Physical Education Lesson Plan

Teacher Name (s): Katie Roth Equipment Needs:

Content/Skill Theme: Rugby - Projector and computer,
Date of Lesson: 10/12 9:32-11:08 PowerPoint
Lesson # 2 of 5 Online Circuit Timer
Grade Level: 9th Grade - Fitness Circuit Option Cards (6)
- 6 Large Cones and duct tape
- Pointer finger (for fun during lecture)
- 13 rugby balls
- 12 footballs (just in case, shouldn’t need them)
- 25 flag football flags (any colors)
-32 cones for outside (4 cones per group of 3)
National Standards & Grade Level Outcomes State Standards & Grade Level Outcomes
Demonstrates competency and/or refines activity-specific movement skills in Participate in a variety of self-selected physical activities, and consider
2 or more lifetime activities (outdoor pursuits, individual-performance the value of each as it relates to personal fitness goals. (Level 1) (2.3.1.d)
activities, aquatics, net/wall games or target games). (S1.H1.L1)
Explain and demonstrate offensive, defensive and transitional strategies in
Uses communication skills and strategies that promote team or group lifelong sports and games. (Level 1) (1.1.1.b)
dynamics. (S4.H3.L1)

Student Learning Objectives Assessments

Affective: ESWBAT use effective communication skills with their teams Teacher observation, checks for understanding on how groups are
during small-sided gameplay in order to work together as a team to maintain communicating
offensive shape, connect passes, and find the space around defenders.
Cognitive: ESWBAT identify and explain the important field lines and Teacher observation and checks for understanding
positions in rugby during the lecture and start to apply this knowledge to
offensive strategies during small-sided gameplay.
Psychomotor: ESWBAT demonstrate at least 4/5 cues for throwing a rugby Teacher and peer observation
ball during partner practice and small-sided gameplay.
Teacher Performance Objectives Data Sources for Self-Reflection
#1: Fully explain the activity when the group is together before sending them Peer, self, and cooperating teacher observation of lesson pacing, student
out and expecting them to start. This includes slowing down instruction time, understanding, and overall flow.
demonstrating, and taking the time to clear up any questions before the
students start.
#2: Create and implement a variety of modifications and alternate ways of Peer, self, and cooperating teacher observation
doing the similar tasks so that all students can participate and learn.
#3: Give encouragement and feedback to at least 75% of the students Peer observation and “getting to all students” form
throughout the class period.
Time Task Details Performance Cues Organization
(min) (set induction, instant activity, transitions, learning experience Safety Reminders Teacher (diagrams, descriptions)
descriptions, modifications/challenges, assessment tasks, closure) Actions
20 Fitness- Choice Circuit Performance Cues Jumps
min Work hard X X X X
Set Induction Challenge yourself
Today we will be working on a fitness circuit. Each station has a Take the whole time to rest, it will Flexibility Arms
theme and some suggested options of exercises you can do that feel like a lot at the start but by the X X X X X X X X
match that theme. For example, at the jumping station you can end it will feel too short
choose between squat jumps, lunge jumps, star jumps, tuck jumps, Be creative and pick your own too Core Legs
or something else of your choice that involves jumping. X X X X X X X X
We will go through the circuit two times. You will have 30 seconds Safety Reminders
of work at each station and then 30 seconds of rest to get to the next Masks on while inside Cardio
station and pick your activity. (Will be an 18 minute workout.) Try Stay 6’ apart from others X X X X
to pick a different activity the second time you are at that station.
Teacher Actions
Transition Walk around giving feedback on
Get into groups of 4, there may be one group of 5 (or a few groups form, creativity, and encouragement X= Student
of 3 if there are a few people missing) and find a station. You do not Can give further suggestions of
have to pick the same activity as the people at your station. activities to do The stations will be spread out in a
Can ask students what component large circle around the gym,
Learning Experience of fitness they are working on or students will rotate clockwise to all
Students will go to one of the following 6 stations, which are spread why they chose the activity that of the stations in groups of 4
out around the gym, and pick one activity to complete for 30 they did
seconds each rotation. These stations are printed out on paper with
the following list of options. (can attach papers as necessary)
Timer: https://fitlb.com/tabata-timer set to 18 rounds, 30 second
work, 30 second rest, countdown only to start
-Jumping: squat jumps, lunge jumps, star jumps, tuck jumps, or
something else of your choice
Modification- if you cannot jump, do a lower body activity that is
similar to the options
-Cardio: Air punches, jumping jacks, running (in place or lap), high
knees, something else of your choice
 -Arms: Pushups, triceps dips, arm circles, high to low plank,
something of your choice
Modification- students can do these activities on their knees
-Legs: squats, lunges, calf raises, glute-hamstring bridges, something
of your choice
-Core: plank, sit-ups, Russian twists, leg raises, something of your
choice
-Flexibility: arm stretches, hamstring stretches, quadriceps stretches,
hip flexor stretches, something of your choice

