Unit Plan Outline Needs Assessment This five day lacrosse unit plan is for 6 th, 7 th, and 8 th grade students at Revere Middle School. From what I ve gathered from observations and conversations with my cooperating teacher, most all the students have no previous experience with lacrosse or the related skills. Both catching and throwing with an implement will be new skills for most of them, except for a handful of 8 th grade boys and 7 th grade girls who play competitively. These students will be very important throughout the unit because I am going to split them up and use them as the leaders on each team to help teach their peers. I just observed a day of badminton, and with a few prompting cues, the students were overall pretty successful with their hand/eye coordination. Socially, the insecure students like to stick close by their immediate friends. Many of the girls do not like to change or participate, and if they do, they don t always give 100% because they do not want to get sweaty and/or they are afraid of what other people might think. Management Plan Equipment Routines (distribution, during activity, collection): Preparation- The lacrosse sticks will be in a bin off to the side of the gym next to the basket of lacrosse balls. The pennies will already be set out along one side of the court (bleachers) so one team can just put them on. Distribution- The equipment managers will come in right away, get the equipment for their teams, and get it ready for when their teams come out of the locker room. Care- When I say FREEZE, everyone will put the lacrosse balls in the pocket of their sticks and will set the equipment down and away from their reach. Clean-up- At the end of class, the equipment managers will be responsible for returning all the equipment back to its original locations. They may recruit others to help if they want to. Management: Rules: -Must Change Daily -Keep your mouths free of gum -Respect -Cooperate -Give me your best work/effort Consequences: -Proximity -Teacher Look -Use name in the lesson -Warning -2 nd warning -Have a seat out
-Behavior Contract -Call Home -Principal Safety/ Rules for Lesson: Students may not hit anyone else s stick AT ANY TIME Students must only throw the ball with the implement (or ever for that matter) during the game SAFELY! If the ball goes on to anyone else s court, say ball on the court and stop the other game before running into the middle of the other game. The game will be non-contact Grouping: I have organized them into teams based on observation/information from my cooperating teacher about their skill levels. I have made six teams of 4-5 people, and I will have pre-determined schedule about which team plays with other team in tournament play. Equipment Needs: 1. Whistle 2. Roles and responsibilities contracts 3. Teams (pre-divided up) 4. Sticks (enough for every student) 5. Lacrosse balls (1 for every 2 students) 6. Stereo 7. CD with music on it 8. White board/markers 9. Watch 10. Signs to label the courts (1-6) 11. Tape 12. Cones for dividing up the courts. Emergency Procedures: Fire Drill: -The students will line up quickly and quietly in a single file line at the door and walk to the nearest exit (the back door) where I will then take attendance and fill out a pink fire drill sheet to turn into the monitor. Tornado Drill: -The students will line up quickly and quietly in a single file line at the door and walk out into the hallway where they will get down on their knees against the wall and cover their heads. Lock Down: -The students will stop activity, set their equipment down, and go to the room across the hall. No one is to come in or out of the room until the signal is given.
