Lesson Plan Pro forma (Health & Physical Education)

Michael Allen 8:50-9:40

NAME: TIME: DATE: 1 /5 /2017
Lacrosse
ACTIVITY: CLASS / YEAR Ms Jacka’s Year 7 class
Lacrosse Sticks (x11), balls (x11), Velcro pads (x11), tennis balls (x11), cones (x20), tags (x20), hula hoop (x2)
EQUIPMENT:

Learning area: Health & Physical Education Band:

Strand:

Student learning Outcomes: Teacher Outcomes:

Evidence of learning The students will ….. The teacher will …….

Cognitive & Physical (including ‘skilful’ play) Management: (operating framework & interactions)
Demonstrate game sense: rules in weighted number Continue to utilise management strategies that have
games or simplified games (depends on path of lesson) been effective
Demonstrate game sense: tactics in weighted number Utilise strategies like proximity and eye contact to limit
games or simplified games (depends on path lesson low level interruptions
follows)
Demonstrate technical ability in individual/partner
challenges and weighted number games
Presence: (verbal & non verbal communication)
Maintain effective tone variation when giving
Personal Responsibility: (Fair Play) instructions, feedback, and acknowledgement
Demonstrate fair play in GlO’s, partner challenges, Ensure emphasised body language is utilised when
weighted number games, and simplified games presenting demonstrations, delivering cues, and when
providing feedback/praise

Social: (eg. cooperation)

Utilise cooperative play in partner challenges
Demonstrate team work in simplified games and
weighted number games P’s of Pedagogy: (Presentation of task, positioning
General feedback - acknowledgement )
Purposefully position students to best view
demonstrations and listen to instructions
Affective: (feelings & attitudes) (Resilience) Provide frequent specific feedback that acknowledges
Demonstrate resilience in individual/partner challenges, students and focuses learning
weighted number games, and simplified games

Evaluation Evaluation
Student learning outcomes – address each outcome Teacher outcomes – address each outcome

Complete on a separate page. Complete on a separate page. Consider what happened

Consider what happened (with supportive evidence), the (evidence), the implications (so what) & future directions
implications (so what) & future directions (what now). (what now).
SPECIFIC LEARNING OUTCOMES ACTIVITY FOCUS CLASS ORGANIZATION TIME
(Students will ……) (Shape +method .. how) (teaching cues or questions) (Shape)
I -demonstrate game sense: Bib Tag -‘need to try and protect your 8:50-
N
tactics by scanning and reading -2 tags per person, tucked tags while also stealing 8:55
T
R into waist band others’ 5min
the play -chase and try steal each -‘keep your eyes up, we don’t
O
D -demonstrate fair play by other’s tags want any collisions’
U participating safely (eyes up) in -intervals of 30-60 seconds
C
T accordance to outlined rules -return to two tags before
I starting next round
O Variations
N
-those who end up with more
than two give all away
-teacher involvement
Approx. 10x10m
Learning Episode Closure: ‘great effort everyone’ ‘…used your vision well everyone, important we look out for each other’
 Grip Pad Lacrosse
-demonstrate game sense: rules -5v5 -‘that’s it, one on one…give a 8:55-
-grip pad per person metre when defending’ 9:10
by following outlined rules -1v1 to contest -‘look for your passing
-demonstrate game sense: 15min
-1 metre defending space options’ ‘take the shot if
tactics by scanning play to find -throw into net to score you’re in the clear’
passing and shooting options -cannot enter goal circle -‘support your team mates,
-demonstrate fair play by Variations share the ball around to open
-teacher involvement up the space’
working cooperatively with -condition on number of
team mates passes

Learning Episode Closure: ‘fantastic ball movement, your experience with handball certainly helps, don’t you think? How did that game look
similar to a game of handball?’ ‘What were some of our key rules from that game?’
-demonstrate technical ability Individual Challenge: scoop up Cues: Scoop 9:10-
D by scooping ball from ground -stick and ball per student - Eyes on the ball 9:15
E and catching aerial ball -practice scooping ball up - Step next to it 5min
V from the ground - Bend low and scoop
E
-stationary first, rolling ball - Up to the carry
L
O second position
P Variation Cues: Catch
M -self feed throw to catch - Stick up
E
- Eyes on the ball
N
T - Follow the ball into
the net
- Move to carry
position
-‘good job following those
cues’ ‘where should we be
looking’
Learning Episode Closure: ‘what are the cues for scooping?’ ‘What are the cues for catching’ ‘Why do we keep our eyes on the ball when
performing these techniques?’
9:15-
9:25
10min
-demonstrate catching Partner Challenge: Feed Catch Cues: Catch
technique off a cooperative feed -stick each, ball per pair - Stick up 9:25-
-stand opposite each other on - Eyes on the ball 9:30
-demonstrate cooperative social marker cone - Follow the ball into
behaviour when feeding the ball 5min
-student with ball gives the net
cooperative feed to other - Move to carry
student position
-repeat 5 times then switch -‘how do make our throws
roles easy to catch?’ ‘track the ball
Variation through the air, watch it into
-cooperative throw with stick the stick’
-increase distance
-feed to both sides of catcher

Learning Episode Closure: ‘where do we position the stick when we’re trying to catch? Why there and not somewhere else?’ ‘Where should
our eyes be when catching?’

(activity selection based on -‘eyes up and look for your 9:30-

-demonstrate game sense: group competence) best passing option’ ‘move 9:40
4v1: Open Space into space to receive the pass’
tactics by reading play and 10min
-4 attackers, 1 defender -previously mentioned cues,
selecting passing options -attackers pass around ‘remember our … technique,
-demonstrate throwing and retaining possession, now we have to use it in the
catching techniques, utilising defender attempts to game’
key cues previously introduced intercept
-5 consecutive passes = 1
point, 1 intercept = 1 point
Variations
-3v1

OR…
 C -demonstrate game sense: 5v5 Simplified Game: Endzone -‘eyes up and look for your
L
tactics by reading play and -1 metre defence, 1v1 to best passing option’ ‘move
O
S loose ball, catch in endzone to into space to receive the pass’
selecting passing options score, 4 second carry limit -previously mentioned cues,
U
R -demonstrate throwing and Variations ‘remember our … technique,
E catching techniques, utilising -Must run when take now we have to use it in the
key cues previously introduced possession game’
-Zoned play

Learning Episode Closure: ‘How did we find that last activity?’ ‘Lacrosse can be quite challenging, but everyone was doing a great job’…lead
into future weeks activities

Promote positive participation: MIP /ALT/ Inclusive/Safe/Success . Provide Plenty of Perfect Positive Practice (Launder 1989, P’s of Pedagogy)
Pre – test – Establish the Level of the Learner Purposeful & Persistent Practice – motivation /engagement (Ph)feedback: specific Praise :acknowledge &enthuse
Planning and Preparation – Set Induction Pertinent Practice Paced Progressive (Ph)flexibility
Presentation - Demonstration Personalized Post test - achievement / progress

Protected – safety: physical/emotional Playful Act with Poise, Patience & Empathy to encourage positive future participati