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Tiger Pride Lesson Plan

Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan (Elementary and Middle School)
Teacher: Lauren Nakaso

Background Information
Date: September 29, 2015

School: Cleveland Elementary

Grade Level: 4th /5th grade

Lesson Focus: Focus of the lesson will be football

running routes and handoffs

# of students: 20 students

Equipment and Facilities: For this lesson the teacher

will need access to a blacktop with painted lines, 8
poly spots, 5 large cones, 5 footballs, and lots of
stacking tall cones

Safety Considerations: Students will be advised to

keep their heads up and be aware of their
surroundings when in limited space. Students will be
told to watch out for other groups who may be
running in the same direction. The teacher will make
sure that there is adequate personal space for each
student during the activities.
Lesson Specifics
Behavioral Contingencies: Students will be expected Previously Learned Skills: Students have already a
to actively participate during the lesson. If students
unit on cooperative learning, and a football lesson
are misbehaving, a 2 strike rule will be implemented. on throwing and catching.
The first strike being that the student will be pulled
to the side and verbally warned about the
misbehavior and sit out for that activity. The final
warning, students will be pulled from all activity.
When the teacher is talking, the students will place
all equipment on the ground and their hands on their
head. Students will be removed from activity if the
equipment is used inappropriately.
Teaching Strategy: For this lesson I will use an
Academic Language: The primary academic
interactive approach to teaching where I will be
language being addressed will be the cues of the
involved in activities as well as using grouping
skill. For the handoff, the cots are: Eyes-keep your
strategies in the lesson.
eyes on the ball. Bunk beds, and close

Tiger Pride Lesson Plan


Psychomotor (P): Students will be able to perform a running handoff correctly 7 out of 10
Cognitive (C): Students will be able to say the cues of the skill with 100% accuracy
Affective (A): Students will be able to provide positive feedback to fellow students in the form
of a high five or verbal feedback during activity.
H-R Fitness (H): Students will be engaged in moderate to vigorous physical activity at least
70 percent of the time

Identify which standards are met (at least one State and one National).
I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
II. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
III. Assess and maintain a level of physical fitness to improve health and performance.
IV. Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and
V. Demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that
apply to the learning and performance of physical activity.
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of motor
skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
3. Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity and
4. Exhibits responsible personal and social behavior that respects self and others.
5. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.
Describe the pre-class arrangement Students will line up at home base to start, the teacher will have pre set
up all equipment for the lesson
Teacher: The teacher will stand on the court facing the students
Students: Backpacks will b put against the fence and will take a seat at homebase
Equipment: 8 poly spots, 5 large cones, 5 footballs, and lots of stacking tall cones

Diagram the pre-class arrangement


Content Development

(Illustration of formations)

a) Goal Orientation for

each task


Instant Activity: Builders and

For this activity you will be split
into two teams. The builders and the
bulldozers. The goal of the game is
to build or knock down as many
cones as possible. If you are a
bulldozer you will have to knock all
the cones over. If you are a builder
you need to turn the cones upright.
Set Induction:
Hey everyone today we will be
working on handoffs. The person
who receives the ball from the
quarterback is called the running
back. The cues of the skill is: EYES:
keep your eyes on the ball
Bunk Beds: running to the right- left
arm on top, right arm underneath,
running to the left-right arm on top,
left arm underneath
Close: Close the arms and cradle
the ball.
This is important to perform these
cues correctly to void dropping the
ball and causing a fumble.
Transition (if necessary): Students
will remain seated until they are
given a group and told to go to
colored poly spot. When they get
there they will line up on the back
poly spot and wait for further
instructions. Teacher will hand
them a ball when they look ready to

Diagram Instant Activity

NASPE: standard 3
CalPE: Standard II
Standard III. The goal of
this activity is to have the
student be active and
perform different
movements in this activity

Start/Stop Signals: Students

will be told to begin when
they receive the ball, and
Freeze will be used as a stop

Goal of this is task is to

give the students some
understanding of the skills
needed for todays lesson.




Lesson Core Hand off Drill

In this activity, students will
practice handoff and running with
the football.
Students will be in 4 groups of 5. 3
people should be on one end of the
poly spot and the other 2 members
on the other end of the poly spot.
The side with 3 students will start

Tiger Pride Lesson Plan

Grouping Strategies: Students

will be put into groups of 4 of



Diagram Task 1

This activity allows the

student to practice and
demonstrate their
competency at performing
and applying this new
movement and concept to
activity which addresses
standards I, II, 1, and 2

Teaching Cues for Task


Tiger Pride Lesson Plan

References Used: N/A