, focusing particularly on obesity and stress. They create plans for improving personal fitness. Students continue to develop responsible personal and social behaviors by demonstrating decision-making skills, conflict-resolution skills, appropriate etiquette, and respect for others. Students achieve and maintain personal fitness standards and set reasonable and appropriate goals for improvement or maintenance of health-related fitness.

Skilled Movement7.1 The student will demonstrate competence in modified versions of various game/sport, rhythmic,

and recreational activities.a) Use skill combinations competently in modified versions of team (e.g., soccer, team handball,

volleyball) and individual/dual (e.g., tennis, racquetball, golf) activities.b) Display appropriate use of speed, force, and form in a variety of movement activities (e.g., run,

sprint, kick, jump, throw).c) Demonstrate basic abilities and safety precautions in recreational pursuits (e.g., in-line skating,

orienteering, hiking, cycling, ropes courses, backpacking, canoeing, rock climbing).d) Demonstrate moving to a rhythm in selected folk, country, square, contemporary, and line

dances.

Movement Principles and Concepts7.2 The student will understand and apply movement principles and concepts.

a) Demonstrate proper use of movement concepts in dynamic game situations (e.g., relationship between opponents, appropriate offensive position with the goal or ball).

b) Apply biomechanical principles (e.g., center of gravity, base of support, trajectory) to understand and perform skillful movements.

c) Use basic offensive and defensive tactics and strategies while playing a modified version of a game/sport.

d) Analyze skill patterns of self and partner, detecting and correcting mechanical errors.e) Identify similarities in movements across different physical activities (e.g., overhand throw,

tennis serve, overhand volleyball serve, and overhead clear in badminton).

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Personal Fitness7.3 The student will apply concepts and principles of training to improve physical fitness.

a) Identify safe practices for improving physical fitness.b) Develop a comprehensive personal fitness plan, including goals, strategies, and timeline, for

improving at least three self-selected components of health-related fitness.c) Use a variety of resources, including available technology, to monitor fitness improvement.d) Analyze the relationships among physical activity, calorie intake, and body composition.e) Demonstrate correct form when performing physical fitness activities.

Responsible Behaviors7.4 The student will work independently and with others in cooperative and competitive physical

activity settings.a) Apply safety procedures, rules, and appropriate etiquette in physical activity settings.b) Solve problems, accept appropriate challenges, and resolve conflicts in a responsible manner.c) Demonstrate supportive behaviors that promote the inclusion and safety of others when

participating in physical activity.

Physically Active Lifestyle7.5 The student will select and participate in physical activity to produce health-related benefits.

a) Select and set goals, and participate at school and outside of school in activities that help improve flexibility, muscle strength and endurance, cardiovascular endurance, and body composition.

b) Analyze the relationship between physical activity and stress management, and investigate ways to use physical activity to lessen the impact of stress.

National Standards for PE

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

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Unit Goals

SWBAT perform leadership, cooperation, respect, and responsibility skills well, to work with other students for the entire unit by teaching and helping other, and being safe with equipment.

SWBAT use a variety of lacrosse skills such as throwing, catching, scooping, and shooting that will enable them to successfully participate in modified lacrosse games.

SWBAT use a variety of defensive strategies such as man/zone defense, spacing, angles, and shifting that will enable them to successfully participate in modified lacrosse games.

SWBAT demonstrate their knowledge of the rules and regulations of the lacrosse unit by following all rules and guidelines of any and all games played throughout the unit, and also perform in a game from a variety of different roles (Offense, defense, and referee).

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History and Background

Lacrosse was one of many varieties of indigenous stickball games being played by American Indians at the time of European contact. Almost exclusively a male team sport, it is distinguished from the others, such as field hockey or shinny (Pond hockey), by the use of a netted racquet with which to pick the ball off the ground, throw, catch and convey it into or past a goal to score a point. The cardinal rule in all varieties of lacrosse was that the ball, with few exceptions, must not be touched with the hands.

Early data on lacrosse, from missionaries such as French Jesuits in Huron country in the 1630s and English explorers, such as Jonathan Carver in the mid-eighteenth century Great Lakes area, are scant and often conflicting. They inform us mostly about team size, equipment used, the duration of games and length of playing fields but tell us almost nothing about stickhandling, game strategy, or the rules of play. The oldest surviving sticks date only from the first quarter of the nineteenth century, and the first detailed reports on Indian lacrosse are even later. George Beers provided good information on Mohawk playing techniques in his Lacrosse (1869), while James Mooney in the American Anthropologist (1890) described in detail the "[Eastern] Cherokee Ball-Play," including its legendary basis, elaborate rituals, and the rules and manner of play.

Given the paucity of early data, we shall probably never be able to reconstruct the history of the sport. Attempts to connect it to the rubber-ball games of Meso-America or to a perhaps older game using a single post surmounted by some animal effigy and played together by men and women remain speculative. As can best be determined, the distribution of lacrosse shows it to have been played throughout the eastern half of North America, mostly by tribes in the southeast, around the western Great Lakes, and in the St. Lawrence Valley area. Its presence today in Oklahoma and other states west of the Mississippi reflects tribal removals to those areas in the nineteenth century. Although isolated reports exist of some form of lacrosse among northern California and British Columbia tribes, their late date brings into question any widespread diffusion of the sport on the west coast.

On the basis of the equipment, the type of goal used and the stick-handling techniques, it is possible to discern three basic forms of lacrosse—the southeastern, Great Lakes, and Iroquoian. Among southeastern tribes (Cherokee, Choctaw, Chickasaw, Creek, Seminole, Yuchi and others), a double-stick version of the game is still practiced. A two-and-a half foot stick is held in each hand, and the soft, small deerskin ball is retrieved and cupped between them. Great Lakes players (Ojibwe, Menominee, Potawatomi, Sauk, Fox, Miami, Winnebago, Santee Dakota and others) used a single three-foot stick. It terminates in a round, closed pocket about three to four inches in diameter, scarcely larger than the ball, which was usually made of wood, charred and scraped to shape. The northeastern stick, found among Iroquoian and New England tribes, is the progenitor of all present-day sticks, both in box as well as field lacrosse. The longest of the three—usually more than three feet—it was characterized by its shaft ending in a sort of crook and a large, flat triangular surface of webbing extending as much as two-thirds the length of the stick. Where the outermost string meets the shaft, it forms the pocket of the stick.

