Lacrosse Unit Plan
Jesika Schomberg and Jacki Zwiefelhofer
Needs Assessment/ Context
Unit: Lacrosse
Special Considerations: Students have
different skill levels.
# of days: 10
Skills/ concepts to be taught: Passing,
Catching, Cradling, Shooting, Scooping,
Defense, Face-offs.
Name: Jesika Schomberg and Jacki Zwiefelhofer
Facilities needed: Outdoor Field
Class size: 11
Equipment needed: 13 lacrosse sticks, 15
lacrosse balls, 13 pinnies, 12 cones, 4 buckets,
6 goals, 10 noodles, goggles,
Grade level: 6-12
Media or other equipment: None.
Skill level: Intermediate
Pre-assessment: individual skill assessment
Unit Objectives
Psychomotor:
 TSWBAT catch a lacrosse ball with their lacrosse stick using the cues give,
cradle, and bend knees during all activities.
 TSWBAT throw a lacrosse ball using the cues point to target, parallel to
floor, and follow through during all activities.
 TSWBAT scoop a lacrosse ball using the cues bend knees, get low, and
cradle during all activities.
 TSWBAT play defense against an offensive player using the cues guide
with stick and personal bubble in defensive related activities.
Cognitive:
 TSWBAT remember cues for all skills by reciting them to the instructor
during multiple closures and by recalling them on a final written test.
 TSWBAT show understanding of rules of play by performing activities
correctly throughout the unit.
Affective:
 TSWBAT show respect for others by maintaining their personal bubbles
during all activities.
 TSWBAT show respect towards the instructor by paying attention during
instruction and following rules throughout the unit.
Fitness:
 TSWBAT… keep their heart rate in their target zone for 80% of the time
during class time.
Unit Assessments
Skill acquisition:
Individual Skill Assessment, Teacher Observation
Game play:
Teacher Observation
Knowledge:
Checking for Understanding, Quizzes, Exam
Physical fitness:
Skill Testing, Heart Rate Monitors
Personal/social behavior: Peer Written Assessment, Teacher Behavior
Observation
Block Plan
Day One:
Intro: Lacrosse



Video on Lacrosse
Throwing and Catching
Pedometer log
Culminating Event:
End zone Lacrosse
Skills: throwing for accuracy
and distance
Tactic: ways to throw a
lacrosse ball around defenders
Day Two:


Culminating Event:
Toss Across Lacrosse
Skills: throwing for accuracy
Tactic: Building team
relationships
Self Assessment
Day Six:


Review Defensive
Strategy
Guiding
Culminating Event:
Run Out
Skills: Blocking passes/shots
Tactic: guarding offensive
players without invading their
bubble
Quiz 2
Review
Throwing/Catching
Team Roster and
individual roles
Day Three:

Culminating Event:
Six Goal
Skills: Proper shooting
techniques
Tactic: Using a shoot vs
normal pass in order to score
a goal.
Offensive Strategies
Review throwing,
catching, shooting
Culminating Event:
Extreme Lacrosse
Skills: Positioning on the field
Tactic: Reading where other
players are on the field
Day Four:


Review Shooting
Scooping/Cradling
Culminating Event:
Steal the Bacon
Skills: Review Shooting
learning cues
Tactic: Maintain control when
handling the ball
Quiz 1
Day Eight:

Review Offense with
defense
Culminating Event:
Pass for points
Skills: Putting together
offensive/defensive
strategies, and previously
learned skills
Tactics: Determine what
works best to get your team
to the other end of the field.
Day Five:


Review Previous
Lessons
Defense Strategy
Culminating Event:
Defense Hoopla
Skills: Introduce Defensive
strategies
Tactic: work on
successfully defending a
shot maintaining personal
space
Adjusting force and release
point for accurate throw.
Day Seven:


Shooting
Day Nine:

Faking and dodging
Culminating Event:
Sharks and Minnows
Skills: Fake, cut and dodge
Tactics: Use faking and
dodging to get around
defenders to move up the field
and have successful passes
Day Ten:
Review Day
Culminating Event:
Full Lacrosse
Skills: Previously Learned
skills
Tactics: Communication,
offensive and defensive
strategies.