Terminal Goal: By the end of the 5-6 day lacrosse unit, the students will play a game of 4v4 or 5v5 lacrosse in a tactical manner, focusing on maintaining possession to then attack the goal through a give and go. In addition, they will defend in a person to person format, preventing the opponent from scoring and providing support to their teammates on defense as well as offense. To accomplish these tactics, the students will be able to successfully (according to the critical elements) cradle, catch and throw with the lacrosse stick, scoop the ball up when it is on the ground, shoot and score, and use V-cuts/Jab steps to get away from their defenders. Through Q&A, the students will state the cues for the basic skills (cradling, scooping, throwing, catching, defending) and will state that jab steps, V-cuts, and give and goes are all used to lose your defender when you re attacking the goal. In addition, the students will demonstrate the traits of respect and teamwork by giving positive words of encouragement to others and by using the equipment only for its specified purposes. Content Map Psychomotor Cognitive Affective/Social Skills Rules of the game Cooperation: -No hands -Honest if possession should -No contact (people or sticks) change/fouls -You may run with the ball -Rock/Paper/Scissors to -No STICKING settle disputes -Grip: -Stick across lap, standing -Net to dominant side -Net up -Bottom hand palm down -Top hand palm up -18 inches apart -Fingertips (loose) Cradling: -dumb bell curl -top hand to shoulder -Scooping -top -roll back -scoop up -cradle -Throwing -Hands above shoulders -Step opposite foot -Push/pull Cues for each skill (Listed to the left) Safety Concerns: (See management plan) Routines/Rules/Consequences/R ewards (See management plan) Tactical Concepts -Maintaining Possession -Creating Space -Attacking the Goal -Defending Teamwork: -Each team member has an equal role -Playing time is distributed evenly among the teammates -All team members are used equally and get the same number of chances to touch the ball Respect: -treats teachers and students with respect -treats equipment with respect -listens and follows directions the first time asked
-Catching -pocket vertical -soft hands -give (like catching an egg) -catch and cradle Fakes: -give and go -V Cut -L cut -Jab Step -Ball/Stick Fake Concepts The Give and Go -Jab L go R (or vise versa) -target hands -eye contact -ball fake and throw -pass ball, move to an open space -look to immediately advance the ball. Block Plan Day 1 -Lesson Focus: Setting up Sport Ed, basic skills to maintain possession -Objectives: 1. [P1] During game play, the students will maintain possession of the lacrosse ball with their teammates by passing and catching the ball with their sticks at least 5 times in a row to get a point. 2. [P1] During the practice session, the students will pass and catch the lacrosse ball with their partners at least 5 times in a row without dropping the ball. 3. [P1] During both game play and the practice session, the students will scoop the ball up with their sticks (top, pull back, scoop up) when it is not caught and throw it back to their partners
100% of the time. 4. [C2] Through Q&A, the students will list the cues of throwing and catching during the discussion without the prompts of the teacher. 5. [C2] Through Q&A, the students will list the cues of scooping (top, pull back, scoop up) as well as when to scoop the ball in a game situation (when it is on the ground) without the prompts of a teacher. 6. [A5] During the class period, the students will demonstrate respect for their classmates and the teacher by listening when others are talking and following the safety rules (not throwing the ball at anyone, not hitting anyone else s stick, etc.) without having to be reminded a second time. -Outline: Intro: Welcome them in, jog to music, attendance, set-up sport ed, begin warm-up Activity 1: Game 1 (5 passes=1 point). you may not hit anyone s stick stay on your court you may not use your hands 5 passes is 1 point once you get a point, you must give the ball back to the other team if the ball goes out of bounds, the other team starts with it from that spot. rock/paper/scissors to determine unknown possessions. Activity 2: Practice- Throwing/catching with a partner and scooping when the ball hits the ground. If they can do that successfully, they can move around the gym, passing and moving to increase the difficulty. Activity 3: Game 2: same as game 1 (same rules apply), but this time I want to see more points. If it is too easy/hard, I will change the number of passes to = a point. Closure: check for understanding about Sport Ed rules, instant activity for the next day, and cues for throwing/catching/scooping.