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Lacrosse was given its name by early French settlers, using the generic term for any game played with a curved stick (crosse) and a ball. Native terminology, however, tends to describe more the technique (cf. Onondaga DEHUNTSHIGWA'ES, "men hit a rounded object") or, especially in the southeast, to underscore the game's aspects of war surrogacy ("little brother of war"). There is no evidence of non-Indians taking up the game until the mid-nineteenth century, when English-speaking Montrealers adopted the Mohawk game they were familiar with from Caughnawauga and Akwesasne, attempted to "civilize" the sport with a new set of rules and organize into amateur clubs.

Once the game quickly grew in popularity in Canada, it began to be exported throughout the Commonwealth, as non-Native teams traveled to Europe for exhibition matches against Iroquois players. Ironically, because Indians had to charge money in order to travel, they were excluded as "professionals" from international competition for more than a century. Only with the formation of the Iroquois Nationals in the 1980s did they successfully break this barrier and become eligible to compete in World Games.

Apart from its recreational function, lacrosse traditionally played a more serious role in Indian culture. Its origins are rooted in legend, and the game continues to be used for curative purposes and surrounded with ceremony. Game equipment and players are still ritually prepared by conjurers, and team selection and victory are often considered supernaturally controlled. In the past, lacrosse also served to vent aggression, and territorial disputes between tribes were sometimes settled with a game, although not always amicably. A Creek versus Choctaw game around 1790 to determine rights over a beaver pond broke out into a violent battle when the Creeks were declared winners. Still, while the majority of the games ended peaceably, much of the ceremonialism surrounding their preparations and the rituals required of the players were identical to those practiced before departing on the warpath.

A number of factors led to the demise of lacrosse in many areas by the late nineteenth century. Wagering on games had always been integral to an Indian community's involvement, but when betting and violence saw an increase as traditional Indian culture was eroding, it sparked opposition to lacrosse from government officials and missionaries. The games were felt to interfere with church attendance and the wagering to have an impoverishing effect on the Indians. When Oklahoma Choctaw began to attach lead weights to their sticks around 1900 to use them as skull-crackers, the game was outright banned.

Meanwhile, the spread of non-Native lacrosse from the Montreal area eventually led to its position today worldwide as one of the fastest growing sports (more than half a million players), controlled by official regulations and played with manufactured rather than hand-made equipment—the aluminum shafted stick with its plastic head, for example. While the Great Lakes traditional game died out by 1950, the Iroquois and southeastern tribes continue to play their own forms of lacrosse. Ironically, the field lacrosse game of non-Native women today most closely resembles the Indian game of the past, retaining the wooden stick, lacking the protective gear and demarcated sidelines of the men's game, and tending towards mass attack rather than field positions and offsides.

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Rules, Scoring, and Etiquette

Traditional Rules:

The FieldThe playing area of a lacrosse field is 110 yards long and 60 yards wide. The goals are 80 yards apart, and there is a playing area 15 yards behind each goal. The length of the field is divided by the center line. A circle with a 9-foot radius is drawn around each goal and is known as a crease. A rectangular box, 35 yards by 40 yards, surrounds each goal and is called the attack area. It is formed by marking a line 40 yards in length, centered on the goal, parallel to and 20 yards from the center line. A line connects the terminal points of this line with the end line. A wing area is formed on each side of the field by marking a line parallel to the sideline and 20 yards from the center of the field. The line extends 10 yards from the center line, equidistant from each sideline, is marked with an “X” and is designated the center of the field. There is a special substitution area on the sideline, next to the timer’s table. The substitution area is marked by two lines that are 2 yards from the center line.

The goal consists of two vertical posts joined by a top crossbar. The posts are 6 feet apart, and the top crossbar is 6 feet from the ground. A line is drawn between the goalposts to indicate the plane of the goal and is called the goal line. Attached to the goal is a pyramid-shaped cored netting that is fastened to the ground at a point 7 feet in back of the center of the goal. A goal is scored when a loose ball passes from the front completely through the imaginary plane formed by the rear edges of the goal line, the goalposts, and the top crossbar. If a defending player causes the ball to pass through the plane of the goal, it counts as a goal for the attacking team. A goal counts as one point.

The PlayersThere are 10 players on a team, plus a number of substitutes for each of the four positions: goalie, defense, midfield, and attack. The goalkeeper, or goalie, mans the goal and receives primary support from three defensemen. Since they are normally in the proximity of the goal, they are known as the close defense. A defender whose man plays primarily on the crease is known as the crease defenseman.

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Three midfielders cover the entire field, operating as both offensive and defensive players. One of the midfielders handles the face-offs and is called the face-off man. Three attackmen spend most of their time playing around the opponent’s goal and are referred to as the close attack. The one who plays on the crease is called the crease attackman. A team can have no more than four players using long sticks – fifty-two to seventy-two inches – not counting the goalie.Play of the GameThe regulation playing time of a college varsity game is 60 minutes, divided into four 15-minute periods. High school teams play 10-12 minute periods. In the event of a tie at the end of regulation, sudden-death play will continue after a two-minute intermission. If no goal is scored within four minutes, another intermission is called and then there is another sudden-death period. This procedure repeats until the winning goal is scored. The game is controlled by two officials: a referee and an umpire. The rule book recommends that a third official, who is designated the field judge, also participate. The referee has final word in all decisions. The officials start play at the beginning of each period or after a goal with a face-off. The two players receiving the face-off are at the center line, with other players existing either in the wing areas or in their respective zones. When the whistle sounds to start play, the players in the wing area are released, but all other players are confined to their areas until a player on either team gains possession of the ball, the ball goes out-of-bounds or the ball crosses either goal area line. After gaining control of the ball, the team moves it toward the goal and tries to score. Lacrosse is similar to ice hockey in that players who violate the rules must spend time in the penalty box. This forces the violator’s team to play with one less player than its opponent, or even more if other penalties occur at the same time or while another player is already in the penalty box. There are two types of fouls: personal and technical.

Personal Fouls:1. Illegal Body Checking. Hitting an opponent from the rear, at or below the knees,

above the shoulders, or when he is not in possession of the ball or within five yards of a loose ball.

2. Slashing. Striking an opponent on his arms, shoulders, head, or any other part of his body except the gloved hand holding the stick.

