Teacher Candidate(s): Cody Jacobs School: Suny Cortland Date: 4/14/20

Unit/Activity: Floor Hockey Grade: 8-9th

Lesson Plan Central Focus (entire lesson segment): Modified gameplay and tactics focus.
10 of 12 NYS/National
Lesson Focus: This lesson we will focus on teamwork and the concept of positioning and team roles. Students will learn what a # in class: 20
Standards
goalie does, a center and other floor hockey roles.
National Outcomes: S1.M10.8, S1.M11.8, S2.M6.8, S4.M5.8, S3.M7.7
Objectives
Assessment Tool Length of class: 50 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor Command
1A/S1 During gameplay, students will be able to shoot on goal with proper form. checklist Practice
Domain
Reciprocal
Self-Check
During gameplay, students will communicate effectively with their teammates Inclusion
Affective
2a/S4 according to a teamwork rubric. Rubric Discovery
Domain
Problem Solving
Cooperative
1A/ S2 At the end of the lesson students will be able to name roles and positions of a team Stations
on an exit slip. Jig-Saw
Cognitive
Exit slip
Domain
List of Offense, defense, goalie, center, poke check.
Academic
Language Used
Fitness Objective Equipment:
Students will understand the importance of skill related fitness and can implement it
Health/Skill 1B/S3 Exit slip Nets- 10x
on an exit slip.
PM/Cogn Floor hockey sticks- 20x
Hockey balls- 40x
Common Core CC Standard
Standards

References(e.g. Book, course packet, pg #, complete web address URL):

2c/4 When handling the hockey stick make sure to keep the end on the ground at all times National Standards and Grade Level Outcomes
Safety Statement and always be aware of your surroundings. Basics of Effective Instruction in PE
EDU 255 packet
https://www.youtube.com/watch?v=g7NJQ40P39M
NYS Learning Standard 1 – Personal Health and Fitness
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. National Standards – The physically literate individual:
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition 1. Demonstrates competency in a variety of motor skills and movement patterns.
NYS Learning Standard 2– A Safe and Healthy Environment 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. and performance.
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. level of physical activity and fitness.
NYS Learning Standard 3– Resource Management 4. Exhibits responsible personal and social behavior that respects self and others.
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
3b. Students will be informed consumers and be able to evaluate facilities and programs. expression, and/or social interaction.
3c. Students will also be aware of career options in the field of physical fitness and sports
 Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language, Alignment
to objectives

Students stand on Students will practice dribbling stationary with low cones and then move on to dribbling around the gym 2 times. Afterwards If students have trouble with the
Instant Activity 5min
a line in the gym. students will perform dynamic stretches. stretches they can walk instead.

30 Gently place the equipment down and focus attention towards me.
Transition
seconds
Introduction,
Hello class, today we will be working on understanding team roles and positioning along with the role of a goalie. Make sure to
Signal for Students gather What is our expectation for today? How
3 turn and face me when I blow my whistle and standby for further instruction. I expect everyone to be able to name 3 roles
Attention, in the center of high should we not bring the stick?
minutes associated with hockey by the end of this class and if we are able to get through all of this by the end of the day then we can play
Hook, the gym. (waist high)
some full sided gameplay.
Expectations
Transition Gently place the equipment down and focus attention towards me.
If you are participating in a sport then
skill related fitness can give you many
Students spread
Students will perform strength and endurance exercises designed around skill related fitness for hockey like lunges and suicides. necessary like explosiveness and speed.
5 out at least arms
Fitness Activity During this I will explain why you should pay attention to skill related fitness as well as health related fitness. Why should we It also can help prepare your body for
minutes length from one
pay attention to skill related fitness? necessary maneuvers that most people
another.
would have trouble performing like a
hockey stop in ice hockey.
30 Gently place the equipment down and focus attention towards me.
Transition
seconds
Body of Lesson Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
(Lesson Focus)
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and
CFU, Academic Language, Alignment
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. abilities of the students (lower and higher
to objectives
partner 10 times. E.g. Eyes at target skilled students).
a. For this task we will be playing 2v2 wall ball. I will have a short demonstration with 3 students since the students Passing and fakes are two strategic
already know how to play wall ball. The goal is for the students to use the skills they learned from passing and ways to pass the defense. You can
2
Task #1 advancing to apply strategy when having to pass multiple players. This also helps the defenders learn how to obtain possession of the ball by stealing
minutes
cooperate and defend. What are some ways you could get past the defense in floor hockey? What are some ways you it from the opponent or from making
could obtain possession of the ball? them lose control of it.
b. Students verse each other in 2v2 wall ball. You 1. eyes on target Easier – When the offense loses control of the
score by hitting the wall with the hockey ball using 2. step forward ball then the play is dead and the defense starts Do not hit the other students when poke
10 Students will get
teamwork. If the offense loses control of the ball or 3. extend forward with the ball instead of a live turnover. checking. Your poke check should
minutes into groups of 4.
scores, then the ball is turned over to the defense. 4. follow through always be aimed directly at the ball.
Harder – Use a net instead of the wall.
30 Gently place the equipment down and focus attention towards me.
Transition
seconds
a. For this tasks students will be learning how to goaltend and positioning. I will demonstrate this drill by using 3
The cues for the goalie stance are feet
2 students and showing it at different angles. There will be one student as the goalie (with padding) and one student in
Task #2 wide, glove hand high, stick arm low,
minutes each center, left wing and right wing on offense. There are no defensive wings here as this is simply a drill goalie and
and knees bent in.
offense positioning drill. An important skill to know here is the goalie stance. What is one cue for the goalie stance?
10 Students will b. In this drill the center will start with the ball and 1. Feet wide Easier – Only use the preset drill and don’t Do not slap shot or bring the stick up
minutes group in 3’s next pass to the right wing, then the right wing will pass 2. glove hand high change after all students have tried the above your waist. All shots should be
to a net. to the left wing and then the left wing will shoot on 3. stick arm low positions. made with the stick low and lift can be
goal. Every time someone shoots the positions 4. knees bent in generated through a flip of the stick
rotate to the left. Once every student has tried Harder – Have 2 extra students to play head. (learned earlier on).
every position then the passing order can be defense.
 changed until the end of the task.
30 Gently place the equipment down and focus attention towards me.
Transition
seconds
a. This task will be used to teach students how to play in the faceoff. I will demonstrate with 1 student to show how to
perform proper faceoff form. I will show this at 3 different angles. We will go over the cues for a faceoff and when
2 you might see a faceoff happening. What is one cue for a faceoff? The cues for a faceoff are feet wide,
Task #3
minutes hands low, stick firm and eyes on ball.