Modifications/Challenges:
-Have pictures, gifs, or QR codes of the different options so students
can visually see all of them instead of just reading it.

15-20 Transition Performance Cues

min The students can grab water as they grab their fitness portfolio Sit up, pay attention, take notes as P
and sitting where they can see the projector. Teacher(s) will needed T
hand back out pre-tests as students are filling out fitness Ask questions if you have any
journals. Participate and answer questions to X X X X
the best of your ability X X X X
Cognitive: Field Lines, Positions X X X X
Prepared PowerPoint (can link as necessary) Safety Reminders
Masks on while inside P= Projector/Screen
Field Lines: Center line, 10m line, Goal-line, Dead ball/end line, Stay 6’ apart from others X= Students
touch lines T= Teacher
-Lineouts taken between 5 and 15 meters from the touch line Teacher Actions
-10m line is where the ball must travel to be a legal kick, where the Run through the PowerPoint,
defense starts behind in order to not be offside explaining the field lines and
positions in rugby, as it relates to
Positions: the pre-test and overall learning
Forward traits- involved in set pieces, crash balls through the center goals.
of the field and defense, typically more tackles, typically bigger and Answer any questions that come up
stronger people
Backs traits- more of the throwing and catching, run to the space on
the outside and through holes, typically score more points, typically
smaller and faster people
Scrumhalf traits- feeds ball into set pieces, first to the ball after
tackles, decides if the ball will go to forwards or backs
Similar to in Football- center (starts play after tackle, first to the
 ball), quarterback (makes decisions, first throw of the ball)

Modifications/Challenges
-Can ask students what they think before lecturing, more guided
question learning than straight lecturing
-Have visuals and audio, can physically demonstrate some things as
needed
-Can draw field lines on board while talking about them

45-50 Anticipatory Set

min Review- When you have the ball, what is the first thing you
total should try to do? (run forward)
When should you pass? (if there is a defender in front of you, if
someone else has more space in front of them, etc.)

Skill theme/Games
Overall goal: Throwing a rugby ball properly (spiral, lateral or
backwards, while moving), shape on offense, staying behind the
ball

5 min Partner Passing Performance Cues Students are standing across from
Goal: Learn the gross mechanics of passing a rugby ball, two Throwing: look at target, outside each other facing the same way, so
hand underhand sideways/backwards elbow up, push with inside hand, that they are throwing side ways
toss the bucket of water, roll fingers
-Teacher explains and demonstrates to the whole group before (like clapping with one hand), twist
having them do the next transition your hips, lateral/backwards Xo X
-Throwing a rugby ball is with two hands, underhand that goes
laterally (to the side) or backwards Catching: eyes on passer, two Xo X
-Picking one way to throw, the inside hand is the one that really hands, hands in triangle,
just guides the ball, the outside hand does most of the work soften/cradle, bring in Xo X
-Keep the outside elbow up and toss a bucket of water across
Safety Reminders Xo X
your waist
Make sure you partner is looking
-Your outside hand is where a lot of the power, and most
before you throw the ball
importantly, the spin comes from. We will get into that in a
Remain socially distanced as
second, but for now let’s just get used to the overall pattern
possible
-Most of the power comes from your hip, you want to snap your
hips around and step with your outside foot when throwing, this
Teacher Actions
does feel a little funky. It gets easier when you add a couple Give feedback on cues
steps in and it will help you face your partner more.
 -You will be a couple meters away from your partner, both Give reminders as needed on safety
facing the same direction so your side is facing each other Give leading questions to get
-Make sure you are always throwing to the side or behind you, students to think about why they are
you may need to take a couple steps forward and backward in doing what they are doing, how to
relation to your partner to accomplish this improve
-Note: we did a lot of this basic mechanics on Friday, so they
might be ready to hop right into talking about the spin, which is
in the next section.