Unit Exam
Day-by-Day Content
DAY
(WHEN)
CONTENT (WHAT)
LEARNING ACTIVITIES (HOW)
ASSESSMENT
1
Pedometer Log
-Pedometer Log
-Pedometer sheet
Video
Throwing and Catching
-Record Steps and explain grading
-Video on Lacrosse
-Shows main features of sport
-Culminating Activity-End zone Lacrosse
-A four-on-four lacrosse game where
teams try to make a successful pass into
their teammates in the end zone to score
points.
2
Team Roster and Team
identity sheet
Description of roles and
responsibilities
Overview of pre-lesson
activities
Pre-Assessment
-Team roster and team identity sheet
-Explain how teams were divided.
-Have teams fill out identity sheet.
-Go over the sheet and show them
how to take attendance and how to check
daily responsibilities.
-Description of roles and responsibilities
-Hand out folders to each group that
shows the roles and responsibilities.
-Teacher will go over each role and
explain the responsibilities that go along
with it. (Coach, equipment manager,
fitness trainer, score keeper)
-Overview of pre-lesson activities
-Discuss what students should be
doing as they come in the gym. (Get into
groups and check roles to begin activity
right away.
Team folder contents
-Attendance sheets
-Warm up
-Responsibility sheet
-Scoring sheet
Score sheet and teacher evaluation
-Culminating Activity
Toss Across Lacrosse
-evaluation based on how well team cheers
each other on and positive attitudes.
Students are split up into 4 teams. They
will throw lacrosse balls across the field,
trying to hit their target (a bucket). Each
time they hit the bucket, one point is
awarded. For each ball they make IN the
bucket, three points are rewarded.
-Pre-assessment and skills test
-Students rotate around multiple stations
and assess themselves.
3
Intro to Shooting
Shooting cues
- Keep stick parallel to the ground
-Point to target
-Teacher/coach observation (watch to make
sure students understand cues, refine skills,
feedback)
-Teacher observation (watch to see if
students are using the cues, refine skills, and
provide feedback)
-Follow through
Mini Games
-Three person weave (down gym and
back)
-Split into two teams within own team
-In order to score you need 5 passes
in a row.
-Culminating Activity- Six Goal
- Multiple nets are set up on the field,
and players are divided into three
teams. Each team has two goals to
guard, meanwhile, trying to score in
the other 4 goals.
Quiz 1
4
Review shooting
Review shooting
-Star shooting drill
Scooping/ Cradling
Review learning cues
-Parallel to the ground
Teacher/coach observation
-Point to target
-Follow through
-Culminating Activity- Steal the Bacon
-The students will be split into two
teams, and then stand on the outside of
the field. Each team will be numbered off
1-how many players there are. I will call
out a number, and the players who
number I call must run out to the middle,
and try to retrieve the lacrosse ball, and
score.
5
Review Previous Lessons
Defensive Strategies
Catching/Passing Drill
- 3 man weave
- Star drill
Culminating Activity
-Defense Hoopla
6
Students are split into 3 equal teams. One
team is offense, and the other 2 will be
independent defensive teams. The offense
will be bringing the ball to the center of
the field to score, however their point
don’t count. The defense are the only
teams that can score by stealing the ball
or blocking a shot. After 5 mins, teams
will rotate roles.
Teacher/coach observation (make sure
students are watching out for each other’s
personal bubbles)
Review Defensive
Strategies
Guiding Defense
7
Working with a defense drill
Culminating Activity
-Run Out: Students will be split into
two teams, and put into two lines facing
the goal. I will roll a ball out towards the
goal, and the two players at the front of
the line will run out and try to get to ball.
Whichever player gets the ball becomes
the offense and tries to score, and the
other player becomes the defender.
Teacher observation (Personal Space)
Quiz 2
Teacher evaluation (Role performance and
Sportsmanship)
Offensive Strategies
Review Shooting,
Passing, Catching,
Throwing
Teacher evaluation (Role performance and
sportsmanship)
Culminating Activity
-Extreme Lacrosse: This is played
with the regular lacrosse rules but with
more goals. After the game starts, goals
are gradually taken away forcing students
to think more and more about offensive
strategies that work best.
Teacher/coach observation (safety: make
sure students keep heads up and watch
where they are going, using cues, quick
movements)
8
Review offense and
defense
Culminating Activity
-Pass for points: 4 on 4; Players must
pass at least 4 times before they can
shoot the ball, and defense must be
working on guiding, and keeping personal
space.