1. feet very wide Easier – Have students practice the technique

b. The students will be in pairs and perform the 2. hands low on stick without an opponent. Faceoffs are very fast paced and close
15 Students will get faceoff against another pair. In this drill the 3. stick firm so be careful not to hurt the other
minutes into groups of 4. students will attempt to send the ball to their 4. eyes on ball Harder – Have groups of 3 so the center has student in the faceoff.
teammate each time and then rotate at the end of more options to strategize where they send the
each faceoff. ball.
30 Gently place the equipment down and focus attention towards me.
Transition
seconds
a. This task will be a modified game with faceoffs, goalies and positioning involved. I will explain the rules and
guidelines to this game. I will demonstrate the positions before we start, but the students should all know them The center is always the position that
2
Task #4 beforehand. This will be a 4v4 modified game with no defensemen. The roles will be goalie, center, right wing and does the faceoff. Make sure to pass
minutes
left wing. What is the position that usually performs the faceoff? often.

b. Students will be in teams of 4 and will switch 1. eyes on target Easier – Students only don’t need to be behind
roles throughout the game for everyone to get 2. step forward the opponent’s zone to count their passes.
10 Students get in some time in each role. Goalies cannot go too far 3. extend forward Be ready to transition to defense if you
minutes teams of 4 away from the net. There will be a passing rule 4. follow through Harder – Goalie can leave the goal for a or a teammate loses control of the ball.
where students must pass inside the opponent’s powerplay. Requires more team
zone before shooting. communication and strategy.
30
Transition Gently place the equipment down and focus attention towards me.
seconds
a. For this task students will play 6v6 games of floor hockey. Every position will be covered, and switching is not
necessary unless students want to. This will include all 4 positions we have covered plus 2 defensemen. I will
demonstrate the goal of the defensemen and how they play with the rest of the team. Since we have boundary lines No physical contact with opponents is
2 instead of “boards” a stray ball is out and we reset the play as a faceoff in the zone of the team that last touched the permitted. You can steal the ball with a
Task #5
minutes ball. There will still be a passing rule to encourage team play and many rules will be disregarded as we will go over poke check. Faceoffs will happen if the
implementing them next class. What is the best way to gain control of the ball? How are we coming back into play ball is stopped or out of bounds.
after ball stoppage or out of bounds?

b. This will be a full-sided game with 1. feet very wide Easier – The faceoff happens in the center
Students get into modifications. Students are required to pass to 2. hands low on stick instead of the offense’s zone if the ball goes Since the teams will be full contact is
15 full teams of 6 each other at least 2 times within the opponent’s 3. stick firm out of bounds. very possible. Avoid contact as much as
minutes and find another zone before shooting. Goalies cannot leave the net 4. eyes on ball possible and be aware of your
team to verse. except to retrieve the ball. After 5 minutes the Harder - Students must pass 3 times inside the surroundings.
students will find new opponents. opponent’s zone before shooting.
15
Transition Gently place the equipment down and focus attention towards me.
seconds
Today we went over the different roles and positions in floor hockey and we covered skill related fitness. Make sure to complete The goalie guards the net and stays
Lesson Closure,
Sitting in the the exit slip on skill related fitness and floor hockey positions before leaving today. Next class we will be playing modified games there to make sure they are always
Hook to Next 5 minute
center of the gym with rules and penalty calling being a large focus and the last class will be a full gameplay assessment. What is the purpose of the capable of blocking the enemy team
Lesson
goalie on a team? from scoring.
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:
 2x exit slips
Instructional 1x checklist
Supports 1x rubric