3. Cross Checking. Using the portion of the handle between the player’s hands to check or push an opponent.

4. Tripping. Obstructing an opponent below the knees with the stick, hands, arms, feet, or legs.

5. Unsportsmanlike Conduct. Arguing with an official; using threatening, profane, or obscene language to an opposing player or official; or any act considered unsportsmanlike by the official.

6. Illegal Crosse or Illegal equipment. Using a Crosse or other equipment that is not of the required specifications.

7. Unnecessary Roughness. Excessively violent rules violations or using deliberate, excessively violent contact by a defensive player against an offensive player.

Personal Fouls warrant anywhere from 1-3 minute suspensions. Most call for just 1 minute suspensions, but if a player commits a serious offense, they will receive a 3 minute suspension

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and will not be allowed to return to the game. After the 3 minute suspension is up, a substitute player will be allowed to enter the game in their place.

Technical fouls:1. Interference. Interfering in any manner with an opponent who does not

have possession of the ball and thus preventing his free movement on the field. If the ball is loose, a player may interfere with an opponent only if he is within five yards of the ball.

2. Holding. Holding an opponent with his crosse, stepping on the crosse of an opponent, holding or pinning an opponent’s crosse against the body of the opponent with his crosse, or holding the opponent with his free hand that is off the crosse.

3. Pushing. Pushing an opponent with the hand, arm, or any other part of the body unless he has possession of the ball or is within five yards of a loose ball. A player may never push him with any part of his body from the rear.

4. Illegal action with the stick. Throwing his stick under any circumstance or taking part in the play of game in any manner without his stick.

5. Illegal procedure. Checking the goalie’s stick while he has possession in the crease; an offensive player stepping in the opponent’s crease when the ball is in the attacking half of the field; or any player touching the ball with his hands (except the crease)

6. Offside. A team having fewer than three men in its attack half of the field or fewer than four men in its defensive half of the field.

7. Warding off. Using his free hand or arm to push or control the movement of the stick or body of an opponent applying a check.

The penalty for a technical foul is loss of possession if the offending team had possession or a thirty-second suspension if the offending team did not have possession. Scoring:A goal is scored when a loose ball passes from the front completely through the imaginary plane formed by the rear edges of the goal line, the goalposts, and the top crossbar. If a defending player causes the ball to pass through the plane of the goal, it counts as a goal for the attacking team. A goal counts as one point. The team with the most points at the end of regulation time wins. In the event of a tie at the end of regulation, sudden-death play will continue after a two-minute intermission. If no goal is scored within four minutes, another intermission is called and then there is another sudden-death period. This procedure repeats until the winning goal is scored.

Class Rules & Etiquette1. NO HITTING OR CHECKING OF ANY KIND IS ALLOWED.2. Hitting or swinging a stick at/towards anyone is not allowed.3. Two hands must be kept on the stick at all times.4. Safety goggles must be worn at all times.

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5. Allow space for opponents to make a pass or a shot (players must be stick-length away from the ball carrier.

6. Ground balls can be contested by no more than two players.7. Students must maintain possession of their stick at all times (with two hands).8. Players playing goalie must be wearing pads at all times. 9. Athletic shoes must be worn at all times. 10. Be courteous and Respectful to your peers, and be positive and encouraging to one another.

Remember, we’re here to have FUN!

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Skills and Concepts

Scooping

Scooping is the act of picking a ball up off the ground and is the most commonly used ball recovery technique. While running toward the ball, the player's knees are bent. The head of the stick is dropped to the ground and the stick handle is positioned a few inches higher. A quick forward motion with the head of the stick toward the ball will scoop it into the pocket of the head.

When Students get to the ball, they should place their dominant foot next to the ball. The must get low to the ground by bending their knees. Their top hand should be near the head with the bottom hand at the bottom of the shaft, positioning the stick so it is parallel with the ground. They must quickly move the head of the stick forward and scoop up the ball. When the ball has been scooped, they should bring the stick toward their chest.

Cues: Low Ready Stance, Hands wide, Stick Parallel, Scoop (Shovel the snow) and pull up.

Passing

To move the ball down field, a player with possession of the ball will place the stick at his side with the stick head next to his face. One hand will be at the end of the stick while the other is placed in the middle of the stick. While facing the stick head in the direction the ball will be passed, the player quickly snaps the stick to fling the ball from the pocket in the head to another player.

Students should keep their dominant hand near the middle of the stick and their other hand near the bottom. They should align their body with the sideline, but look at the target. Bring the stick up to the outside of their shoulder, parallel to the ground. They should turn so their hips are square with the target. Push the stick away with their top hand and pull the stick toward them with their bottom hand.

Cues: Ready Position, Stick up, twist the trunk, push & follow through.

Catching

Catching a passed ball requires concentration. The stick is positioned to the side of the body with the head of the stick up next to the face. One hand is at the base of the stick, while the other is near the throat of the stick. As the ball comes to the player, the stick head is positioned in the ball's path and the ball is received in the pocket. The player will move the head of the stick backwards to absorb the impact of the ball and allow it to settle in the pocket.

Catch the ball by holding the stick near their ear with their top hand near their head and the bottom hand just below the middle of the shaft. The students should move in the direction of the person passing the ball. They should catch the ball softly in the mesh, pretending it's a water balloon that they don't want to pop. They should do this by moving the head of the stick backwards to absorb the impact of the ball and allow it to settle in the pocket.

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Cues: Ready Position, Stick Up, Move to Ball, Absorb and Catch

Cradling

Cradling is used by a player to maintain possession of the ball. While the ball is in the pocket of the stick head, the wrists of the player are twisted back and forth to keep the ball in the pocket. This technique should be practiced while standing or running to gain proficiency in maintaining possession of the ball at all times.

Students should put their dominant hand on the top of the shaft of the lacrosse stick with their palm facing up and their other hand near the bottom with the palm facing toward their body. They should hold the stick with fingertips and keep their bottom hand slightly open. They should position the stick so the head is by their shoulders and have them to twist their wrists back and forth. The open-face of the stick that holds the ball should be facing their face, like the sun rising and setting over the Earth.

Cues: Handshake Grip, Ready position, loose wrists, twist back and forth.

