Gus Garcia Middle School
Lesson Plan
 Modified football games
Today’s Big Idea(s):
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Objective: TSW be in teams
competing against each other
demonstrating all football skills
Date: 11/7/12
116.22,116.23,116.24 (6-8)
TEKS Connections/Indicate
whether
Readiness/Supporting/Process:
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Materials, Texts &
Reminders:
Checks for
Understanding:
Higher-Order
Thinking Questions:
Agenda &
Time
Estimates:
footballs
Cones
Kicking tees
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Assessment/Evidence
Of Learning :
Movement. The student
demonstrates competency in
movement patterns and
proficiency in a few specialized
movement forms.
(j) keeping an object in the air
without catching it such a football
Social development. The student
develops positive selfmanagement and social skills
needed to work independently
and with others in physical
activity settings.(C) identify and
follow rules while playing sports
and games;
Students will demonstrate all skills in a football game situation
Students must show teamwork in order to be successful
Students must try to play with good sportsmanship
Monitor games checking if all students are participating
Provide positive feedback to the students
Are students moving around going after the football helping their teammates
Are students being successful showing teamwork
B - Why is it important to move in the game of football?
M –Analyze what you are doing, are you being successful in winning games?
E – Can you use some strategies to make a play?
What the TEACHER is saying/doing…
Motivation/Hook:
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Lesson
Include Time
Estimates:
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Today you will be getting into teams to play
a touch football game
You will be competing against each other
displaying teamwork and good
sportmanship
Intro to New Material:
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Check attendance (5min)
Stretches and exercises (5-10
min)
Students will be divided into
teams (5min)
Students will play a modified
touch football game(25 min)
Closure (5min)
Students will be using teamwork in
modified touch football game
Use all skills learned
*Adapted from KIPP-Austin
What the STUDENTS are saying/doing…
Motivation/Hook:
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Students will have to use teamwork
Students will be in teams playing a modified
game of touch football
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Intro to New Material:
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Group cooperation, teams playing a
modified game of touch football
Students have to distinguish between
offense and defensive positions
Gus Garcia Middle School
Lesson Plan
Guided Practice:
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Teacher demonstration how to work as a
team
Teacher reviewing the positions on offense
and defense
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Independent Practice:
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Are students on task?
Teacher is providing positive feedback
Showing students what teamwork looks like
in order to be successful
Closing:
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Homework:
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Students demonstration of teamwork to be
successful in scoring TD for their team
Students playing the correct positions in
football
Independent Practice:
 Student is communicating on their team
 Student is working together with their team
 Student is having success in playing the
positions
Closing:
Review what we have learned
Ask higher order thinking questions about
the lesson
What key elements do you have to use to be
successful in football
Communication, teamwork, trust etc.
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Guided Practice:
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Students tell the teacher what they have
learned today
Students responses to higher order thinking
questions
Understanding of key elements that they
had to do in order to be successful
Make sure you do at least 30 min. of some type of physical activity that requires movement such
as walking, jogging, playing etc.
SPECIAL EDUCATION:
Modifications/
Accommodations/
Differentiated
Instruction:
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 Preferential seating
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 Extended time on Assignment
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 Cooperative grouping
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 Emphasis critical content
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 Daily agenda on board/Teacher review
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 Reduce/minimize distractions
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 Use pictorial directions
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 Use positive reinforcement
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 Use positive reinforcement
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 Ms. Aguilar’s class (Modify with larger, softer balls, and
with bells inside ball. Distance will be shorter for
throwing and catching.)
DYSLEXIA:
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 Emphasis: Visual, Auditory, and Tactile skills
*Adapted from KIPP-Austin
Gus Garcia Middle School
Lesson Plan
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 Provide course syllabus/outline
ESL/LEP/ELL:
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 Give directions in small distinct forms
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 Use written backup or oral directions
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 Establish routines in classroom
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 Simplify instructional language, NOT content
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 Pre-teach vocabulary, modeling, hands-on, pictures and
visual aids
GT:
 Opportunity to accelerate in areas of strength; independent
research
 Multiple disciplines are integrated into the unit
Teacher Reflection: What worked/what didn’t work? Why?
*Adapted from KIPP-Austin