Transition
Students will grab a partner and one ball, stand across from
them all facing one way. They will throw back and forth until
most have the gross motor movement down

Modifications/Challenges
- Can go around to individual groups teaching the spin ahead of time
- Make sure students are using both their left and right hands as the
outside hand, they will need to turn and face the other direction
occasionally to do this

Transition
Bring students back in so they can see the demonstration of the next
piece.

10 Refined Passing Performance Cues Students are standing across from

min Goal: Teach students how to properly add the spiral to a rugby Throwing: look at target, outside each other facing each other,
pass elbow up, push with inside hand, throwing forward to work on the
toss the bucket of water, roll fingers spin technique, then they again
-A lot of you thought you flick the wrist to add the spin to the (like clapping with one hand), twist turn to face the same direction so
rugby ball, which is not necessarily true. your hips, lateral/backwards they are throwing sideways
-Adding the spin is actually quite simple and is a small motion,
Catching: eyes on passer, two
all it is is closing your fingers together, kind of like you are trying
hands, hands in triangle, Xo X
to clap with only one hand.
soften/cradle, bring in
-We can throw with just one hand, which we will practice a little
Xo X
to understand the spin, before putting the throw all together.
Safety Reminders
- For this you will be lined up facing your partner square on, we
Make sure you partner is looking Xo X
are not going to worry about throwing sideways/backwards
before you throw the ball
quite yet
Remain socially distanced as Xo X
-Starting with your hand at your hip, move it straight out from
 your hip and curl your fingers in, this should cause the ball to possible
travel straight and spiral.
-Do this several times with your partner until you can Teacher Actions
consistently do it on both sides, then we can add it back into the Give feedback on cues
rest of the throw Give reminders as needed on safety
Give leading questions to get
-Adding it back in: This is what your outside hand does, it will do students to think about why they are
the push and close fingers motion, but to the side instead of in doing what they are doing, how to
front of you. Again, your inside hand is really just guiding it to improve
help stabilize the ball
-Now stand sideways to your partner again and try the full
motion with the spin

5-10 Partner Passing on the Move Cones are set up in 8 small boxes
min Goal: Starting to throw in a more game-like situation of moving. with two cones along the football
Learning how to stay behind the ball when on offense sideline and two cones forming the
other line halfway across the field.
-Once groups get more comfortable with the mechanics of This is mainly for the second to
passing, they can progress to moving. This can probably be done last activity, but pairs can use the
on a group-by group basis instead of bringing everyone in to tell line in the field as a stopping point
them for passing
-Students will now be ~5m from each other side to side and will
Performance Cues
walk or jog in a straight line down the field, passing back and
Throwing and catching from above ^ ^
forth
Take a few steps after catching, X |
-Students should remember to only pass backwards, which
always keep moving forward Xo |
means taking several steps forward after catching the ball so
Yo-yo with partner |
they are in front of the person who had just passed to them
X |
-This should look like a yo-yo of students passing and getting
Safety Reminders Xo |
behind the ball again. They can either move in a small space and Keep your head up when you are |
just go forwards and backwards, or move down the field with running around so you don’t run ^ ^
the person receiving the ball moving ahead of the thrower who into anyone else
takes smaller steps Make sure you partner is looking Xo= Student with a ball
before you throw the ball X= Student without ball
Transition Remain socially distanced as | = Sideline/line where cones are
Bering everyone in to one field to talk about the next concept. possible ^= Cone
They
Teacher Actions
5-10 Multiple People Passing Give feedback on cues
min Goal: working in groups of 3 passing together, so students get Give reminders as needed on safety X
used to receiving and passing again, starting to learn about Give leading questions to get X
shape and being steep on offense, starting to learn about students to think about why they are Xo
realignment doing what they are doing, how to
improve Example group of three in the
-Introducing a new concept: realignment. This is where we work steep line, they are moving toward
to get back in our diagonal line that backs are famous for. This is the right, from cone line to cone
a steep diagonal line. line again
-Two ways to do this: Run backward or stand still after passing
(not preferred), or running with the ball once you catch it and
taking several steps before throwing it, this should put the
previous thrower behind you (making them a target is desired)
-In groups of 3, you are going to pass all the way down the line,
realign, and pass back down the line
- They can either move in a small space and just go forwards and
backwards, or move down the field
-Students should rotate who is in the middle every few run-
throughs

