American Football Lessons
Dr. Cummiskey
Hyperlinks to:
Lesson 1 - Throw and catch
Lesson 2 - Offensive pass patterns
Lesson 3 – Hand-offs and tosses
Lesson 4 – Running plays, formations, and defense
Lesson 5 - Punt and game play
Department of Kinesiology - Physical Education Lesson Plan Template
Name: Matthew Cummiskey
Class Length: 50
Lesson Topic: Lesson 1 - Throw and catch
School Site: WCU
Grade Level: n/a
Coop. Teacher: n/a
Class Size: 30
Note: * = optional per instructor, pull-downs also available at http://thenewPE.com/st
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
 10.5.9C. - Identify and apply practice strategies for skill improvement.
 10.5.9F. - Describe and apply game strategies to complex games and physical activities:
offensive strategies, defensive strategies, time management
*Essential Content (Help):
Objective(s) (1.1 WCU Unit Integration of Learning Outcomes) (Help):
 Students will demonstrate correct cue execution for the football throw and catch.
 Students will demonstrate the ability to correctly perform the outcome of a football throw (spiral
pass to target etc) and catch (not dropped, properly tucked etc)
Safety (Help):
 Be conscious of possible collisions with other players
 Refrain from throwing if the possibility exists for hitting another student unaware
 Use various equipment to foster skill development and reduce likelihood of injury (fun grabbers,
nerf, soft tips)
Equipment Needed (1.8 WCU Unit Materials/Equipment) (Help):
 30 footballs (mixture of fun grabbers, nerfs, voits, and soft tips)
 Stack of half cones
 8 medium (one-foot tall) orange cones
Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):
 n/a
Critical Elements (Help):
Football throw – 1) turn sideways to target, 2) put point of football “in” ear, 3) wipe the window, 4) step
with opposite foot, 5) wrist follows through diagonally to opposite side with ball rolling last off index finger.
Football catch – 1) athletic stance, 2) diamond shaped window with hands, 3) watch football into window
while adjusting hands, 4) give with football to absorb force
Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):
Warm-Up/Instant Activity (Help):
Shark football tag – Half the students are given footballs. 3 students are designated as sharks and are
distinguished by putting the palms of their hands together over the head representing a fin. Sharks
attempt to “bite” (tag) students (minnows) who don’t have a football. If bitten, minnows do 10 fin jumps
(jumping jacks) and then re-enter. Walking pace only. Minnows may loudly yell out “help” if they are
being chased by a shark. Extension: add more sharks; see how many minnows the sharks can tag in 90
seconds, when tagged minnows become sharks.
Content Development, Part 1 (Optional) (Create additional parts as necessary) Time Allotted: 10
Managerial Task (Help):
 Transition – Huddle (sit quietly on floor in front of teacher not contacting any equipment), group of
4, one football per group, put extra footballs away
 Setup – Divide gym into six equal courts with half cones
Informing Task (Help):
Facebook Holdout – Three students (facebook junkies) attempt to tag another student to get him/her to
join facebook. The catch is that only the student with a football may tag him/her and that person must be
stationary while in possession of the football. That means the team will have to cooperate and to move
both themselves and the ball quickly. If tagged, that person designates another student to be the object
of the chase.
Extending Task (Help):
Add an extra ball if students are having difficulty
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Use a nerf ball for safety, increase number of times must be tagged, allow for hand-offs to student with
disability, may be assisted by another student or peer buddy.
Anticipatory Set
Anticipatory Set (1.3 WCU Unit Anticipatory Set) (Help):
Ask questions after part 1 and before part 2
 What skill were you using (A – two, throw and catch)
 In your head, how would you rate your throws? Did they spiral, did they hit your target in the
numbers?
 Did any footballs hit the floor? How many?
Content Development (1.4 WCU Unit Procedures), Part 2
Managerial Task (Help):
 Transition – Bring in half cones from gym 3 only, sit with
partner, one football between the two
 Setup – 8 medium cones arranged equidistant from one
another and the walls (grid formation like an 8 domino)
Time Allotted:15
Informing Task (Help):
Teacher demonstrates correct technique for football throw and
catch with a student. Partner passing – Students stand
approximately 10 yards apart and throw back and forth. After a few minutes ask students to vary force,
height and side of throw to their partner. Try not to let any balls hit the ground. Stop and ask them about
the term stone hands. If time, ask students to exchange footballs with someone nearby who has a
different kind of football.
Extending Task (Help):
Have two sets of partners sit about 10 yards apart on opposite sides of a cone (the result being four Ss
are in a circle around a cone). On go, students will start running in a circle around the cone while
throwing back and forth. See which group does not drop the ball first. After a few minutes, have them
reverse direction.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Move closer to cone or reduce jogging pace to a walk. If walking move in so as to not affect other
partnership.