Shooting

Shooting is the actual act of trying to score a goal. When shooting, the player will take a low, wide and stable stance. The shoulder and hips of the lower hand on the stick are aimed at the goal with the torso rotated away. The torso and upper hand on the stick are then brought forward, forcefully, to propel the ball at the goal.

Students should stand facing the sideline with their upper hand near the head and their bottom hand just below the middle of the shaft. As they get ready to shoot, students should rotate their torso and upper hand forward to forcefully propel the ball to the target using a low shot or bouncing in the ball.

Cues: Ready Position, Hands Set, Twist Trunk, Point to target and follow through.

Dodging

Developing the skill of dodging allows a player to avoid members of the opposing team. This helps to gain more protection when in possession of the ball. There are different types of dodges, each with a specific purpose, whether to fake out an opponent, or spin to avoid a check.

To fake, students should move quickly to act as though they are going to move, but quickly move away to fake-out the defender.

Cues: Ready Position, quick deceptive move, quick real move.

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15 Day Block Schedule

Day 1Lesson Focus:1. Readystance2. Grip3. Cradling4. Scooping

CulminatingActivity:Scoop Relay

Teaching Approach:Direct, Cooperative Learning

Assessment:None

Day 2Lesson Focus:1. Throwing2. Catching

CulminatingActivity:Toss AcrossLacrosse

Teaching Approach:Direct, Peer teaching

Assessment:Teacher/Student Checklists

Day 3Lesson Focus:1. Throwing onthe run2. Catching onthe run

CulminatingActivity:Ultimate Lacrosse

Teaching Approach:Peer Teaching, Cooperative Learning

Assessment:Teacher Checklist

Day 4Lesson Focus:

1. Shooting at target

CulminatingActivity:Lacrosse “HORSE”

Teaching Approach:Direct, Guided Discovery

Assessment:Verbal Assessmentof Skill Cues(different fromthrowing cues)Peer Checklist

Day 5Lesson Focus:1. Shooting at target

CulminatingActivity:Shooting Skills Competition

Teaching Approach:Peer Assessment

Assessment:Student/Peer Assessment

Day 6Lesson Focus:

1. Goaltending

CulminatingActivity:GoaltendingAssessment(Kingpin)

Teaching Approach:Direct Instruction, Cooperative learning

Assessment:TeacherObservation

Day 7Lesson Focus:1. Shooting &Goaltending

CulminatingActivity:Reflex Drill

Teaching Approach:Peer Assessment, Cooperative Learning

Assessment:Peer Evaluation

Day 8Lesson Focus:1. OffensiveStrategy (Positions, Zoning, Give&Go’s, Fakes)

CulminatingActivity:Dodge Lacrosse

Teaching Approach:Direct Instruction, Cooperative Learning

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Assessment:Verbal Assessment of Cues

Day 9Lesson Focus:1. DefensiveStrategy (Zone/Man D, Shift/Slides)

CulminatingActivity:Dodge Lacrosse

Teaching Approach:Direct Instruction

Assessment:Verbal Assessment Of cues

Day 10Lesson Focus:1.Passing and catching in a game-situation

Culminating Activity: Modified Game

Teaching Approach:Cooperative Learning

Assessment:Peer Evaluation

Day 11Lesson Focus:1. Offensive/Defensive Strategy

CulminatingActivity:Set-Play Diagram/Performance

Teaching Approach:Cooperative Learning, Learner Design

Assessment:Student-Diagram, Student Performance

Day 12Lesson Focus:1. Modified Game

CulminatingActivity:Modified Game

Assessment:Self-AssessmentPeer Rating Scale

Day 13Lesson Focus:1. Game-Planning

CulminatingActivity:Game-Planning

Teaching Approach:Cooperative Learning, Peer TeachingAssessment:Written Assessment:Game Plan

Day 14Lesson Focus:1. Small-Sided Game

CulminatingActivity:Regulation Game

Teaching Approach:Cooperative Learning

Assessment:Referee ObservationHeart RateTeacher Rubric

Day 15Lesson Focus:1. Small-Sided Game

CulminatingActivity:Regulation Game

Teaching Approach:Cooperative Learning

Assessment:Referee ObservationHeart rateTeacher Rubric

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Lesson PlansLesson Plan Day 1

Name: Sam Smith Date: 4/8/16 Grade: 7

Focus: Lacrosse Basics: Cradling, Scooping

Subfocus: Grip, Getting used to a Stick

VA SOLs: 7.1, 7.2, 7.4, 7.5

Objectives: Cognitive: SWBAT demonstrate understanding of the ready stance and grip by demonstrating the cues of the skill.Psychomotor: SWBAT demonstrate proper cradling and scooping techniques by completing one round of the Scoop Relay without error.

Cues: Handshake Grip, Hand Halfway up the shaft, Stick vertical Handshake Grip, Ready position, loose wrists, twist back and forth.Low Ready Stance, Hands wide, Stick Parallel, Scoop (Shovel the snow) and pull

up.

Assessment: None

Materials/Equipment: 26 Lacrosse Sticks (One extra just in case), Various cones (dome and colored), Various balls (Tennis, wiffle, soft, etc.), various PE items (Balls, Pigs, Veggies, Etc.)

Safety Precautions: Safety Goggles needed; Two hands on stick at all times.

Instant Activity (7-10 mins): Clean up the Yard!Students will be broken up into 4 teams, each team holding a position in a specific quadrant of the court. Each quadrant will act as a “yard” that the teams must try to keep as clean as possible,

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but dogs keep coming in the night and pooping on the lawn! As the students” wake up” in the morning, they realize they should try and move the poop on their lawns to their neighbors! Students must get low and “scoop the poop” up off of their yard and move it to another yard, getting low to set it down. The goal of the game is to have the least amount of poop on the lawn as possible. After the time limit is reached, we will count up the totals, reset the poop, and everyone will try to have lower numbers the next time.

Transition: “Alright everyone! Pick up the balls/veggies/etc. and place them in the bucket, then grab the cones and put them over here and line up on the red line! Ready… Go!”

