SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 11/18/2015-11/19/2015

SCHOOL: Agawam High School

Gymnasium

TIME: 8:16-9:08 & 12:12-12:59

LESSON#: 4

FACILITIES:

CLASS SIZE: 52-64 Students GRADE: 9-12

UNIT/THEME: Indoor Games

GENERIC LEVEL: Utilization/Proficiency

EQUIPMENT: 15 Indoor Soccer Balls, 10 Blue Pinnies, 10 Red Pinnies, 11 Yellow Pinnies, 11 Orange
Pinnies, 11 Green Pinnies and 8 Cones
FOCUS OF LESSON: Demonstrate the Give-and-Go in Indoor Boccer
STUDENT PERFORMANCE OBJECTIVES (SPO:
By the end of the lesson, students should be able to:
(P) Practice all of the verbal cues for the give-and-go by fellow peers providing feedback regarding their
execution of this ploy while playing a two-on-two game of Keep Away with them. (SHAPE (S1.H1.L1);
MA CF 2.17) (Taught: Introduction; Assessed: Main Opening Activity)
(C) Identify 1 influence that the tactic of the give-and-go has on enhancing the achievement of a team in
the game of Indoor Boccer by correctly answering a teacher-posed informal question regarding this
correlation. (SHAPE (S2.H1.L1); MA CF 2.17) (Taught: Introduction; Assessed: Closure)
(A) Volunteer to express 1 feeling they have towards Indoor Boccer by taking part in a thumbs up/thumbs
down survey. (SHAPE (S5.H3.L1); MA CF 2.19) (Taught: Main Closing Activity; Assessed: Closure)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Demonstrate how to carry out all of the verbal cues of the give-and-go in front of the class using
whole-part-whole instruction.
2. Apply more than 1 teaching style within their instruction by accommodating for the learning
differences of their students.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Proper attire for physical activity will be enforced at the beginning of class
The students will be made aware of any hazardous equipment for which the facility presents
If any students get tired during the lesson they will be told by the teacher to move outside of the
boundaries so that they do not get injured
REFERENCES:

Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic
physical education for secondary school students (7th ed.). San Francisco, CA: Benjamin
Cummings.
Kruk, C. (2009, November 11). PE Central. Retrieved from
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9424#.VkFUz7erTIU

Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts and skills: A
tactical games approach for ages 7 to 18 (3rd ed.). Champaign, IL: Human Kinetics.

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION

REFLECTIONS

Opening0:00-7:00

T will take attendance once all Ss have exited their respective locker
rooms.

Instant Activity7:00-12:00

Ss will jog around the sides of the activity area for a total of three
minutes; where when complete, three individuals will volunteer to lead
class in performing 10 jumping jacks, push-ups, and crunches.

Transition12:00-12:30

Ss will walk over to center of gymnasium as they wait for next series of
instructions from T.

Introduction

12:30-15:30

T will inform Ss that todays class marks the fourth lesson of indoor
games unit.
T will tell Ss that during this lesson they will be playing a game known as
Indoor Boccer, where it will then be communicated to them that this
activity combines the sports of both soccer and basketball.
T will notify Ss that lesson focus will be the offensive strategy of the
give-and-go.
T will explain to Ss that the give-and-go is a fundamental maneuver used
in a variety of sports for a player to reposition themselves upon passing a
ball/puck to a teammate in an effort to break away from a defender.
T will demonstrate the verbal cues of the give-and-go with one S
volunteer using whole-part-whole instruction.
Verbal Cues:
Pass and cut.
Use a target hand (or foot).

S S S S S S S S S
S
T S
S
S
S S S S S S S S S

S
S
S
S
S
S

- Noticed that Ss who

volunteered to lead class
in exercises were not
taking this role seriously,
so in succeeding lessons I
had them do double the
reps of these actions

 Keep the defender behind you.

Transition

15:30-16:00

Ss will form groups of four, get one indoor soccer ball per faction, and
find own area in the gymnasium where they can safely move around with
each other in.