Content Development, Part 3 (Optional) (Help)
Time Allotted:15
Managerial Task (Help):
 Transition – Huddle, stack medium orange cones
 Setup – Create six lines of cones equally spaced width wise
across the gym with poly spots
Informing Task (Help):
Two teams attempt to throw footballs starting from line 1, to line 2,
and then to line 3 where 1 point is scored. Students on a line may
play either offense or defense and may move along the line. Start by
placing all the footballs on lines a1 or b1. For example, the a1’s
throw footballs to a2’s who throw it to a3’s. If a3’s catch the ball, one
point is scored for team A and that person places the ball on the B1
line for the process to start over the other way. If the ball is dropped,
place it on the line of the other team furthest from the goal. For
example, if a student on line a2 drops the football, he/she would place it on line b1. Keep score to see
which team is more prolific with pass catch.
Extending Task (Help):
Must pass boy/girl. Rotate positions forward periodically – a1’s go to line a2 and so. May not throw over
hand-height of the other team.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Allow any pass touched with the hand, even if dropped, to be a completion.
Lesson Closure (1.6 WCU Unit Closure) (Help):
 Why is it that sometimes you had great throws and other times not? What caused it?
 Why on TV do you sometimes see players trapping thrown footballs against their torso using their
arms, not their hands? Is that appropriate in PE? Why, why not?
Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help):
Department of Kinesiology - Physical Education Lesson Plan Template
Name: Matthew Cummiskey
Class Length: 50 minutes
Lesson Topic: Lesson 2 - Offensive pass patterns School Site: WCU
Grade Level: n/a
Coop. Teacher: n/a
Class Size: 30
Note: * = optional per instructor, pull-downs also available at http://thenewPE.com/st
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
 10.5.9C. - Identify and apply practice strategies for skill improvement.
 10.5.9F. - Describe and apply game strategies to complex games and physical activities:
offensive strategies, defensive strategies, time management
*Essential Content (Help):
Objective(s) (1.1 WCU Unit Integration of Learning Outcomes) (Help):
 Students will accurately describe and be able to execute several pass patterns
 Students will identify three generic keys to successfully running pass patterns
Safety (Help):
 Be conscious of possible collisions with other players
 Refrain from throwing if the possibility exists for hitting another student unaware
 Use various equipment to foster skill development and reduce likelihood of injury (fun grabbers,
nerf, soft tips)
Equipment Needed (1.8 WCU Unit Materials/Equipment) (Help):
 20 footballs (different types)
 8 Cone collars
 10 medium cones
 20 half cones
 Bag of one color pinnies
 Opaque bag filled with pass patterns
Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):
 None
Critical Elements (Help):
Pass Patterns
 In/out – straight 5-10 yards, right angle turn towards QB (in) or away from QB (out)
 Post in/out– straight 5-30 yards, angled 15-45 degree cut towards middle of field (in) or sideline
(out)
 Slant/cross – straight cut behind offensive line looking for ball (make turn at line of scrimmage,
do not go downfield)
 Button hook/curl – straight 5-10 yards, stop quickly and turn around facing QB (suggested to
move slightly towards QB to reduce chance for interception)
 Fly – straight as fast as receiver can run, look for over should pass (may want to give fake at 5 or
10 yards), arms extended out in “basket” shape, look ball into hands
 Screen – move out into the “flat” on either side of the QB looking for pass with blockers out in
front
 Combinations – combine offensive pass patterns above (slant to a fly etc). May want to
incorporate a “pump fake” to throw off defense.
Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):
Warm-Up/Instant Activity (Help):
Jog with a partner while throwing football back and forth, no more than 10 yards apart.
5 & 10 – Ss line up on the goal line of a regulation football field with a partner. One partner is the QB
with the ball; the other is the receiver who jogs out to the 5 yard line. The pass is thrown and caught;
now former QB now jogs ahead five more yards and catches the pass. This process repeats to the 50
yard line, once at the 50 students return but now jog 10 yards ahead of their QB instead of 5. If the ball
is dropped, the student who dropped it runs back to their original starting place returning the ball to the
QB along the way. Round 2 is run as a relay, first back wins. May choose to go full length of field if first
round was easy.
Content Development (1.4 WCU Unit Procedures), Part 1
Time Allotted:15
Managerial Task (Help):
 Transition – Circle (command meaning stand in a semi-circle around teacher) in
groups of 3 with at least one female per group, one ball per playing area.
