PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Lesson Plan 2013-2014
 Floor Hockey unit “What
Today’s Big Idea(s):



knowledge can you recall
about floor hockey?”
Objective:
TSWBAT
recall
information they know about floor
hockey and make a Bubble Map.
Date: 11/11/13
TEKS Connections/Indicate
whether
Readiness/Supporting/Process:
 116.22,116.23,116.24 (6-8)

(6) Social development. The
student understands basic
components such as
strategies and rules of
structured physical activities
including, but not limited to,
games, sports, dance, and
gymnastics. The student is
expected to:


Agenda &
Time
Estimates:


Check attendance
Change into PE uniform
(5)
Intro to Floor Hockey unit
(5min)
Students will be in groups
(6-8) and will be given a
easel pad or butcher paper
Introduce Knowledge
Wheel chart( 5min)
Students will list what they
know about floor Hockey
on their area of the KW
(20 min)
Students will then share
compare/contrast (10min)
Closure (5 min)
(A) know basic rules for
sports played such as setting
up to start, restarting,
violating rules; and
(C) identify and follow rules
while playing sports and
games;
Materials, Texts &
Reminders:



Butcher paper for Knowledge Wheel
paper
Colored pencils
Assessment/Evidence
Of Learning :


Students are listing what they know about floor hockey
Students will turn in their group work, names on poster in their personal space
Checks for
Understanding:



Higher-Order
Thinking Questions:



Monitor groups by walking around gym
Asking groups questions about what they can recall about floor hockey
Students will write in their own space how much they know about floor hockey-rules, positions
on the court etc.
B – recall what you know about floor hockey and list it on the KW
M – In their groups why did you list that term in your area? Give me an example?
E – What assumptions can we make about how much we know about floor hockey?
Lesson
Include Time
What the TEACHER is saying/doing…
*Adapted from KIPP-Austin
What the STUDENTS are saying/doing…
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Estimates:
Motivation/Hook:


Introduction to floor unit
What do you remember about floor hockey
Intro to New Material:



Model what you what the students to write
down on their KW
Poster sheets around gym
Guided Practice:



Show students example of KW
Explain what to do
Independent Practice:

List floor hockey terms, positions,
vocabulary etc.



Motivation/Hook:

Teacher will look back at what students put
down on charts
Go back to the objectives of the lesson




Homework:
Modifications/
Accommodations/
Differentiated
Instruction:


Teacher asking higher order thinking
questions
Teacher sees students on task putting
information on KW
Drawing the knowledge Wheel
Group work
Everyone is participating listing prior
knowledge about floor hockey
Guided Practice:



Students copy teachers example of KW
List floor hockey information students know
Students will share and compare and
contrast what others put on the KW
Independent Practice:

Students will list anything they know about
floor hockey
Can be definitions, rules, positions etc.
Students will be given 5 floor hockey terms
or definitions for homework
Closing:


Evaluation/ Evidence of Learning:

Students divided into groups to recall what
they know about floor hockey
Intro to New Material:


Closing:

Lesson Plan 2013-2014
Students understanding of the objectives
Did students do what they were supposed
to do in their groups
Evaluation/ Evidence of Learning:



Students on task
Student participation
Student discussions are productive
5 definitions relating to floor hockey terms: Goalie, Guards, Forwards, Center, & Face off
Do an activity that involves movement for at least 30 minutes walking, jogging etc.
SPECIAL EDUCATION:
  Preferential seating
  Extended time on Assignment
  Cooperative grouping
  Emphasis critical content
  Daily agenda on board/Teacher review
  Reduce/minimize distractions
  Use pictorial directions
  Use positive reinforcement
  Use positive reinforcement
  Ms. Aguilar’s class (shorter distance, small ball, and
assistance if necessary)
DYSLEXIA:
*Adapted from KIPP-Austin

PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Lesson Plan 2013-2014
  Emphasis: Visual, Auditory, and Tactile skills
  Provide course syllabus/outline
ESL/LEP/ELL:
  Give directions in small distinct forms
  Use written backup or oral directions
  Establish routines in classroom
  Simplify instructional language, NOT content
  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
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Lesson Plan 2013-2014
 Floor Hockey Positions
Today’s Big Idea(s):

Objective: TSW differentiate
between offense and
defensive positions. They
have to identify 5 out of 7
positions
Date: 11/12/13

116.22, 116.23, 116.24 (68) (2) Movement. The
TEKS Connections/Indicate
whether
Readiness/Supporting/Process:
Materials, Texts &
Reminders:



student applies movement
concepts and principles to the
learning and development of
motor skills. (G) combine
skills competently to
participate in modified
versions of team and
individual sports;(G) use
basic offensive and defensive
strategies while playing a
modified version of a
sport.(A) know basic rules
for sports played such as
setting up to start, restarting,
violating rules; and(B) keep
accurate score during a
contest.

Agenda &
Time
Estimates:

Check attendance
(5min)
Teacher will explain
how assessment will
go (3min)
Students will perform
assessments on what
they learned about
positions on offense
and defense on the
court(40 min)
Closure (5 min)
Dots
Index cards
Paper and pencils
Assessment/Evidence
Of Learning :


Students will be given an index card with positions on It and they have to find the positions
Students will have to apply what they learned on their assessments
Checks for
Understanding:


Monitor groups checking if students are participating
Do the students know the offensive and defensive positions?
Higher-Order
Thinking Questions:



B – Can you explain to me the difference between offense and defense?
M –Can you locate the positions and distinguish between offensive and defensive positions?
E – Compare and contrast between positions? Offensive and defense?
Lesson
What the TEACHER is saying/doing…
*Adapted from KIPP-Austin
What the STUDENTS are saying/doing…
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Include Time
Estimates:
Motivation/Hook:

Today you will be taking an assessment on
offensive and defensive positions
You will have to show me the difference
between offense and defense

Intro to New Material:

Students will be given index cards that have
positions on them and they have to find
their positions on the court
Guided Practice:

Teacher grades students on how many they
got right
Lesson Plan 2013-2014
Motivation/Hook:


Students will learn the difference between
offense and defense
Students will show coaches the positions in
floor hockey
Intro to New Material:


Students will learn offensive and defensive
positions (assessments)
Students must find their positions according
to the index cards
Guided Practice:
 Students apply what they learned
 Students are graded on the knowledge of
floor hockey positions
Independent Practice:


Are students on task?
Teacher is grading student performance
Independent Practice:
 Students are have some success in finding

Closing:


Closing:
Review what we have learned
How did students do on their assessments

the positions on the field
Students can differentiate between offense
and defense


Students tell the teacher what they have
learned today
Students responses to higher order thinking
questions
Make sure you do at least 30 min. of some type of physical activity that requires movement such
as walking, jogging, playing etc.
Homework:

SPECIAL EDUCATION:
Modifications/
Accommodations/
Differentiated
Instruction:










 Preferential seating
 Extended time on Assignment
 Cooperative grouping
 Emphasis critical content
 Daily agenda on board/Teacher review
 Reduce/minimize distractions
 Use pictorial directions
 Use positive reinforcement
 Use positive reinforcement
 Ms. Aguilar’s class (Modify with larger, softer balls, and
with bells inside ball. Distance will be shorter for
throwing and catching.)
DYSLEXIA:


 Emphasis: Visual, Auditory, and Tactile skills
 Provide course syllabus/outline
*Adapted from KIPP-Austin
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Lesson Plan 2013-2014
ESL/LEP/ELL:





 Give directions in small distinct forms
 Use written backup or oral directions
 Establish routines in classroom
 Simplify instructional language, NOT content
 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
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
 Floor Hockey Unit “Dribbling
Today’s Big Idea(s):
and passing skills”
Objective: TSWBAT review and
demonstrate
the
proper
technique to dribbling a puck
using both hands on the stick.
Student must control the puck
60%.
Date: 11/13/13 – 11/14/13
 116.22,116.23,116.24 (6-8)
TEKS Connections/Indicate
whether
Readiness/Supporting/Process:
(6) Social development. The
student understands basic
components such as
Agenda &
strategies and rules of
structured physical activities Time
including, but not limited to, Estimates:
games, sports, dance, and
gymnastics. The student is
expected to:
Lesson Plan 2013-2014







Refreshment to floor
hockey unit (5min)
Floor hockey dribbling and
passing skills
Teacher model dribbling
skills(5min)
Students will be in group
lines(5min)
Students will demonstrate
floor hockey dribbling and
passing skills using their
hockey stick(10min)
Students will be using both
hands crossover dribble
and pass (10min)
Closure (5min)
(A) know basic rules for
sports played such as setting
up to start, restarting,
violating rules; and
(C) identify and follow
rules while playing sports
and games;
Materials, Texts &
Reminders:
Assessment/Evidence
Of Learning :
Checks for
Understanding:
Higher-Order
Thinking Questions:



Floor hockey sticks
Pucks
cones









Students are demonstrating the right hand and left position on the floor hockey stick
Students are being successful in controlling their dribble 60%
Students are using the proper technique and dribbling waist high only
Students are displaying the correct form for dribbling the puck
Teacher provides positive feedback
Teacher ask students to demonstrate for them
B – Why is it important to learn to dribble with a puck?
M – What can you apply to your dribble that could make you successful?
E – What assumptions can we make about how much we know about floor hockey?
*Adapted from KIPP-Austin
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Lesson Plan 2013-2014
What the TEACHER is saying/doing…
Motivation/Hook:


Introduction to floor hockey unit
Today we are going to learn how to dribble
a floor hockey using both right and left on
hockey stick
Intro to New Material:

What the STUDENTS are saying/doing…
Motivation/Hook:
 Students divided into groups demonstrating

Intro to New Material:

Dribbling with hockey stick

Lesson
Include Time
Estimates:
Guided Practice:







Homework:
Modifications/
Accommodations/
Differentiated
Instruction:




Students will demonstrate their dribbling
and passing skills in floor hockey
Students show that they are successful in
controlling their dribble 60%
Independent Practice:

Monitor students making sure they are on
task
Providing positive feedback
Closing:
Student demonstrations of dribbling and
passing the puck
Students being successful in dribbling using
both right and left hand on hockey stick
Guided Practice:
Teacher model dribbling with both hands
Teacher explain importance of learning how
to dribble
Teacher showing students how drill will be
performed
Independent Practice:
their dribbling and passing skills
Students must learn to dribble with hockey
stick.

Students are demonstrating dribbling and
passing skills
Students are on task during dribbling drill
Closing:
Teacher asking higher order thinking
questions
Go back to the objectives of the lesson


Students understanding of the objectives
Did students do what they were supposed
to do in their groups
Do an activity that involves movement for at least 30 minutes walking, jogging etc.
SPECIAL EDUCATION:
  Preferential seating
  Extended time on Assignment
  Cooperative grouping
  Emphasis critical content
  Daily agenda on board/Teacher review
  Reduce/minimize distractions
  Use pictorial directions
  Use positive reinforcement
  Use positive reinforcement
  Ms. Aguilar’s class (Can draw pictures in place of writing)
DYSLEXIA:
  Emphasis: Visual, Auditory, and Tactile skills
*Adapted from KIPP-Austin
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Lesson Plan 2013-2014
  Provide course syllabus/outline
ESL/LEP/ELL:
  Give directions in small distinct forms
  Use written backup or oral directions
  Establish routines in classroom
  Simplify instructional language, NOT content
  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
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
 Floor Hockey Unit
“Dribbling skills”
Assessments
Objective:
TSWBAT
demonstrate
the
proper
technique to dribbling a Floor
hockey using both hands on the
hockey stick. Student must
control puck 60% for their
assessments
 116.22,116.23,116.24 (6-8)
Today’s Big Idea(s):
Date: 11/15/13
(1) Movement. The student
demonstrates competency in
Agenda &
movement patterns and
Time
proficiency in a few
specialized movement forms. Estimates:
The student is expected
to(I) hand and foot dribble
TEKS Connections/Indicate
while preventing an
whether
opponent from stealing the
Readiness/Supporting/Process: ball; (A) create and modify
activities that provide
practice of selected skills to
improve performance such
as practice with nondominant hand, practice
specific game situations, or
practice jumps or cartwheels
in both directions;
Materials, Texts &
Reminders:
Assessment/Evidence
Of Learning :
Checks for
Understanding:
Higher-Order
Thinking Questions:



Lesson Plan 2013-2014






Intro to Floor hockey
unit (5min)
Floor Hockey
dribbling skills
assessments
Students will be in
group lines(5min)
Students will
demonstrate floor
hockey dribbling skills
using both hands on
hockey stick dribbling
around cones(20min)
Students will be using
both hands crossover
dribble dribbling
around cones(10min)
Closure (5min)
Floor hockey sticks
Pucks
cones









Students are demonstrating dribbling with both hands on stick.
Students are being successful in controlling their dribble 60%
Students are using the proper technique and dribbling waist high only
Students are displaying the correct form for dribbling the puck
Teacher provides positive feedback
Teacher ask students to demonstrate for them
B – Why is it important to learn to dribble with both hands?
M – What can you apply to your dribble that could make you successful?
E – What assumptions can we make about how much we know about floor hockey?
*Adapted from KIPP-Austin
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Lesson Plan 2013-2014
What the TEACHER is saying/doing…
Motivation/Hook:


Introduction to basketball unit
Today we are going to learn how to dribble
a puck using both right and left hand on
hockey stick
Intro to New Material:

What the STUDENTS are saying/doing…
Motivation/Hook:
 Students divided into groups demonstrating

Intro to New Material:

Dribbling with stick

Lesson
Include Time
Estimates:
Guided Practice:







Homework:
Modifications/
Accommodations/
Differentiated
Instruction:




Students will demonstrate their dribbling
skills in floor hockey
Students show that they are successful in
controlling their dribble 60%
Independent Practice:


Monitor students making sure they are on
task
Providing positive feedback
Closing:
Student demonstrations of dribbling the
puck
Students being successful in dribbling using
puck and cones
Guided Practice:
Teacher model dribbling
Teacher explain importance of learning how
to dribble
Teacher showing students how drill will be
performed
Independent Practice:
their dribbling skills
Students must learn to dribble with both
hands on hockey stick
Students are demonstrating dribbling skills
Students are on task during dribbling drill as
they go around the cones.
Closing:
Teacher asking higher order thinking
questions
Go back to the objectives of the lesson


Students understanding of the objectives
Did students do what they were supposed
to do in their groups
Do an activity that involves movement for at least 30 minutes walking, jogging etc.
SPECIAL EDUCATION:
  Preferential seating
  Extended time on Assignment
  Cooperative grouping
  Emphasis critical content
  Daily agenda on board/Teacher review
  Reduce/minimize distractions
  Use pictorial directions
  Use positive reinforcement
  Use positive reinforcement
  Ms. Aguilar’s class (Can draw pictures in place of writing)
DYSLEXIA:
  Emphasis: Visual, Auditory, and Tactile skills
*Adapted from KIPP-Austin
PE Department
Gus Garcia Middle School
Coach Delgado, Coach Ortiz, & Coach Villa
Lesson Plan 2013-2014
  Provide course syllabus/outline
ESL/LEP/ELL:
  Give directions in small distinct forms
  Use written backup or oral directions
  Establish routines in classroom
  Simplify instructional language, NOT content
  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