Teacher observation (watch for proper
offense and defense refinements and
extensions.)
9
Faking and Dodging
-
Run through cones
3 person defense drill
Teacher Observation (personal space, nicely
tagging each other)
Culminating Activity: Sharks and Minnows
There will be 3 sharks in the ocean (field)
That will be trying to tag the minnows.
The minnows will have to try to get from
one end of the field to the next without
being tagged by the sharks. The sharks
will have a noodle to tag with, and the
minnows will have their crosses. If a
minnow is tagged, they become a shark in
the position on the field in which they
were tagged at. They are allowed 2 steps
to tag.
Teacher Observation
10
Review
Culminating Activity:
Full speed game of lacrosse. The students
will be split into two teams, and will play a
regular game of lacrosse. They will
incorporate all their skills that they have
learned in the past ten days.
Self-Assessment
Final Unit Exam
Grading Policies
CATEGORY
CATEGORY
WEIGHT
Skills and Game Play 30
Knowledge
25
ASSESSMENTS
TEST WEIGHT
(%)
POSSIBLE
POINTS
Skills Test - Scooping/Cradling
15
10
Skills Test - Catching
15
10
Skills Test - Throwing
15
10
Skills Test - Defense
15
10
Teacher Observation
40
30
2 Quizzes
45
30
1 Unit Exam
55
40
Physical Fitness
25
Pedometer Log
100
30
Personal and Social
Skills
20
Peer and Self Evaluation Sportsmanship
50
20
Teacher Observation
50
20
Final Grade
100%
100
210
Lacrosse Quiz #1
Name: __________________________________________________________
Period: _________________
Multiple Choice (2 pts each): Please circle the best answer for each question. There is only
one correct answer for each question.
1.) When throwing the lacrosse ball, which hand should be at the bottom of the lacrosse?
a) The dominant hand
b) The non-dominant hand
c) Neither hand should be at the bottom
d) Both hands should be towards the bottom
2.) A hard throw is called what?
a) Shooting
b) Quick Stick
c) Feed Pass
d) Clamping
3.) What is the FIRST thing you should be doing immediately after catching the lacrosse
ball?
a) Running down the field to score
b) Passing it to another player
c) Cradling
d) Standing in place
4.) How is a lacrosse game started?
a) Throw in
b) Goalie throw
c) Face-off
d) None of the above
5.) How many players are allowed at a time on the field during play?
a) 8
b) 10
c) 11
d) 12
6.) When
a)
b)
c)
d)
facing off, where is the ball?
Dropped from the referees hand
Tossed in the air
On the ground
There isn’t a face-off in lacrosse
Short Answer (3 pts):
List three cues for catching:
List three cues for throwing:
Lacrosse Quiz #2
Name:_______________________________________________________________
Period:___________
Circle the best answer for each question. For statements, indicate whether they are true or
false.
1.) In soft lacrosse [as we play in class], how far should a defender be away from the
offensive player?
a) About one foot
b) You can be as close as you want as long as you don’t touch them
c) A stick length
d) None of the above
2.) It is required to wear protective eye gear during the game of lacrosse?
a) True
b) False
3.) The defenders may run with the ball to any part of the field
a) True
b) False
4.) When a player shoots a goal, misses, and the ball goes out of bounds, who gets
control of the ball?
a) They face off
b) The team that is closest to the ball when it goes out of bounds
c) The defense
d) The offense
5.) How do you win the game?
a) First to eleven points
b) First to twenty-one points
c) Whoever is ahead after three periods.
d) Whoever is ahead after four periods.
6.) What are the field dimensions?
a) 100 feet by 80 feet
b) 150 feet by 90 feet
c) 200 feet by 85 feet
d) 200 feet by 95 feet
Short Answer:
7.) Explain fully how a defensive player would guide an offensive player (include cues).
Use complete sentences.
8.) List 4 cues for scooping a lacrosse ball.
Lacrosse Season Final Exam
Name: ________________________________________________
Period: ________________
Multiple Choice: Carefully read each question. Circle the best answer for each question.
There is only one correct answer per question. 2 points each.