 Setup – Set up 5 playing areas, each 15 yards wide across the field with a 5 yard
buffer; the sideline is formed by the yard lines with one large cone marking the
sideline. Two half cones are positioned in each field – one to mark the two-point line,
and one to mark the three point line. The line of scrimmage is the regular sideline of
a football field.
Informing Task (Help):
21 - The object of the game is for teams to score 21 points by completing passes in different
areas of the field. Teams consist of two students, one team begins on the line of scrimmage
and attempts to complete a pass within a zone to score points. The teams switch from
offense to defense after every 4 passes. After each throw, rotate QB. All players must stay
within the field. The defending team will cover the offensive team players to hold them to as
few points as possible. The quarterback must stand behind the line of scrimmage. The player
defending the QB counts to five Mississippi, at that point the QB is down even if not “tackled.”
Points are scored for a catch at certain positions on the field, and are determined by the zone
in which the ball is caught, not where the player runs.
- One point for a completed pass from the line of scrimmage to the first line.
- Two points for a completed pass between the first and second lines.
- Three points for a completed pass in the end zone.
- No points are scored for an incomplete pass.
- Three points deducted from the offense for an interception.
Extending Task (Help):
If one team reaches 21, start a new game. Highest score at conclusion of second game wins.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Form a group of three instead of two, when QB allow two players to run patterns and have no defensive
line play or Mississippi’s.
Anticipatory Set
Anticipatory Set (1.3 WCU Unit Anticipatory Set) (Help):
Ask questions after part 1 and before part 2
 How many groups just said “go get open?”
 Did any of you try a pattern and what were they?
 What are some advantages of running patterns?
Content Development, Part 2 (Optional) (Help)
Time Allotted:10
Managerial Task (Help):
 Transition – “Circle”, stay in group of three, one ball per group.
 Setup – print index cards (one per group) with the names of the following patterns: In, Out, Post
in, Post out, Cross, Button hook, Fly, Combination. Insert the index card into a cone collar.
Informing Task (Help): Each group of 3 goes to the line of scrimmage of one of
the 15 yard playing areas used in part 1. One person is the QB and one
person is the wide receiver. The wide receiver runs the first pattern outlined on
the card while the QB executes the pass. Rotate: off player to QB, QB to WR,
WR to off.
Extending Task (Help):
Have the other player play soft defense.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Use underhand pass if receiver is having difficulty, select ball that promotes success, run shorter
patterns if having difficulty throwing deep
Content Development, Part 3 (Optional) (Create additional parts as necessary) Time Allotted:15
Managerial Task (Help):
 Transition – Circle, bring in cones/cone collars, keep group of 3form a group of five at least two
males/two females per group, one person gets a pinnie and a brown bag of patterns
 Setup – none (part 3 uses same medium cones as part 1)
Informing Task (Help):
Air Attack – Objective is to use passes only to score a touchdown. One person is all time offense; there
are 2 offensive players and 2 defensive players. Prior to each play, the offense shakes a brown bag
containing paper strips (see appendix) of all eight patterns and each wide receiver pulls out a pattern.
The pattern selected is the pattern run and the strip is placed back in the bag. If the ball is caught, the
play is dead and a new line of scrimmage forms where the caught was made. If the ball is dropped, it is
returned to the line of scrimmage. If a pass is not made during the initial pattern, the WR is free to
improvise. The QB rotates each down. Offensive players must complete two passes per four downs for
a first down. In the event of an interception, play reverses and the all-time offensive player switches
sides, the passes do not need to be consecutive. The defense player covering the QB must count to 7
Mississippi before rushing the QB. The QB may not throw to the same person three downs in a row (no
double guarding) or throw a two-cone pass. If a touchdown is scored, the other team gains possession
on the goal line (sideline in this case).
Extending Task (Help):
Must make two consecutive completions for a first down.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Contacting the ball with the hands constitutes a completion, defenders play soft
defense while receiving or executing a pass, use most favorable equipment.
Lesson Closure (1.6 WCU Unit Closure) (Help):
 What combination of patterns did you find most effective
 How did using patterns benefit the team as opposed to running around?
 How did the defense’s distance from the line of scrimmage affect the outcome (depended on the
pattern being run)
Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help):
Department of Kinesiology - Physical Education Lesson Plan Template
Name: Matthew Cummiskey
Class Length: 50
Lesson Topic: Lesson 3 – Handoffs, tosses
School Site: WCU
Grade Level: n/a
Coop. Teacher: n/a
Class Size: 30
Note: * = optional per instructor, pull-downs also available at http://thenewPE.com/st
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
10.4.9A - Analyze and engage in physical activities that are developmentally/ individually appropriate and
support achievement of personal fitness and activity goals.