Day 2: -Lesson Focus: Using the Give and Go/fakes to create space when attacking the goal -Objectives: 1. [P1] During game play, the students will create space by using the give and go as well as V cuts and jab steps to attack the goal and score at least 2 of the team s points. 2. [P1] During the practice session, the students will each complete the roles of the passer and the goer in the give and go activity successfully by faking, passing it, receiving it with target hands up, and releasing it quickly with a shot. 3. [C2] Through Q&A, the students will list the 3 ways we practiced creating space to attack the goal (give and go, V cuts, Jab Steps) as well as the cues for each without the prompts of the teacher. 4. [A5] During the class period, the students will demonstrate respect for their classmates and the teacher by listening when others are talking and following the safety rules (not throwing the ball at anyone, not hitting anyone else s stick, etc.) without having to be reminded a second time. -Outline: Intro: They immediately come in and start warming up on their home courts (to music) Activity 1: Game 1 (a shot=1 point a shot that goes in=2 points). you may not hit anyone s stick stay on your court you may not use your hands once you get a point, you must give the ball back to the other team if the ball goes out of bounds, the other team starts with it from that spot. rock/paper/scissors to determine unknown possessions. THIS TIME WE ARE USING THE GOALS. YOU MAY USE THE SPACE BEHIND THE GOAL AS WELL. Shooting will also be a focus Activity 2: Practice- Set up the give and go as a way to create space when attacking the goal. They will give, fake, go, get the ball back, and shoot. Then, we will add in a defender(s). During this practice, students should also be using jab steps/v or L cuts, etc. to get open on the give and go. Activity 3: Game 2: same rules apply, but this time if you score off a give and go=2 points, score regularly its 1 point. Closure: check for understanding about creating space, the give and go/fakes, and check the scores of the tournament games.
Day 3 Lesson Focus: Using the space behind the net to attack the goal (triangle shape attack) -Objectives: 1. [P1] During game play, the students will use a target player to attack the goal by creating a triangle and receiving the ball from the target player behind the net and then shooting 70% of the time. 2. [P1] During the practice session, the students will each create a play for their team to use during tournament play using the triangle formation and the target player behind the goal. 3. [C2] Through Q&A, the students will state that one offensive strategy to attack the goal in lacrosse is to use a target player behind the goal and a triangle shaped offense in front of the goal without the prompts of a teacher. 4. [A5] During the class period, the students will demonstrate respect for their classmates and the teacher by listening when others are talking and following the safety rules (not throwing the ball at anyone, not hitting anyone else s stick, etc.) without having to be reminded a second time. -Outline: Intro: They immediately come in and start warming up on their home courts (to music) Activity 1: Game 1 1 attacker must always be behind the goal at all times for each team, and he/she must stay there, and the ball must be passed to him/her at least once before you can shoot. you may not hit anyone s stick stay on your court you may not use your hands once you get a point, you must give the ball back to the other team if the ball goes out of bounds, the other team starts with it from that spot. rock/paper/scissors to determine unknown possessions. THIS TIME WE ARE USING THE GOALS. YOU MAY USE THE SPACE BEHIND THE GOAL AS WELL. Activity 2: Practice- Since you had to pass it to the player behind the goal, what spot on the floor was easiest to pass to from behind the goal? (triangle) Why important? (gives 2 different options and effective angles) Point of player behind the goal? (feed the ball to players who are in position to score). Feeder from behind the goal feeds to choice triangle receiver who makes the best cut (give them chance to create plays- names for them). Add defense (cold, warm, then hot). Activity 3: Game 2: same rules apply, but this time if you shoot off of a feed from the target player behind the goal it is 1 point, and to score off a feed from the target player it is 2 points. 1 target player from each team must still stay behind the goal at all times.