Introduction (5-7 minutes): “Alright class, great work out there scooping that poop! Scooping is actually an important role in the game of Lacrosse! Who here knows anything about the game of Lacrosse? (Wait for some answers) Yes, Lacrosse is played with sticks! Today, we’re going to learn about how to use sticks for Lacrosse. People may think that shooting is the most important part of lacrosse because it scores the goals, but the most important part of lacrosse is actually ball control, because without ball control no one would have a ball to shoot! The 2 main components of ball control are cradling and scooping. We already did some scooping in that first activity, so now I will show you all how to hold a stick properly and cradle.Everyone turn around and grab the stick and ball behind you, and lay the head of the stick on the ground, open-face up, while placing the ball at your feet. You’re going to take your non-dominant hand and give the end of the stick a handshake like so (demonstrate). Now take your other (dominant) hand and hold it a little over halfway up the shaft. Once your hands are in place, loosen up your fingertips on the bottom (non-dominant hand) and try giving your top hand a twist like this (demonstrate a cradle move). When doing this, be sure to keep the head facing your face as you move from shoulder to shoulder. If you feel comfortable with this, feel free to place the ball in the stick and practice cradling in place.”

Transition: “Freeze! You have 3 seconds to find a partner! 1….2…3…! Now I want one partner to be designated the leader for this next activity.”

Content Development (20-25 mins): Partner ShadowingT1 (7-9 mins): Cradle Shadow – One student will lead the other partner around the gym

while cradling. Students will be able to move by walking, jogging, running, and moving in different patterns. Halfway through the activity, the partners will switch roles, and be encouraged to raise the intensity.

Cues: Handshake Grip, Ready position, loose wrists, twist back and forth.

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E1: Students can move in different patterns and at different speeds. E2: Students can try either a vertical or horizontal cradle style.C1: Students can try and see how long they can both go without dropping the ball.

Individual Instruction: Beginners can walk as needed, and can smush a larger soft ball in the stick so they do not drop it while figuring out the cradle skill. Intermediate students can go at whatever speed/pattern they would like.Advanced students can run if needed, and can try the horizontal cradle pattern if needed.

SSN: Phil (Intellectual Disorder) may have trouble moving quickly while getting the cradle down, so if he needed (and since my class has odd numbers) he could practice cradling a ball while stationary and I could work with him/give feedback as needed, until he was ready to advance. Belle (One Arm) will have to have an adjusted one-handed grip towards the top of the stick. She should be able to cradle well with one arm though.

Transition: “Freeze! Everyone meet me at the B in 3 seconds! 3….2….1… Alright! Now that we’ve got cradling under control, let’s go over the cues of scooping! To scoop, we’re going to do some of the same movements that we did when we cleaned up the lawn. The cues to scooping are Low Ready Stance, Hands wide, Stick Parallel, Scoop (Shovel the snow) and pull up (demonstrate each of the cues). Now students, I would like each of you to practice the skills right now (allow time for them to practice). Now that you have practiced, who can lead me through the cues of scooping? (Get led though the cues). Alright class, I would like you to take your partners and find open space again.”

T2 (7-9 mins): Cradle Shadow w/ scooping – One student will lead the other partner around the gym while cradling. Periodically, the leader will drop a ball, and the shadow/follower will have to pick up the ball. After picking up the ball, the follower moves in front of his/her partner and becomes the new leader. Students will be able to move by walking, jogging, running, and moving in different patterns. Halfway through the activity, students will be encouraged to raise the intensity.

Cues: Handshake Grip, Ready position, loose wrists, twist back and forth.Low Ready Stance, Hands wide, Stick Parallel, Scoop (Shovel the snow) and pull

up.

E1: Students can move in different patterns and at different speeds. E2: Students can try either a vertical or horizontal cradle style.C1: Students can try and see how long they can both go without dropping the ball.C2: Students can see how many scoops they can get successfully in a row.

Individual Instruction: Beginners can walk as needed, and can use a smaller ball so they can scoop the ball easier if they need.Intermediate students can go at whatever speed/pattern they would like.Advanced students can run if needed, and can try the horizontal cradle pattern if needed.

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SSN: Phil (Intellectual Disorder) may have trouble moving quickly while getting the cradle/scoop down, so if he needed (and since my class has odd numbers) he could practice cradling/scooping a ball while stationary and I could work with him/give feedback as needed, until he was ready to advance.

Transition: “Freeze! Alright class, now I want you to be in groups of 4 and move into these lanes! There should be one team per lane! You have until the count of 3 to get a group and get into a lane 3….. 2… 1…”

Culminating Activity (15-20 mins): Cradle-Scoop RelayStudents will be lined up as teams of 4, with two students on each side of the court. One student will cradle to half-court, and then drop the ball on the ground. As that is happening, the teammate on the opposing side will run out and scoop up the ball, and cradle the ball until it is time to drop the ball for the next person. This relay will repeat and continue until the teacher stops it. Students will count and see how many they can successfully get in a row.

Transition: “Freeze! Alright, now I want everyone to pick up the cones, place your sticks on the side and come meet me on the B. Ready…. GO!”

Closure (3-5 mins): “Alright class, very good work today with our cradling and our scooping! Now who can remind me what the cues are for proper grip? (Move through the cues of proper grip.) Now who can remind me what the cues are for cradling? (Move through the cues of cradling) Now who can remind me what the cues are for scooping? (Move through the cues of scooping). Very good, great work today class!”

References: Some ideas inspired by the great lesson planning of Dr. Amanda Campbell.

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Lesson Plan Day 5

Name: Sam Smith Date: 4/8/16 Grade: 7

Focus: Shooting

Subfocus: Aiming to target (Pass or shoot)

VA SOLs: 7.1, 7.2, 7.4, 7.5

Objectives: Cognitive: SWBAT differentiate between throwing and shooting cues by explaining verbally during the culminating activity. Affective: SW give their partner positive, specific feedback following each shot during lacrosse HORSE.Psychomotor: SWBAT perform a variety of different shot styles of their own choosing, making over half of them in total.

Cues: Cues: Ready Position, Hands Set, Twist Trunk, Point to target and follow through.

Assessment: Verbal assessment of skill cues, peer checklist

Materials/Equipment: 25 Lax sticks, 25 balls, Safety goggles, cones, polyspots, bug targets, numbered cards, Up to 30 balls, small cones, or various objects that students can easily pick up, 1 ball bag per team.

Safety Precautions: Safety Goggles needed; Two hands on stick at all times.

Instant Activity (10 mins): The Hungry SnakeBalls, cones and other objects are scattered on the field or court. Students are divided into groups (snakes) and are in single file behind the leader (size of groups can be determined by the teacher). The leader is the snake's head, and last person is the tail; all other members are the body. The last student in line (the tail) has the ball bag.