10.5.9C. - Identify and apply practice strategies for skill improvement.
10.5.9F. - Describe and apply game strategies to complex games and physical activities: offensive
strategies, defensive strategies, time management
*Essential Content (Help):
Objective(s) (1.1 WCU Unit Integration of Learning Outcomes) (Help):
 Students will accurately describe and be able to run with the football
 Students will correctly perform the handoff, handoff reception, option toss, and toss
Safety (Help):
 Blockers may not physically contact a defender
 Be conscious of possible collisions with other players
 Refrain from throwing if the possibility exists for hitting another student unaware
 Use various equipment to foster skill development and reduce likelihood of injury (fun grabbers,
nerf, soft tips)
Equipment Needed (1.8 WCU Unit Materials/Equipment) (Help):
 20 footballs (different types)
 Stack of half-cones
 30 poly spots
Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):
 None
Critical Elements (Help):
 Handoff - 1) position self sideways to and not in path of RB, 2) insert ball in RB’s stomach with
arm in RB’s direction of travel, 3) hand placement on opposite side of RBs body, 4) remove
handout quickly without disturbing football
 Handoff reception - 1) parallel forearms about one foot apart across contacting the chest, 2)
select lower arm that will allow ball to be carried away from defenders after the handoff, 3) close
arms thereby trapping the football, 4) curl body slightly at abs to aid in trapping of football, 5)
secure ball quickly with four points of contact (palm on nose of football, elbow on rear point of
football (or armpit), forearm, and rib cage
 Running with Ball/Evading Tackle – 1) maintain four points of contact, 2) pump both arms, 3) use
an evading strategy – change of direction, fake, roll
 Toss – 1) two hands on upper half of ball on opposite sides, 2) exaggerated/long step towards
target, 3) use underhand sweeping motion going across/parallel to front of body, 4) aim for
position where target will be
 Option Toss - 1) position four fingers on the laces and thumb on the back upper portion of the
ball, 2) while running keep two hands on the football, 3) if tossing extend your arm towards target
while simultaneously flicking thumb underneath to create a backwards end-over-end tumbling
effect on the ball, 4) aim for position where target will be
Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):
Warm-Up/Instant Activity (Help):
Hot Potato – 5 to 7 students are given a football to place in front of them. On go, students stand up and
beginning jogging in general space. If a student is in possession of the ball when the teacher yells “hot
potato” they must do 10 jumping jacks. Therefore, the objective is to transfer (not pass) the ball to others
quickly. 1st round – just tell Ss to transfer to others while walking (may do more than once), 2nd round –
tell them to use correct handoff technique while walking, 3rd round – repeat but have jogging (use music
if available). Before the 3rd attempt, provide a brief (not full demo of handoffs). If a ball is dropped at any
point, everyone yells “fumble.” If one person was carrying the football, they immediately do jumping
jacks. If two people were handing the ball off, both Ss do jumping jacks no matter who was at fault.
Anticipatory Set (1.3 WCU Unit Anticipatory Set) (Help):
 I saw a huge variety of handoff styles, why is that?
 Why is the handoff a vulnerable point for the offense? (it’s being exchanged between two players
and if dropped automatically becomes a fumble whereas a dropped pass is just an incomplete
pass and not a possible turnover)
Content Development, Part 1
Managerial Task (Help):
 Transition – Sit in a group of 3, one football per
group
 Setup – none
Time Allotted:5
Informing Task (Help):
Teacher fully demonstrates correct hand-off technique to
class then demonstrates the next activity. Relay Hand Off
Activity - Students, on go, will set up two cones about 20
yards apart randomly in the gym oriented the same direction. Between the two cones are two poly spots
evenly spaced out. The football starts on the end where there are two students. On go, the student with
the football walks out and hands off to the single student coming from the other cone at the far poly spot.
Next, the player with the ball hands off at the poly spot he/she is approaching, in order for this to happen
the player who hasn’t moved yet leaves the cone to meet the ball carrier on the other poly spot. This
pattern continues with handoffs alternating at each poly spot.
Extending Task (Help):
Increase speed to jogging; hand off with non-dominant hand; see how many hand-offs can be made in
60 seconds, 90 seconds - any fumbles equal -3 handoffs.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Allow student to leave from cone early, use tactile or high grip football
Content Development (1.4 WCU Unit Procedures), Part 2
Time Allotted:10
Managerial Task (Help):
 Transition – Huddle, one football per person except for four volunteers
 Setup – divide the field width-wise into three sections using two lines of cones. Each third is
roughly the same size.