1.) When throwing the lacrosse ball, which hand should be at the bottom of the lacrosse?
a) The dominant hand
b) The non-dominant hand
c) Neither hand should be at the bottom
d) Both hands should be towards the bottom
2.) What are the basic dimensions of a lacrosse field?
a) 100 feet by 80 feet
b) 150 feet by 90 feet
c) 200 feet by 85 feet
d) 200 feet by 95 feet
3.) How is a lacrosse game started?
a) Throw in
b) Goalie throw
c) Face-off
d) None of the above
4.) Standard lacrosse sticks are how long in length?
a) 27-33 inches
b) 34-40 inches
c) 40-46 inches
d) 47-53 inches
5.) Positions in lacrosse include all of the following except:
a) Centers
b) Forwards
c) Attack
d) Defensemen
6.) How long are the periods we play in class?
a) 15 minutes
b) 12 minutes
c) 9 minutes
d) 7 minutes
7.) When a player shoots a goal, misses, and the ball goes out of bounds, who gets
control of the ball?
a) They face off
b) The team that is closest to the ball when it goes out of bounds
c) The defense
d) The offense
8.) After scooping or catching a lacrosse ball, you should IMMEDIATELY be doing what?
e) Cradling
f) Passing to another player
g) Running down the field to score
h) Standing still
9.) How many players are allowed on the field during play?
a) 8
b) 10
c) 11
d) 6
10) When the game ends in a tie, what happens to determine a winner?
a) Each team gets a free shot until someone scores.
b) Another full quarter is played.
c) A five minute quarter is played until the end
d) There is a sudden death overtime
True/False: If the answer is true write true on the line; if it is false write false.
11. _______ When throwing a lacrosse ball, your feet should be together.
12. _______ The game is won by the team who is ahead after four periods.
13. _______ When we use the term “bubble” we are referring to the offensive players
personal space.
14. _______ Face-offs occur at the start of each quarter.
15. _______ The game is won when a team reaches eleven points.
16.) Under each action, list three to four cues:
Throwing
Catching
Scooping
Guiding
Quiz #1 Answer Key:
1.) b
2.) a
3.) c
4.) c
5.) b
6.) c
7.) possible catching cues – feet apart, bend knees, look it in, give
8.) possible throwing cues – opposite foot, point to target, follow through,
parallel to ground
Quiz # 2 Answer Key:
1.) c
2.) a
3.) b
4.) c
5.) d
6.) c
7.) The defense would guide the offense by having their knees bent, but
down, and using their stick. Their stick should be parallel to the ground,
in front of the person they’re trying to guide. You want to guide with
the lacrosse stick.
8.) Cues for scooping include bending knees, get low, scoop, and cradle
Final Exam Answer Key:
1. b
2. c
3. c
4. c
5. d
6. d
7. c
8. a
9. a
10. d
11. F
12. T
13. T
14. T
15. F
16. Throwing: Opposite foot, parallel to ground, point to target, follow through
Catching: Knees bent, watch it in, give, cradle
Scooping: Bend knees, get low, scoop, cradle
Guiding: Bend knees, butt down, guide with stick
Pre-Season Individual Assessment
Name: ____________________________________
The pre-season assessment will show the students current skill level heading into unit. This
will help in dividing teams for the season plan to make them fair. Go around to each station
and rate yourself at each activity. Assessment will be done again at the end of the unit to
see how the students progressed.
1) Accuracy- Shoot the lacrosse ball five times at the goal. Each
hoop within the goal has a different labeled point value. Add up
your score at the end and list your points below.
Total:_________________________________
2) Handling- Run through the previously set up course with a
lacrosse ball in the crosse. Be sure to cradle the ball as you
maneuver around the cones. If you drop the ball, mark which
numbered cone you made it to and try again.
Trial #1:______ Trial#2:_________
3) Distance- Throw 5 lacrosse balls as far as you can. There are 3
different zones for 3 different point totals, the farther the zone
the higher the points. Add up total and write below.
Total: __________________________________
4) Catching- Catch 10 lacrosse balls thrown from a partner.
Record how many are successfully caught.
Total:_______ out of 10.
5) Scooping- Try to scoop 10 lacrosse balls up from the ground.
You will be rolled out a lacrosse ball from a partner in which you
will have to run and scoop it up successfully to a cradle. Record
your total.
Total: ______ out of 10.
Pedometer Log
Name: _______________________________________________
Every day before class, you will clip your pedometer on your waist band. When class is over,
write down your total steps for the day under Actual Steps heading. Next make a goal for
the next class that is higher than what you did that day. This will be turned in at the end of
the unit and will be part of your participation grade.