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Groups must travel around the field or court in single file holding onto the person in front of them by a shirt, shoulder, or hand. Each group must pick up as many items as possible within the time limit (30 sec - 120 sec).Only the head of the snake can guide the body (group) and only the head can pick up the items (one at a time) and pass them back through the body of the snake (group). The items must be passed to each group member down the line (as in relay) to the tail where the items are collected in the snake's stomach (ball bag).

Transition: “Freeze! Now when I say go, I want everyone to pick up the equipment and place it on the side, then grab your stick and meet me on the B. Ready…. GO”

Introduction (5-7 mins): “Alright class, over the past few days we’ve been working on ball control, and passing and catching with a partner. Now that we know how to hold the ball, and now that we know how to move the ball around the field, what’s the last thing we need to learn how to do? (“SHOOT!”) That’s exactly right! We need to learn how to shoot! Before I teach you how to shoot, I need someone to remind me how to grip my stick and get it into ready position. (Be led by a student through the cues)Alright, very good! Now when we want to shoot a ball at a target, we should stand facing the sideline with their upper hand near the head and their bottom hand just below the middle of the shaft. As we get ready to shoot, we should rotate their torso and upper hand forward to forcefully propel the ball to the target. Now when we shoot, do I want to be facing the goal when I start? (“NO”) Then where should I face? (“THE SIDE”) and when I follow through where do I want my stick head to face? (“THE TARGET”) Very good, very good!

Transition: “Alright class, now you have until the count of 3 to find a partner. 1…2…3… Okay! Now when I say go, you and your partner should grab a ball, and move into one of the open stations around the gym. Ready…. GO!”

Content Development (30-35 mins): T1 (10-15 mins): Bash the Bug (Multiplication)Students will draw cards of various non-prime numbers. On the wall there are various

“bugs” with different numbers on them ranging from 1-12. Students will shoot at the targets to “multiply them together” and create a product equal to the number on their card. Ex. A student may draw a “36”, so the student may choose to shoot at either a 3 and a 12, or a 6 and a 6.

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While one partner is shooting, the other partner will observe the cues of the shot and provide feedback as needed while completing a checklist of the skill components. After one partner comes to the product on the card, the partners will switch roles.

Cues: Ready Position, Hands Set, Twist Trunk, Point to target and follow through.

E1: Students can move their shot back behind the “Difficulty Line”E2: Students can use the “advanced math” cards to complete more complex math

problems.C1: Students can test to see how many solutions they can make per card

Individual Instruction: Students may use the appropriate “shot line” for their skill level, so they may challenge themselves appropriately.

SSN: Phil (Intellectual disability) May have trouble with the math/ shooting parts of this task, so he may need his targets lower/larger, with some of the math problems being a little easier.Belle (one arm) May need to have her targets lowered, because it may be hard for her to generate great power with a one-handed shot.

Transition: “Freeze! I would like everyone to put their balls and sticks on the ground! Our next activity is one I think you’ll really enjoy. I need each pair to find an empty pop-up net and claim it as their own. Ready…GO!”

T2 (15-20 mins): Lacrosse HORSEStudents will alternate taking shots at a goal. If one partner makes the shot, the other partner must attempt the same shot from the same distance. If the second partner is unsuccessful, they will receive a letter. If the first partner misses their shot, the second partner may shoot from anywhere and by any method, and so forth. The first player to receive all 5 letters of HORSE will end the game. Once the game is over, all letters reset and the game begins again. Shots in this game can be as creative as possible, and can be tested out many different ways until the shots are successful.

Cues: Ready Position, Hands Set, Twist Trunk, Point to target and follow through.

E1: Students can be as creative and make the shots as difficult as they would likeE2: C1: Students may receive a prize for creativity, difficulty, and success rates.C2: Students are challenging one another to a friendly competition.

Individual Instruction: Students are free to shoot from any distance and in any style, so each student in each skill level will be able to challenge themselves.

SSN: Both Phil and Belle will be able to perform shots from any location, so their skill level/abilities will not be a significant factor in their ability to participate in this task.

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Transition: “Freeze! Now I want everyone to line up on the half-court line in 3 seconds! 1…2….3…!”

Culminating Activity (5-10 mins): Trick-Shot ChallengeAs a fun little activity to close out the lesson, students will be allowed to show off their amazing shooting skills by performing a custom shot in front of the class (Ex. Off the bleachers, then the floor and into the goal). Each student will get to perform a shot on goal, and each student will receive a round of applause for their stellar performances.

Transition: “Alright class, great shots out there! Now I want everyone to put your sticks to the side and meet me on the B. Ready… GO!

Closure (Time): “Alright class, very good work today with our shooting! Now who can remind me what the cues are for shooting? (Move through the cues of shooting.) Very good, great work today class!”

References: PEC: Lesson Plans for Physical Education. (n.d.). Retrieved April 05, 2016, from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4871#.VwdBT_krLIU

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Lesson Plan Day 8

Name: Sam Smith Date: 4/8/16 Grade: 7

Focus: Offensive/defensive Strategies

Subfocus: Play-sets, faking

VA SOLs: 7.1, 7.2, 7.4, 7.5

Objectives: Cognitive: SW explain how their roles change from offensive to defensive strategy during a game situation. Psychomotor: Students will use the art of deking/faking to get around defenders in a game-like scenario.

Cues: Ready Position, quick deceptive move, quick real move. (Faking)

Assessment: Student creation of play and Performance

Materials/Equipment: 25 Lax sticks, 50 balls, Safety goggles, cones, polyspots, buckets, small cones.

Safety Precautions: Safety Goggles needed; Two hands on stick at all times.

Instant Activity (Time): Fitness CircuitAs soon as the kids arrive they should read the chart on the wall that says:Today's Individual Warm-up (If all the exercises are completed, repeat until the time is up)10 ____________________ (whole body exercise)10 ___________________ (upper body strength)10_____________________ (leg exercise)10______________________ (abdominal / stomach exercise)

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*Teacher chooses the amount of time that the students will be doing this warm-up and monitors correct form as students perform the exercises at their own pace in their own warm-up spaces.**Some exercises for each category that the teacher can give as choices for the students to choose are;whole body exercises--jumping jacks, burpees, scissors on a line, ski jumps, mountain climbersupper body strength--push-ups, holding self-up like a table and switching which hand holding self-up with, reverse push-ups, holding self-low to the groundleg exercises--calf raises, wall sits, lungesabdominal exercises--curl-ups, forearm planks, bicycles, scissors with legs laying on back

Transition: “Freeze! Alright now everyone has 3 seconds to grab their stick and meet me on the red line! 1…2…3…!”