Informing Task (Help):
Reid’s Dog House – 3 or 4 students are in trouble with Andy Reid (Eagles coach) are
placed in the middle third of the field, his dog house in an area set off by four medium
cones. The remaining students position themselves on the endline with one football
each (two games are played simultaneously). On go, the Ss with a football attempt to
run past the defenders. If the defenders are able to touch the football, they switch
places (former offensive player now stands in the middle jail while the former defensive
player is free and gets the football). Once a student reaches the other side, they can
wait up to five seconds before returning back the other side through the jail. The
objective is to traverse the field as many time as possible. Highest score becomes
Reid’s starting running back.
Extending Task (Help):
Offensive players form partners with one ball between them. Partners may pass the ball sideways or
back but may not use an overhead pass.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Provide the student(s) with extra pinnies, use a peer buddy them traverse the field with each time, again
use a highly tactile or enlarged football.
Content Development, Part 3 (Optional) (Help)
Time Allotted:15
Managerial Task (Help):
 Transition – Huddle, bring in all equipment, sit with a partner, one ball between you and partner.
 Setup – none
Informing Task (Help):
Questions:
 What strategies did you use to avoid getting tackled and how were they similar to the strategies
presented in field hockey and lacrosse?
 During the partner portion of the previous activity, you were forced to transfer the ball without
using a forward pass and in doing so used two types of football tosses, what were they? Are
there any rules related to their use.
Teacher will demonstrate sweep toss and option toss with a partner. When I say go, students will stand
up and practice a stationary sweep toss first with a partner and then the option toss.
Extending Task (Help):
Execute toss while jogging
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Shorten distance between two, use fun gripper football (smaller size if available for easier grasping
during option toss)
Content Development, Part 4 (Optional)(Create additional parts as necessary)
Time Allotted:15
Managerial Task (Help):
 Transition – Sit with your partner to form a group of six, one set of partners put on pinnies.
 Setup – none (play contained within basketball court (if inside) or between yards lines (if outside)
Informing Task (Help):
Rugby Football – 4 on 2 activity with two all time offensive players wearing pinnies. Objective is score a
touchdown. Play begins by two defenders throwing off (kick off) from their goal to the offensive players
on the other goal line. Players may run forward or toss laterally or backwards using the option toss or
sweep toss. Players may not use a traditional forward pass. A player is considered down (tackled) if a
defensive player touches them with one hand. Offensive players are not permitted to dispute calls by the
defensive (if they say you’re down, you’re down=caller privilege). If the ball hits the ground, the down is
automatically over on the spot. After a player is downed, play may be immediately resumed by tossing to
another player. The offensive team has four downs to score a touchdown. If they are unsuccessful, play
starts with a new kick off. If they are successful and score, a throw off (in place of punt) is used to restart
play – the team scored upon goes to the other end first.
Extending Task (Help):
Some of you are starting to screen defensive players from the ball. You may not use traditional blocking
as this would be dangerous in PE. Instead, offensive players not carrying the ball may position their
body to shield the ball carrier but may not contact the defense. To block, offensive players clasp their
hands over their belly button and put their elbows out to the side (see cues). They may move but may
not initiate contact with the defense. Likewise, defensive players may not initiate contact with blockers.
Defenders must move around “blockers” without touching them.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Any contact made is considered a caught ball even if it falls on the ground, forward tosses are permitted,
perhaps use as a 5 on 2 instead of 4 on 2.
Lesson Closure (1.6 WCU Unit Closure) (Help):
 Ask two people to demo a hand-off and walk class through the critical elements
 Compare the sweep toss to the option toss, under what circumstances is one better than
another?
Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help):
Department of Kinesiology – Physical Education Lesson Plan Template
Name: Matthew Cummiskey
Class Length: 50
Lesson Topic: Lesson 4 – run plays, formations,
School Site: WCU
defense
Grade Level: n/a
Coop. Teacher: n/a
Class Size: 30
Note: * = optional per instructor, pull-downs also available at http://thenewPE.com/st
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
10.4.12E – Analyze the interrelationships among regular participation in physical activity
10.4.9A – Analyze and engage in physical activities that are developmentally/ individually appropriate
and support achievement of personal fitness and activity goals.
10.4.9 D. – Analyze factors that affect physical activity preferences of adolescents: skill competence,
social benefits, previous experience, activity confidence
10.5.9C. – Identify and apply practice strategies for skill improvement.