Main Opening Activity- Convergent Style

16:00-26:00

Demonstration: T will demonstrate procedure for carrying out the first

instructional activity to class with three S volunteers.
In their groups Ss will play two-on-two game of Keep Away by passing
indoor soccer ball between each other using the two different forms of
this skill applied in Indoor Boccer. It must be noted that each individual
will be required to practice the give-and-go with their teammate in group,
where all of these learners will be given time during this instructional
exercise to provide feedback to their fellow peers in relation to their
execution of this ploy. By the end of the activity every group will be held
responsible for determining how to perform this action within these
contexts.
CFU: What sports skill can only be carried out throughout the duration of
this activity? (Passing)
Extension Up: Require defensive players to double-team person with the
indoor soccer ball
Extension Down: Require only one defensive player upon each learner
switching teams so games become three on one

Transition

26:00-26:30

T will split Ss into six teams, provide these squads each with a different
color pinnie, and assign them to one of the two smaller basketball courts
in the gymnasium they will be playing at.
*S intern will put away indoor soccer balls used in previous activity

- Found that Ss had

difficulty with executing
the two different passing
contexts simultaneously,
so in succeeding lessons I
had them carry out each
form of this skill one at a
time

Main Closing Activity- Practice (Task) Style

26:30-41:30

41:30-42:00

Demonstration: T will demonstrate procedure for carrying out the final

instructional activity to class with seven S volunteers.
On allocated courts teams will play each other in games of Indoor Boccer,
where it will be stressed by the T that all learners through their
participation establish some sort of feeling in general towards this
instructional exercise. The Ss will be encouraged to implement the giveand-go pattern with teammates during gameplay. It must be noted that
throughout the activity two teams will be off of courts along sidelines not
playing due to limited space. These games will conclude once any single
point has been scored, where teams will switch between playing a
different opponent every time such instance occurs. This scoring system
will allow for each team to play everyone in the class.
Rules Players cannot kick the ball up to themselves
Players cannot take more than two steps with the ball
Players cannot dribble the ball
Players cannot drop the ball to themselves inside of the three
point arch
Goalie cannot pass ball anywhere over half court line
CFU: What must occur before any team can switch between playing a
different opponent during this activity? (A point is scored between
either team)
Extension Up: Require teams to pass ball certain number of times before
they can score
Extension Down: Require that two players are designated to playing
offense for both teams

Transition

Ss will place pinnies on rack next to bleachers, walk over to take seat at
center of gymnasium, and wait for next series of instruction from T.

S S S S
S
S
S S S

S
S

S
S

T
S
S

S
S

S
S

S
S

S S S S

- Recognized that Ss were

having a hard time
remembering all of the
rules of this game, so in
succeeding lessons I
posted them on the
sidewall of the
gymnasium

Closure

42:00-45:00

45:00-52:00

T will ask Ss the following closing question:

1.) What role does the give-and-go technique play on enhancing the
achievement of a team in the game of Indoor Boccer? (It provides
more scoring opportunities for them by its players repositioning
themselves to break away from defenders upon passing the ball to
a teammate)
T will conduct brief thumbs up/thumbs down survey with Ss regarding
whether they enjoyed playing Indoor Boccer.
T will thank Ss for cooperating during the lesson; however, this praise
will only be given if they behaved respectfully.

Transition

T will dismiss Ss to locker rooms.

Note: The T will assess Ss performance for carrying out the lessons content by
visually observing them throughout the full duration of the class period using
corresponding rubric.
Miscellaneous Information of Lesson Student Behavior Expectations: The T will explain to the Ss that it is
essential they conduct themselves in an appropriate manner throughout
the entire duration of the lesson, whereas they will have to sit out if they
are prompted for their behavior a total of three times.
Teacher Positioning: During the entire the lesson, the T will re-position
themselves throughout each of the instructional activities when they are
not presenting content by scanning the gymnasium with their back to the
wall to provide the Ss with necessary feedback regarding their
performance.
Modifications/Accommodations:
An instructional aide will be provided to any S with an
identified learning disability in an effort to provide these

individuals with one-on-one guidance for each instructional

activity within the lesson.
All ELL Ss will be given a translator, which will be
performed by other bilingual Ss in the class, so that they can
successfully take part in the lesson.
Any chronicled IEP criteria will be complied with throughout
the course of the entire lesson for Ss in need of such support.