Day
1
2
3
4
5
6
7
8
9
10
Actual Steps
Goal
Peer Evaluation of Sportsmanship
Name: _____________________________
Team Name: _______________________
Rate each of the teams on how well you think they performed with sportsmanship. A 1
would mean they showed no sportsmanship, and a 5 would mean that they showed a great
deal of sportsmanship and carried themselves with class and dignity.
Team #1:
Circle one:
1
2
3
4
5
Write 2 comments about this team to justify your rating.
Team #2:
Circle one:
1
2
3
4
5
Write 2 comments about this team to justify your rating.
Team #3:
Circle one:
1
2
3
4
5
Write 2 comments about this team to justify your rating.
K. Selection of Teams
1) The teacher will ask for volunteers to be team captains. The students that are
selected to be captains must be responsible, hard-working, and have basic knowledge
of the rules and how to play Lacrosse.
2) The 3 captains will get together outside of class with the teacher and take turns
picking teammates off of the class roster. After teams are selected, if the teacher
thinks any changes need to be made to the rosters, he/she may change as needed so
that each team has a mix of abilities, genders, and skill levels.
Roles
1) Coach - responsible for running practice and making sure there is good team
sportsmanship.
2) Equipment Manager - responsible for getting equipment for team and putting it
away
3) Fitness Instructor - responsible for organizing/facilitating their team for warm-ups
and drills
4) Statistician(s) - responsible for keeping player stats and scores for each game
5) Referee(s) - responsible for making different calls during the game
Grading
Students will fill out a peer assessment sheet each day for their team and reflect on
how well each individual participated. The sheets will have each role listed with the numbers
0-5 following (0 being the worst and 5 being the best). These will be handed into the
teacher to check and develop the students score for the day.
Team Identity and Affiliation
Team Name:_____________________________
Team Mascot:____________________________
Coach:__________________________________
Equipment Manager:_______________________
Statistician:______________________________
Statistician:______________________________
Referee:_________________________________
Referee:_________________________________
Team song/cheer:__________________________
Field Name:______________________________
Health Related Fitness Task Cards
Cardiovascular Endurance: warm-up, it is important for students to warm-up so they
avoid any injuries while they are playing Lacrosse. Before playing, students will jog around
the field with their crosses to warm up their muscles. While they are jogging, they will also
work on cradling.
-The different warm-ups the students will perform are as follows:
-shuffle
-high knees
-butt kicks
-crab walk
-grapevine shuffle
Flexibility: they will then be working on their flexibility by performing lunges. It is important
to emphasize that it is about how well the exercise is done, not how fast it is done. It is most
effective when done in a slow and controlled manner. This will be helpful for when the
students are scooping the ball.
-They will also stretch out their muscles after this because they will have had ample
time to warm them up
-neck
-hamstring
-calf
-arms
-shoulder
-quads
Muscular Strength and Endurance: Students will perform 15 push-ups and 30 sit-ups. In
their teams, they will also perform a medicine ball routine. The students will go from one
baseline to the next line transferring a 5lbs. medicine ball.