10.5.9F. – Describe and apply game strategies to complex games and physical activities: offensive
strategies, defensive strategies, time management
*Essential Content (Help):
Objective(s) (1.1 WCU Unit Integration of Learning Outcomes) (Help):
 Students will correctly describe and execute the run plays demonstrated in class
 Students will read the defense to determine which run play is suited to coverage
 Students will correctly describe and execute man, cover 1, and cover 2 defenses
Safety (Help):
 Blockers may not physically contact a defender
 Be conscious of possible collisions with other players
 Refrain from throwing if the possibility exists for hitting another student unaware
 Use various equipment to foster skill development and reduce likelihood of injury (fun grabbers,
nerf, soft tips)
Equipment Needed (1.8 WCU Unit Materials/Equipment) (Help):
 13 hula hoops
 30 footballs (mixture of fun grabbers, nerfs, voits, and soft tips)
 Pinnie bag
 5 medium cones
 5 cone collars
 Stack of half cones
 Large printouts of formations and cover schemes
 List of pass and run plays on an index card
Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):
 None
Critical Elements (Help):
 Run Blocking – 1) clasp hands against chest with elbows out to side, 2) legs shoulder width
apart, 3) knees bent in athletic position, 4) move out ahead of running back
 Runs
- Dive/plunge – quick handoff from QB to RB who runs forward immediately (in football through
one of the gaps, typically to the left or right of the center)
Toss – toss from quarterback to RB who runs in an arcing motion to get outside the tackles
Reverse – QB or RB begins running one way parallel to the line of scrimmage and hands off
to a teammate going completely the opposite direction.
- Option – QB runs in arcing motion outside the tackles and makes a decision based upon the
defense whether to continue running with the ball or to option toss it to a running back running
in a parallel arc 3-5 yards behind and to the outside of the QB.
- Bootleg – The QB fakes a handoff to the RB and continues running with the ball opposite from
the direction the RB was headed.
Run Formations
-

“I” formation

Single back
Split back or Pro
set
Shotgun (if HB is
not present, it is a
running play)
Empty backfield
(more used for
passing)
Defensive Schemes
o Cover 0/Man to Man - each defensive back covers one receiver.
o Cover 1 - man-to-man coverage for all the defensive backs except for one player (usually
a safety) who is not assigned a man to cover but rather plays deep and reacts to the
development of the play.
o Cover 2 - the free safety (FS) and strong safety (SS) have deep coverage responsibilities,
each guarding half of the field. The remaining defensive backs play man-to-man
underneath.
Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):
Warm-Up/Instant Activity (Help):
Band Aid Tag – Uses basic rules for everyone’s it tag. When tagged the first time, place a hand over
place. When tagged a second time, place second hand over place. If tagged a third time, do 10 jumping
jacks before returning.
Content Development (1.4 WCU Unit Procedures), Part 1
Time Allotted:15
Managerial Task (Help):
 Transition – Place footballs in cart, arrange in groups of 3 or 4
 Setup – use half cones to create playing areas fifteen yards wide with five yard
buffers between going across a regular football field. For example, a playing
area might be between the 5 and 20 yard line with a buffer from the 20 to 25
before the next field begins. Mark the boundary with three evenly spaced half
cones.
Informing Task (Help):
Students will play a modified version of ultimate football. Play starts at the goal line
(sideline of normal field). Players advance the ball in two primary ways: 1) overhand
throw or 2) hand-off, sweep or option toss. If the receiver catches an overhand pass, they have three
steps to become stationary. If the receiver gets the ball from a hand-off, a sweep or an option toss, they
may run with the ball until tagged. In either instance, if the hits the ground, it is a turnover on the spot.
After a score, teams switch places and play goes the other direction from that same goal line. If a taem
executes an illegal forward pass, that is a turnover. There is no limit on the number of passes, there are
no traditional downs or line of scrimmage. After being tagged, an offensive player may immediately pass
the next ball. No two cone passes. Use demonstration to show.
Extending Task (Help):
Players must use a hand-off, option toss or sweep toss prior to scoring.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Use unbalanced teams, require every player touch the ball prior to scoring, allow for a completed pass to
be contact only even if the pass is dropped.
Anticipatory Set
Anticipatory Set (1.3 WCU Unit Anticipatory Set) (Help):
 How effective were the tosses and hand-offs (typically they’ll be somewhat disorganized)
 Were there any run oriented plays you tried?
 What run plays exists besides those mentioned?
Content Development (1.4 WCU Unit Procedures), Part 2
Managerial Task (Help):
 Transition – Bring in footballs. Stay in your group
 Setup – None
Time Allotted:15
Informing Task (Help):
Teacher demonstrates the run plays with a student as the group identifies run plays in the anticipatory
set. Next, each group is given a card with running plays (and pass plays) on it. They find a yard line
spread out from the other groups and practice each run play. First one person is QB for all plays, then
another person etc. The players not directly involved with the ball are blockers. The group’s challenge,
besides running the plays, is to determine how the blockers can be most effective
Extending Task (Help):
Repeat two additional rotations but this time hand off using and run to the non-dominant side.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Provide picture cards so student can graphically see the pattern. Rotate at own pace, more than six
attempts may be necessary.