Modification/Challenges
-Increase the speed, increase the distance of the throws
(partners further apart)
-If someone is not as mobile, they can be in the middle with the
other two moving forward and backward of him

Transition
Students will have a playing area
Each group puts on flags so we can have defense and flag pulling
of 10 yards and the sideline to the
for the next activity
line of cones from the boundaries
10 of the previous 2 games
min 2v1
Goal: Passing in a small-sided game situation ^ ^
X |
-In the groups of 3, one person will become defense, and we are Xo D |
back to passing with just two people |
-Remember you don’t have to pass if you have space in front of X D |
you, just run it Xo |
-If your flag is pulled you have to stop and immediately pass the |
ball Performance Cues ^ ^
 -Change who the defender is after 2 flag pulls or 1 score Throwing and catching from above
Take a few steps after catching, Xo= Student with a ball
Transition always keep moving forward X= Student without ball
Bring everyone together or expand groups to be groups of 5 Yo-yo with partner D= Defender
now. Let students chose their groups so they can be the most | = Sideline/line where cones are
comfortable and therefore be the most successful Safety Reminders ^= Cone
10 Keep your head up when you are
min 3v2 running around so you don’t run
Goal: Passing in a larger small-sided game, requires more into anyone else
teamwork, realigning, staying behind the ball on both offense Pull flags only, and no flag ^ ^
and defense guarding |
Wear flags on your sides X |
-Highlight the importance of staying behind the ball, this goes for X D |
offense too. We will get more into it tomorrow, but the ball is Teacher Actions Xo D |
offside. If a “tackle” occurs, that becomes our offside and we Give feedback on cues |
cannot be in front of it. You can move forward while the ball is Give reminders as needed on safety ^ ^
being passed to try to intercept it, but you cannot be hanging out Give leading questions to get
by the offense in their steep curve if the ball has not been students to think about why they are
passed. doing what they are doing, how to
-This time we have 3 offense and 2 defenders improve
-Remember realignment that we worked on, staying behind the
ball, and as always running forward if you have the space to
-3 pulled flags or a score before having to restart. If a flag is pulled
that person has to stop and either hold the ball behind them for
someone to get or must immediately pass it. Rotate positions
(offense and defense) every time you have to restart

Start cleaning up by 10:55, closure after that, head inside by 11:00

5 min Transition Performance Cues X X X

Have students grab all of the equipment at their station and bring it Think, talk with a partner, share out X X X
in to the middle of the football field, by the “press box,” facing away to the group X X X
from the construction. T X X Press Box
Safety Reminders X X X
Closure Stay socially distanced or wear X X X
Think, Pair, Share masks X X X
- Explain what the shape of defense is, and what group of positions Keep equipment on the ground or to
are typically seen in that formation (steep line, backs) yourself when we are grouped up T= Teacher
- What is realignment, and why is it important (getting back behind X= Students
 the ball carrier in a steep line, because we can’t throw forward) Teacher Actions
- How can you help someone who is struggling to add a spiral to Ask questions (left) to guide
their throw? (flex all your fingers, don’t cross your hands or flick discussion
your wrist)

Transition
Students head back inside to change out.

Assessments:
Affective objective informally assessed primarily during the last two games.
Cognitive objective informally assessed during the lecture portion with applications in the last two games.
Psychomotor objective informally assessed throughout the skill and game sections.