Student Coach Plan
Skill
Cradling:
Catching:
Critical Element to skill acquisition
teaching/ verbal cues
-keeps hand and wrist loose when holding stick -go back and
-loose grip to allow stick movement
forth across
-arms are under control
your body
-look at the ball
-uses wrist to snap head of stick behind ball
-squares body towards the ball
-feet shoulder width apart
-stick just a little above the head
-stick pocket facing the ball
-guides the ball into them
-cushions ball into pocket
Passing/shooting:
-turns non-throwing shoulder to target
-has feet shoulder width apart
-upper hand is even with shoulders
-lower hand a little bit away from body
-weight transfer, back to front
-follow through facing target
Scooping:
-semi-crouched position
-dominate foot forward
-stick held at side of the body
-head of stick hits ground 1-2in from ball
-eyes are on the ball
-both hands are on the stick
-ease it in
nicely
-keep stick
in front of
your body
-good follow
through
-nice wrist
snap
- just like
shoveling snow
-get low
-shovel motion
Tactics
Description
teaching/ verbal cues
Give and go:
Defensive:
-Zone:
-Players move to the open area to receive
a pass and then wait for the passer to
-move to the open
move to the newly-opened space
space
-involves players covering a certain
area on the field
-be ready to move to
-they can surround the crease or split up
other spaces to help
according to how many players a team your teammate
wants in a certain position
-Man to man:
-each player guards one opposing player -stick on your person
Safety
Awareness
-aware of others, boundries, and ball
-follow the rules of soft lacrosse
-limited/no contact
-always wear protective eyewear
cues
-keep eyes up
-goggles
Activity Task Cards
Skill
Cradling
Tactics
Activity
cradle ball around obstacles while weaving w/ ball in and out of cones
remaining in control of the ball
Passing
pass the ball to a moving object pass w/ partner while moving up and
down the field
Shooting
shooting on the run while
remaining in control of the ball
shoot the ball at the goal after
weaving in and out of cones in
front of the crease
Catching
catching the ball on the run
pass w/ partner while moving up and
down the field
Scooping
scooping the ball on the run
pass ball back and forth w/ partner
and put ball 5 ft. in front of you
get a running start and scoop ball
Lesson Plan
-Lesson Information
A. NAME JES SCHOMBERG AND JACKI ZWIEFELHOFER
DATE 11-5-09
SCHOOL
TIME
CLASS SIZE
GRADE
UWEC
11:00-11:45
11
9-12
FACILITIES MCPHEE PRACTICE FIELDS
B.
UNIT/THEME
LACROSSE
#
OUT OF
3
LESSONS
10
C. STUDENT PERFORMANCE OBJECTIVES (SPOs) What will students be able to do as a result of this lesson?
1.Psychomotor:
-TSWBAT catch a lacrosse ball with their lacrosse stick using the cues give, cradle, and bend knees during all activities.
-TSWBAT throw a lacrosse ball using the cues point to target, parallel to floor, and follow through during all activities.
-TSWBAT scoop the lacrosse ball using the cues bend knees, get low, and cradle.
-TSWBAT play defense against an offensive player using the cues guide with stick and personal bubble in defensive related activities.
2.Cognitive:
-TSWBAT remember cues for all skills by reciting them to the instructor during the closure.
-TSWBAT show understanding of rules of play by playing the activities right throughout the lesson.
3.Affective:
-TSWBAT show respect for others by maintaining their personal bubbles during all activities.
-TSWBAT show respect towards the instructor by paying attention during instruction throughout the lesson.
ASSESSMENT(S)
Self, peer, and instructor assessments
D. HIGHLIGHT the numbers from each set of standards below that apply to this lesson.
NASPE CONTENT STANDARDS -- A PHYSICALLY EDUCATED PERSON …..
1.
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
2.
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and
performance of physical activities.
3.
Participates regularly in physical activity.
4.
Achieves and maintains a health-enhancing level of physical fitness.
5.
Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
6.
Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction
E. SPECIAL CONSIDERATIONS
What are the safety concerns?
Making sure we have enough space for all activities.
Make sure the students respect others “bubbles.”
EQUIPMENT NEEDED (be specific)
4 different colored cones, 15 poly domes, 13 lacrosse sticks and lacrosse balls, 6 nets, 13
pairs of goggles.
TIME
Min & hr.
SEQUENCE OF LESSON
ORGANIZATION
ASSESSMENT & OBSERVATION
What/who are you watching? How will you
respond? What are the refinement cues?
How will you know if students meet the
SPOs?
Instant Activity: (what do students do when they enter
the gym?)
11:00- Warm – up Explore
11:05
Each student will grab a lacrosse stick and line
up on the sideline of the field.
Partners: Students will be numbered off 1-7 and
will be matched with the other person of their
number. (The first group of 1-7 will be given a
ball.)
Students will be given time to explore different
skills (throwing, catching, dodging, etc) with
their partner and try to figure out the best way
to control the ball.
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We will make sure to
give positive feedback to
students.
We will be making sure
everyone is participating.
We will make sure
students are keeping
their personal space.
We will encourage
students to try different
techniques.
11:05- Introduction: (includes set induction)
11:08
Today we will be reviewing skills like passing,
catching, cradling, and scooping. We are also
going to be adding a few new drills today to
continue to work on these skills and a new game
toward the end.
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We will be making sure
each student is paying
attention and not being
distracting to other
students.
11:08- Tasks: (include modifications)
11:15
Throwing, Catching, and Scoop Review:
Star Drill:
To review throwing, catching, and scooping, we
will be doing a star drill. There will be cones to
mark where students are lined up.