Introduction (Time): “Alright class, over the past few days we’ve been working on ball control, passing and catching with a partner, and shooting. Now that we know all of this, we need to know how to get open enough during a game to score, and how to prevent others from scoring if we’re on defense. What is one way that we can get around a defender if we have the ball? (“you can fake them out!”) Yes! Very good! You can use a fake to make your defender go one way, and then you can move/pass a ball another way. To fake, you should move quickly to act as though they are going to move, but quickly move away to fake-out the defender. Our Cues are Ready Position, quick deceptive move, quick real move. (give a demonstration of the skills). Would anyone like to show us how the cues look put together? (Allow time for demonstration).

Transition: “Alright class, now you have 5 seconds to get into groups of 5 for this next activity. 1….2….3….4…5…!”

Content Development (30-35 mins): T1 (15-20 mins): Toss Across Lacrosse

Place two empty buckets on each side of the midline and two buckets on the middle of the endline. Two different colors make it easier for the students.The balls should be split between the two buckets on the endlines and there should be enough tennis balls so the throwers have at least three throws or more.If space and equipment allow, use small-sided games of 4-6 students per team, two teams per field, each wearing their own color jersey.

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Each team should divide into an equal number of throwers and catchers. Throwers go to the bucket of tennis balls, on the endline. Catchers start opposite the midline from the throwers.On the signal, throwers throw tennis balls over the opponent's catchers, to their catching teammates. If caught without hitting the ground, the catcher places the tennis ball in the bucket to the right of the midline (or their color bucket).Any balls that are not caught can be picked up by the nearest throwers once the bucket of tennis balls is empty. They must go back to the endline to throw.Continue to play until one team has placed 10 balls into the bucket or a certain time limit has expired.Switch catchers and throwers after each game.

Cues: Ready Position, Stick Up, Move to Ball, Absorb and Catch

Ready Position, Stick up, twist the trunk, push & follow through.

E1: Students can shoot/catch from various difficulty lines at different distances away.

E2: C1: Students can test themselves to see how many balls they can throw/catch in a

row without dropping.Individual Instruction: Students may use the appropriate “shot line” for their skill level,

so they may challenge themselves appropriately.SSN: Phil (Intellectual disability) will have trouble throwing/catching from a large

distance and in a big cluster, so he will be more towards the sideline and will have his own personal line that he can throw from that is close to the catchers.Belle (One Arm) may have trouble performing well at large distances too, so she will be allowed to move closer if she needs to help catch/throw the ball.

Transition: “Freeze! Now when I say go, I want everyone to reset the game and get back into their positions. Ready…GO!

T2 (10-15 mins): Cross Across Lacrosse 2This activity will be the same game as before, but instead of the students being divided by a middle line, there will simply be 1 open area for all catchers to roam free. Students will be allowed to knock down passes of the other team.

Cues: Ready Position, Stick Up, Move to Ball, Absorb and Catch

Ready Position, Stick up, twist the trunk, push & follow through.

Ready Position, quick deceptive move, quick real move. (Faking)

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E1: Students can shoot/catch from various difficulty lines at different distances away.

E2: C1: Students can test themselves to see how many balls they can throw/catch in a

row without dropping.Individual Instruction: Students may use the appropriate “shot line” for their skill level,

so they may challenge themselves appropriately.SSN: Phil (Intellectual disability) will have trouble throwing/catching from a large

distance and in a big cluster, so he will be more towards the sideline and will have his own personal line that he can throw from that is close to the catchers.Belle (One Arm) may have trouble performing well at large distances too, so she will be allowed to move closer if she needs to help catch/throw the ball.

Transition: “Freeze! When I say go, I want each team to place all the balls in the buckets, and pick up all the equipment and put it over to the side and line up on the red line. Ready…GO!”

Culminating Activity (15 mins): Faking LanesIn groups of 3, students must try to pass the ball down from one end of the lane to the other. There will be 2 players on offense and one defender. The passers cannot run with the ball, so the catcher must fake around the defender in order to catch the pass. Once the offense makes it across or the defender stops the ball, the roles rotate and there becomes a new defender.

Transition: “Freeze! When I say go, I want the defenders to grab the sticks and put them away, and I want the offenders to grab the cones/balls and put them away, and then I want everyone to meet me on the B. Ready….GO!”

Closure (3-5 mins): “Alright class, very good work today with our faking! Now who can remind me what the cues are for faking? (Move through the cues of faking.) Now what were some things you all did as defenders to not get faked out? (Allow several answers) Very good, great work today class!”

References: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=7551#.VweTz_krLIV

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Lesson Plan Day 13

Name: Sam Smith Date: 4/8/16 Grade: 7

Focus: Game-Planning

Subfocus: Cooperation, Offensive/Defensive Strategy

VA SOLs: 7.1, 7.2, 7.4, 7.5

Objectives: Cognitive: SW explain how their roles change from offensive to defensive strategy during a game situation.Cognitive: Students will create a set of both offensive and defensive plays in preparation to present to the class. Psychomotor: Students will perform their set plays in front of the class

Cues: N/A

Assessment: Students will be assessed both on their written plays and their performance of their plays.

Materials/Equipment:

Safety Precautions: Safety Goggles needed; Two hands on stick at all times.

Instant Activity (10 mins): Don’t get caught with the cookieTwo students will be designated as taggers, and be given pinnies. Out of the remaining students, half will be given balls, and half will not. The taggers can only tag a student who has a ball, or “cookie”. To keep from getting tagged, the students must throw the ball to a student who is in open space and who does not have a ball. If the ball is dropped while being thrown, both the thrower and the student to whom the ball was thrown to must do 5 jumping jacks. If a student

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with a ball gets tagged, they must also do 5 jumping jacks. You cannot throw it back to the person who threw it to you. Change taggers often

Transition: “Freeze! Now when I say go, I want everyone to place their pennies back in the bag and come sit around the B. Ready… GO

Introduction (Time): “Alright class, now we’re towards the end of our unit, so I would like you all to tell me what skills we’ve gone over as a class. (Allow several answers). Very good, now who here would like to put all of the skills together in one big day? (“YEAH”) So for today, we’re going to have some skill-review stations, and then at the end of the stations, I am going to have you, in groups, create some offensive/defensive plays using the skills that we’ve learned.”