Content Development, Part 2 (Optional) (Help)
Managerial Task (Help):
 Transition – Keep your team and place all footballs in the cart.
 Setup – width of field is 15 yards (use yard lines on regulation
football field), length is all the way across a standard field. In the
middle of the field, place a half-cone.
Informing Task (Help):
Discuss some other offensive formations and how they might be beneficial
with certain run plays, show pictures of each.
Activity - Teams will play 4 on 4 one-hand tag football. Teams do “odd or
even” to determine who has possession first. Play starts at one team’s goal
line, there is no kick off. Prior to each play, teams select either a run play or
individual pass patterns from a list provided on an index card by the teacher.
Teams may not execute three pass or three run patterns in a row. Teams
reaching the half in the middle of the field get a first down. Neither team
may execute a two cone pass (ball thrown in the air over two cones); this
results in an incompletion even if caught. Fumbles are an immediate dead
ball, the spot the ball falls marks the line of scrimmage for the next play.
Teams must “go for it” on 4th down, there is no punting. Rotate the QB after
each down; no person may be QB again until all other teammates have
been QB.
Time Allotted: 20
Extending Task (Help):
Call a huddle and demonstrate to students the coverage shells (0, 1 and 2). Require them to use a cover
1 (safety says the Mississippis) and then later a cover 2 (offense must keep one person in as a runner or
for blocking). If necessary, the defense counts to 20 Mississippi before the next play or it becomes a
delay of game (loss of 5 yards).
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Require that all players must run or catch the ball at least once before scoring.
Lesson Closure (1.6 WCU Unit Closure) (Help):
 How effective were your running plays and why?
 How did you modify the formations depending on the play you were running.
Card for part 3 distributed to students:
Pass Patterns
 In
 Out
 Post In
 Post Out
 Slant/cross
 Button hook
 Fly
 Combination
Running Plays
 Dive
 Toss
 Reverse
 Option
 Bootleg (keep or pass)
Play action pass
Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help):
Department of Kinesiology - Physical Education Lesson Plan Template
Name: Matthew Cummiskey
Class Length: 50
Lesson Topic: Lesson 5 - Punt & game play
School Site: WCU
Grade Level: n/a
Coop. Teacher: n/a
Class Size: 30
Note: * = optional per instructor, pull-downs also available at http://thenewPE.com/st
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
10.4.9A - Analyze and engage in physical activities that are developmentally/ individually appropriate and
support achievement of personal fitness and activity goals.
10.5.9C. - Identify and apply practice strategies for skill improvement.
10.5.9F. - Describe and apply game strategies to complex games and physical activities: offensive
strategies, defensive strategies, time management
*Essential Content (Help):
Objective(s) (1.1 WCU Unit Integration of Learning Outcomes) (Help):
 Students will correctly execute a football punt.
Safety (Help):
 Use only fun gripper footballs in first two activities.
 Warn a person if a punt is coming down in their area (fore!)
 Be conscious of possible collisions with other players
 Refrain from throwing if the possibility exists for hitting another student unaware
 Use various equipment to foster skill development and reduce likelihood of injury (fun grabbers,
nerf, soft tips)
Equipment Needed (1.8 WCU Unit Materials/Equipment) (Help):
 40 poly spots
 10 soft tip footballs
 4 bags of separate colored pinnies
 30 flag belts and flags
Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):
Critical Elements (Help):
Punt – 1) hold ball underneath with dominant hand, 2) take two steps forward starting with kicking leg, 3)
push ball forward while dropping flat, 4) point toe, 5) kick around knee high with laces of foot
Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):
Warm-Up/Instant Activity (Help):
Flag Tag – Each student receives a flag belt and two flags and must speed walk around in the allotted
space trying to remove other players’ flags from their belt. If a student takes a flag then that is his or hers
to add to their belt or tuck in their shoe/waistband. Flags may not be removed while a student is fixing it
to their belt. A student who loses all of their flags may continue to play. The object of this activity is to
see who can keep as many flags on their person as possible.
Afterwards, do some Frankenstein dynamic flexibility exercises to accentuate the hamstrings.
Anticipatory Set (1.3 WCU Unit Anticipatory Set) (Help):

How challenging was actual punting compared to your expectations? (It’s a lot harder than it
looks)
Content Development (1.4 WCU Unit Procedures), Part 1
Time Allotted: 15
Managerial Task (Help):
 Transition – “Circle” (command meaning stand in semi-circle around teacher), group of 3, one
football and 4 poly spots per group
 Setup – none (Ss will do setup described below)
Informing Task (Help):
Punt Baseball – When I say go, you’ll set up a baseball
diamond with the bases (poly spots) about 30 feet apart
as opposed to 90 feet in baseball. The runner is
positioned at home plate, the punter is positioned next
to home plate, and the punt “returner” is position about
30 yards straight beyond second base at a half-cone.