Students are separated evenly at each cone.
The first person at the blue cone will start with a
ball. This will start by the first person at the red
cone running to the cone to their right – the
green cone. The person with the ball will be
throwing to the cone to which the person is
running to. After the thrower throws the ball,
they will run to the cone to their right – the red
cone. So, after each throw, the person who
threw the ball will run to their right, and the
throwers will always throw to where the person
is running.
When the ball is dropped, the student MAY NOT
use their hands to pick it up and must use the
scoop.
Extensions:
Move cones further away for farther passes to
make it more difficult.
Move cones closer for shorter, more controlled
passes.
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We will make sure we
give positive feedback,
both general and
specific.
We will make sure
students are aware of
one another and at a
safe distance from each
other at all times.
We will make sure
students are
communicating with each
other, letting them know
where the ball is going
by calling out “here!” or
the person’s name.
We will remind students
of cues for throwing such
as point to target and
parallel to the floor.
We will remind students
of cues for catching
including bend knees,
give, and cradle.
We will remind students
of cues for scooping
including bend knees, get
low and cradle.
Refinements:
See “extensions.”
Adding Defense:
11:15- Working with Defense:
11:21 Students will be back with their original partners set up
at 6 different stations. Each station will have a cone
and a net, working on defensive and offensive
strategies.
The offensive player will start out by rolling a ball
towards the cone, chasing it, scooping it up, and
immediately cradling the ball. As they meet the cone,
the defense must be sure to keep out of the offensive
players bubble. The defensive player will work on
keeping the offensive player away from the goal by
guiding them with their stick. The offensive player will
try to attack the goal and get past their defender by
juking and faking.
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We will make sure
students keep their
“bubble.”
D
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We will encourage
students to use jukes
and fakes.
Extensions:
Two offensive players to make it easier, one starting on
the opposite side.
Two defensive players to make it more difficult.
11:2111:31
Run Out:
Students will be split into two teams, pinnies and non.
Each team will be split up into two groups, at two
different nets. At each net, each team will be in their
own line facing the net. The instructor will roll a ball in
front of the two players, making them run out and try
to scoop it up. The player that picks up the ball
becomes the offense and will try to score. The other
player becomes the defensive player and tries to stop
the offensive player. If the offensive person scores,
they give them self a point. If the defensive player
stops the offensive player from scoring, they give them
self a point. After the play is done, they return to the
We will make sure to
give students feedback,
both general and
specific.
Refinements:
See “extensions.”
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We will be watching for
students to keep their
“bubble.”
We will be watching for
students to follow
guidelines such as
staying inside the
boundaries.
We will give feedback for
things we see going well
or things that can/should
be corrected.
end of their lines. At the end of the game, teams will
add their points together from both nets to figure out
who “wins”. Boundaries are marked by cones.
Extensions:
Extend or reduce boundaries.
Having the first two pairs run out at the same time, the
first pair goes for the ball, the second pair being there
to pass to.
Refinements:
See “extensions.”
Culminating Activity/Game:
11:3111:41
Steal the Bacon
We will keep the same teams for this game as
we had in the last. Each team will be numbered
off one through six. The students will then line
up across the field from their same number. In
the center of the field will be the ball, and a net
at each end zone. The students will then run to
the middle of the field when their number is
called. The students in the middle will try to
scoop up the ball and score at their teams’
designated net. Once the ball is scooped, more
numbers will be called out, allowing more
players to get involved. The players in the field
may pass to the remaining players on the
sidelines for help. One point is awarded to
whichever team scores the goal. After the point
is made, play will be stopped and players return
to the sideline for the beginning of the next
round.
Extensions:
Field length.
Only having one set of numbers going out at a
time.
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We will continue to make
sure students are
keeping their “bubble.”
We will be listening for
students calling out other
students’ names.
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We will make sure that
students are paying
attention for their
number being called.
Refinement:
See “extensions.”
11:41- Closure:
11:45 What were the cues for
throwing/catching/scooping/defense?
What are some things that made activities easier?
What are some things that your teams did to make you
successful?
You all did a very good job! Enjoy the rest of your day.
Reflections/Self-Assessment of this lesson:
What went well?
What would you change?
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We will be watching for
students paying
attention.
We will make sure
students have an
understanding of the
lesson.