Transition: “Now when I say go, I want everyone to grab a stick, and meet a partner at a station. There can only be a maximum of 3 people per station. Ready….GO!”

Content Development (20-25 mins): Skill Review StationsT1 (4-5 mins a station): Scooping Bridges

One student will act as a “bridge” by holding up their arm and using their body/stick to create an archway. A ball will be placed in the archway that the partner must try and scoop up without touching the bridge. After 5 trials, roles will switch.

Cues: Low Ready Stance, Hands wide, Stick Parallel, Scoop (Shovel the snow) and pull up.

E1: Students can try using the opposite hands to scoop.E2: The “bridge” student can drop the ball under the bridge, adding a bouncing

challenge to the skill. C1: Students can compete with one another on who can get the most in a row.

Individual Instruction: Students can move through the archway as quickly as possible, and if students need they can practice cradling coming out of the scoop.

SSN: Phil (Intellectual Disorder) may have trouble moving quickly while getting the cradle/scoop down, so if he needed (and since my class has odd numbers) he could practice cradling/scooping a ball while stationary and I could work with him/give feedback as needed, until he was ready to advance.Belle (One arm) May have some trouble scooping, but we could modify her scooping form so she was able to be more successful.

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Transition: “Freeze! Now when I say go, I want everyone to put everything back at their station and move on to the next station!”

T2 : Cradle skills obstacle courseStudents must cradle a ball through the obstacle course as quickly as possible, and if they drop the ball they have to start back at the beginning. If they finish, they can try it again using the extensions and challenges.

Cues: Handshake Grip, Ready position, loose wrists, twist back and forth.E1: Students can switch their handsE2: Students can try a horizontal gripC1: Students can see how quickly they can complete the course

Individual Instruction: Students can move through as quickly as they would like/are able, so this station will be as challenging as students want it to be.

SSN: Going off of the individualized instruction, there students should have no trouble completing this task at a comfortable level.

T3 : Shooting HORSE Students have completed this game before, so they will be familiar with it. Students will alternate taking shots at a goal. If one partner makes the shot, the other partner must attempt the same shot from the same distance. If the second partner is unsuccessful, they will receive a letter. If the first partner misses their shot, the second partner may shoot from anywhere and by any method, and so forth. The first player to receive all 5 letters of HORSE will end the game. Once the game is over, all letters reset and the game begins again. Shots in this game can be as creative as possible, and can be tested out many different ways until the shots are successful.

Cues: Ready Position, Hands Set, Twist Trunk, Point to target and follow through.

E1: Students can be as creative and make the shots as difficult as they would likeE2: C1: Students may receive a prize for creativity, difficulty, and success rates.C2: Students are challenging one another to a friendly competition.

Individual Instruction: Students are free to shoot from any distance and in any style, so each student in each skill level will be able to challenge themselves.

SSN: Both Phil and Belle will be able to perform shots from any location, so their skill level/abilities will not be a significant factor in their ability to participate in this task.

T4: Passing LanesStudents have also done this activity before, and should be familiar with it. In groups of 3, students must try to pass the ball down from one end of the lane to the other. There will be 2 players on offense and one defender. The passers cannot run with the ball, so the catcher must fake around the defender in order to catch the pass. Once the offense makes it across or the defender stops the ball, the roles rotate and there becomes a new defender.

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Cues: Ready Position, quick deceptive move, quick real move.E1: Students can try switching handsE2: Students can get creative with passes (ground balls, lob passes, etc.)C1: Students can see who can get the most stops as a defender.

Individual Instruction: Students can move through as quickly as they would like/are able, so this station will be as challenging as students want it to be.

SSN: Going off of the individualized instruction, there students should have no trouble completing this task at a comfortable level.

Transition: Freeze! Now when I say go, I want everyone to come grab 4 play diagrams, pencils, and then, in groups of 4, move to one of the open nets. Ready… GO!

Culminating Activity (20 Mins): Create-a-playStudents will work in groups of 4 to create 2 offensive and 2 defensive plays. After creating them on a diagram, students will have time to practice them before presenting them to the class.

Transition: “Freeze! Now when I say go, I want everyone to place all the equipment on the side and meet me at the B. Ready… GO!

Closure (3-5 mins): “Alright class, very good job today with all aspects of lacrosse. Those plays were really creative and well done! I think tomorrow will be ready to play some real lacrosse games!”

References: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6566#.VwegD_krLIU

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Rainy Day Activity

In the event that it rains and my class does not have access to either the gym or outside, my class could meet in the classroom for some fun PE scenarios.

Students will draw skill concepts and an academic subject area out of a hat, and with a partner, students must try and come up with various games that practice those skills. Once each group has made a lesson, Students will present theirs to the class, and if possible, the students will demonstrate how to play the games.

This activity gets students thinking about how to create a PE game, while also adding in some disciplinary activities. These activities, if liked enough by students, could even be implemented in upcoming units, which gives the students a sense of place and authority in the class.

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References

http://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf

Culin, Stewart. "Games of the North American Indians." In Twenty-fourth Annual Report of the Bureau of American Ethnology, 1902-1903, pp. 1-840. Washington, D.C.: Government Printing Office, 1907.

Basic Lacrosse Skills. (2015). Retrieved April 06, 2016, from http://www.livestrong.com/article/93511-basic-lacrosse-skills/

Darst, P.W., Pangrazi, R.P., Sariscsany, M., and Brusseau, T.A. 2012. Dynamic Physical Education for

Secondary School Students, 7th Edition. San Francisco, CA: Pearson Benjamin Cummings.

PEC: Lesson Plans for Physical Education. (n.d.). Retrieved April 05, 2016, from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6566#.VwegD_krLIUPEC: Lesson Plans for

Physical Education. (n.d.). Retrieved April 05, 2016, from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=7551#.VweTz_krLIV

PEC: Lesson Plans for Physical Education. (n.d.). Retrieved April 05, 2016, from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6566#.VwegD_krLIU

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