The runner, executes a sweep toss to the punter and
immediately begins running around the bases. The
punter attempts to punt the ball to his or her partner. If
the punt is caught, the runner is out and everyone
rotates places. If the punt is not caught, the runner keeps going around the bases and scores one point
every time he/she crosses home plate. Meanwhile, the punt returner quickly picks up the missed football
and throws it back to the punter for another attempt. The runner keeps going scoring points so long as a
punt has not been caught. Rotate runner, punter, and punt returner after every out. Continue until
stopped by the teacher. The objective is to score as many runs as possible. Only use fun gripper
footballs for safety.
Extending Task (Help):
Talk about technique for catching a punt, move the half-cone back 10 yards.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Shorten the distance between the punter and punt returner, allow the “punt” to be placed on a tee, use a
larger ball.
Content Development, Part 2 (Optional) (Help)
Managerial Task (Help):
 Transition – Circle, bring in equipment, one football per person
 Setup – none
Time Allotted:10
Informing Task (Help):
Students individually practice just the drop portion of a punt in general space. The ball should land flat
on the ground. Next they add the two steps with the push out, again trying to drop the ball flat on the
ground. Finally, they get a partner and stand about 10 yards apart. They go through all punt cues but
punt the ball extremely softly so it goes to their partner.
Extending Task (Help):
Arrange students in parallel lines with a large buffer space between each. Students practice full punts
back and forth. Everyone starts at 30 yards. If partners catch two punts in a row, partner nearest
football stadium takes one step back. If partners miss two punts in a row, partner nearest football
stadium takes one step in. For this activity, be sure to use fun gripper footballs for safety.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Allow to progress though states at own level and time, adjust distance to promote success in partner
punts.
Content Development, Part 3 (Optional)(Create additional parts as necessary)
Time Allotted:15
Managerial Task (Help):
 Transition – Circle, stand in a group of 4, have footballs available
 Setup – Field is 15 yards wide (3 yard lines) and running width-wise across a regulation football
field. One half-cone is positioned halfway across field in middle. Fields have half cones on the
sidelines and a 5 yard buffer between fields for safety.
Informing Task (Help):
Razzle Dazzle Football – Games begin with a punt. All players
must begin on their end zone for the punt. If the ball goes into the
end zone, bring the ball 3 steps out of the end zone. There is no
punt return, only a catch where the line of scrimmage forms or
where the ball first hits the ground. Teams have four downs to get
past the midfield cones. When teams pass the midfield cone, the
team gets a first down and has four more downs to cross the
endline for a touchdown. The quarterback cannot run the ball until
after it has been handed off or passes to another player. If the
quarterback crosses the line of scrimmage, the ball is dead and goes back to the line of scrimmage. The
ball must be hiked from the ground--not from a standing position. Placement of the ball on the ground
denotes the line of scrimmage. The ball may be passed any number of times, any direction. Everyone is
eligible for a pass. The ball is spotted from where the last pass was made or the player was tagged,
unless it was behind the line of scrimmage. In this case, the ball goes back to the line of scrimmage. If
the offensive player is tagged in her/his own end zone this is called a safety. There are no fumbles.
When the ball hits the ground it is dead. There is a five second count before a defense can cross the line
to tag the quarterback. The count must be stated loud and : one-one thousand, two-one thousand, threeone thousand etc then the player can move forward. If the offense cannot hear the count the down is
played over. Touching a person with one hand makes the "down". If there is a question as to whether or
not a person is down - the defense is always right. Scoring: Touchdown = 1 point, safety = 1/2 point
Extending Task (Help):
Uses kicks off after a score instead of punts.
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Use unbalanced teams, any pass contacted is complete even if dropped, passes initiated may not be
intercepted
Lesson Closure (1.6 WCU Unit Closure) (Help):
 Do you prefer the razzle dazzle football or the version played at the end of lesson two? Why, why
not?
Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help):
Appendix
In
Out
Post in
Post out
Cross
Button hook
Fly
Combination
In
Out
Post in
Post out
Cross
Button hook
Fly
Combination
In
Out
Post in
Post out
Cross
Button hook
Fly
Combination
In
Out
Post in
Post out
Cross
Button hook
Fly
Combination
In
Out
Post in
Post out
Cross
Button hook
Fly
Combination