Closure: check for understanding about using the target player behind the goal and check the scores of the tournament games. Day 4 Lesson Focus: Preventing scoring by defending (person to person defense) -Objectives: 1. [P1] During game play, the students will prevent the other team from scoring by playing warm/hot person to person defense (between the player and the goal, stick in the passing lane, intercept the passes, etc.) so that they prevent the opponent from scoring at least 70% of the time. 2. [C2] Through Q&A, the students will state how to defend his/her opposing player so that he/she does not score (stay between the player and the goal, stick in the passing lane, intercept the passes, help support your teammates, etc.) without the prompts of a teacher. 3. [A5] During the class period, the students will demonstrate respect for their classmates and the teacher by listening when others are talking and following the safety rules (not throwing the ball at anyone, not hitting anyone else s stick, etc.) without having to be reminded a second time. -Outline: Intro: They immediately come in and start warming up on their home courts (to music) Activity 1: Game 1 Offense gets 1 point for a goal, defense gets 1 point for a steal or blocked shot. stay on your court you may not use your hands once you get a point, you must give the ball back to the other team if the ball goes out of bounds, the other team starts with it from that spot. rock/paper/scissors to determine unknown possessions. THIS TIME WE ARE USING THE GOALS. YOU MAY USE THE SPACE BEHIND THE GOAL AS WELL. Activity 2: Practice- Keep away- start with 3 defenders and 2 offenders (2 play person to person, and 1 plays zone to help out his/her teammates. Then go to 2v2, emphasizing between the goal and your player, stick up in the passing lane. 2 nd task (pg. 145 in GMO)- Interception drill Activity 3: Game 2: same rules apply, but this time you get 2 points for intercepting a pass and 1 point for getting a goal. Closure: check for understanding about defending the goal and check the scores of the tournament games.
Day 5 Lesson Focus: Tournament Play/ Culminating Event -Objectives: 1. [P1] During game play, the students will combine all the concepts, skills, and tactics that were taught throughout the unit and put them together as a team when playing each opponent during tournament play. 2. [C2] Through Q&A, the students will list all the tactics and concepts that we studied 3. [A5] During the class period, the students will demonstrate respect for their classmates and the teacher by listening when others are talking and following the safety rules (not throwing the ball at anyone, not hitting anyone else s stick, etc.) without having to be reminded a second time. -Outline: Intro: They immediately come in and start warming up on their home courts (to music) Activity 1: Tournament Play: -After warming up, the students will play a round robin tournament, playing 6 or so minute games against as many teams as possible. Then, at the end for the last 10 minutes, we will have the championship game with an announcer, statisticians, music, the national anthem, etc. Closure: Wrap up the unit and get them ready for instant activity for dance the next time they come in to play. Instructional Materials -Team Roles and Responsibilities Contracts (in lesson plan) -Tournament Poster Brackets -Signs to hang up on the courts -Team Logos (to hang up on home courts) Assessment During this five day lacrosse unit, I will assess the students by: -Observing to see if they are using the tactics/concepts/skills presented in the lessons -(Through Q&A) assessing to see if the students understand the cues, tactics, etc. that are being taught -Checking for Understanding after every instructional segment and demonstration -Possibly using a GPAI to assess decision making and basic skill execution. NASPE National Standards for Physical Education
NASPE Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities Because this standard deals with the psychomotor domain, every warm-up, practice, and game targets this standard in some way. The students are learning new skills (throwing and catching with an implement, scooping, cradling, tossing, defending, etc.) as well as new tactics that they are demonstrating (using the give and goal to attack, using fakes, jab steps, supporting the ball carrier, etc.). Also, the are improving their cardio respiratory endurance by playing lacrosse for longer periods of time (in game play). NASPE Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. This standard (measuring cognitive knowledge) is addressed in all lessons during the instructional segments, the demonstrations, and the verbal checks for understanding. During these sections the concepts and skills are explained, and cues are given to help the students become successful. NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. This standard (affective) is targeted throughout each lesson as concepts like rule following, teamwork, fair play, honesty, and respect are emphasized at all times. The students are reminded that they must respect others and the equipment, and at no time should they be hitting anyone else with their sticks. In addition, they are taught to be respectful of others by taking turns in the practices and in regard to playing time so that all students get equal opportunities to respond during the games. In addition, students show honesty by telling the truth about game related situations. If both teams are unsure of a call, they will use a fair way (rock, paper, scissors) to decide the final call. Resources: Fronske, H. (2005). Teaching cues for sport skills for secondary school students. San Fransisco, CA: Pearson Education Inc. Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2006). Teaching sport concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics Publishing. National Association for Sport and Physical Education. (2004). Moving into the future: National standards for physical education. Reston, VA: NASPE Publications.