Dance Unit Plan

LACROSSE

UNIT PLAN

Discipline / Student & Class Level
New Games / 7th Graders / 8th Graders / 9th Graders
Includes: / Beginning / Intermediate / Advanced
LaCrosse / Fling-it / Class Make-up (past experience):
Cricket / Bocce
Written By: Anthony R. Mlazgar
Educational Objectives & Standards

Unit Objectives

/ State Standards

Introduce students to a variety of activities to stimulate personal interest.

/ 3PA-E2, PO 1

Students will improve throwing and catching skills including visual tracking of a thrown or batted object.

/ 1PA-E1, PO 1

To promote effective student social interaction through team skills

/ 6PA-E2, PO 2

Students will be able to verbally and physically identify and demonstrate safety goals.

/ 5PA-E3, PO 1

Students will use basic offensive and defensive skills (including goaltending) in modified team sports.

/ 1PA-E2, PO 1

Students will demonstrate self-management skills to show a physically active lifestyle

/ 7PA-E1, PO 2

Students will demonstrate effective bowling/rolling skills.

/ 1PA-E1. PO 1

Students will identify potential consequences when confronted with a behavioral choice

/ 5PA-E2, PO 1

Students will include basic math skills of addition, subtraction, finding area, and estimation to understand scorekeeping, estimation of distances for strategy within the different games and to tally points for competitive purposes.

/ 2M-E4 & 5M-E1, PO3
10. Students will define in writing a teacher-generated list of vocabulary words. / WE1, PO1 & PO2
Mastery Elements to be Taught
(not necessarily to be taught in order listed)
throwing/passing a ball w/ stick / bowling/ rolling skills / throwing form and mechanics
catching/fielding a ball w/ stick / cooperative movement / pitching method (bowler)
defensive play, goaltending / history/rules of bocce / positional skills-fielder
running and agility skills / hitting strategies
team skills- positions, cooperation, strategy, etc. / group cooperation and movement skills / throwing , catching , and batting skills with a ball
effective interaction(scorekeeping) / variety of fling games / history/rules of cricket
safety and equipment care / visually tracking an object / basic math skills (addition, area)
history/rules of lacrosse / writing summary skills


Page 1 of 11New Games

Unit Plan

STATEMENT OF THE ASSESSMENT

Assessment for this unit will include movement and observation by the instructor of the progression of physical skills within the students. A student roster form of a skills checklist will be used to insure complete class observation of individual mastery of skills. Low achieving students will be provided remediation in additional feedback and practice time. Higher achieving students will receive advanced technique and may be asked to model skills and act as peer tutors for other students. The culminating activity will be a short tournament in each game to demonstrate mastery of skills and game concept. Students must also score 70% or better on a 20 question multiple-choice test.

Daily Overview

Day 1

Lacrosse
Introduce:
-stick, grip
- throwing form
-catching methods
-stick handling
or cradling
-partner and small group passing and defense
-movement with and without the ball / Day 2
Lacrosse
Review:
Skills from previous day
Introduce:
-fielding a ball
-goaltender play
-individual defense
-body control and safety of you and fellow students
Mini-scrimmage / Day 3
Lacrosse
Review:
Skills from previous day
Introduce:
-shooting
-fast break
-proper equipment care
Review movement with and without the ball and team vision of the field
Cradle Keep-Away / Day 4
Lacrosse
Review:
Skills from previous day
Introduce:
-face offs
-triangle offense
-clearing
-special defenses
Mini-scrimmage or four team tournament / Day 5
Lacrosse
Review:
Skills from previous day
Introduce:
-wing play
-man up, man down
Mini-scrimmage or four team tournament
Day 6
Bocce
Introduce: / Day 7
Fling-It
Introduce: / Day 8
Bocce
Review: skills from previous lesson
Introduce: / Day 9
Fling-It
Review: skills from previous lesson
Introduce: / Day 10
Bocce
Review: skills from previous lesson
Introduce:
Day 11
Cricket
Introduce: / Day 12
Cricket
Review: skills from previous lesson
Introduce: / Day 13
Cricket
Review: skills from previous lesson
Introduce: / Day 14
Cricket
Review: skills from previous lesson
Introduce: / Day 15
Cricket
Review: skills from previous lesson
Introduce:
DATE______EQUIPMENT______
UNIT ___New Games (Lacrosse)______Day ____1____of ____5____ LOCATION ______

STANDARDS 1PA-E1, PO 1 & 3PA-E2, PO 1______

OBJECTIVE: Today you will learn:
Students will demonstrate capable passing and catching skills with the lacrosse stick measured by a catchable pass 6 out of 10 times. Students will demonstrate cradling. Students will be introduced to a variety of activities to stimulate personal interest.
ACTIVITIES / CUE PHRAZES/INSTRUCTIONS
Intro:
Fitness:
Lesson Focus:
With a partner;
+ get equipment and practice short passing
+ correct students hand placement on the stick
+ continue with short passes
+ longer passes
+ teach using the stick as a lever and correct handling
+ teach correct technique for student catching/receiving
+ teach scooping a . . .
-dead ball laying on the ground
-slow rolling ball
-scooping on the run
+ back to passing – overhand, sidearm, underhand
+ teach passing/catching on the run
+ teach stick handling (cradling) up/down and right/left
+ teach tackling
+ teach dodging and the spin move
+ history
+ team keep-away: teams of 4 (whl. class vs. whl. class) / The desired motion to throw is a flinging action with the stick acting as a lever. For best control with short to medium passes, one hand just below the basket and one at the end of the stick is best. (psych.)
Keep the stick upright to prevent the ball from falling out. (psych.)
Hold the bottom of the basket like it is a baseball glove extension of your fingers. Track the ball completely into the basket. (cog)
“Top” the ball to backspin it into the basket. (psych)
Explain the concept of “lead” the runner. (cog)
Centrifugal force will keep the ball in the basket, the key is to use a wrist snap to keep the basket behind the ball. (cog/psych
The game has ancient ties to northeastern American Indian tribes. Games would be sometimes played to the death of the losing team. (cog/aff.)
Closure:
KEY TERMS: lacrosse, cradle, centrifugal force, tackle,
& spin.
-Where is your hand placement for best passing &
catching?
DATE______EQUIPMENT______
UNIT _New Games (Lacrosse)______Day ___2____of ____5____ LOCATION ______

STANDARDS1 PA-E1, PO 1 & 3PA-E2, PO 1 & 5PA-E3, PO 1____

OBJECTIVE: Today you will learn: further development of previously learned skills in throwing.
Students will develop an understanding of the variety of activities and games they may not yet be exposed to. Students will demonstrate proper stick handling to avoid both personal injury and injury to other students
ACTIVITIES / CUE PHRAZES/INSTRUCTIONS
Intro:
Fitness:
Lesson Focus:
With a partner;
+ get equipment and practice short passing
+ review
-hand placement
-“fling” action
-catching technique
+ longer passes
+ passing on the run
+ teach catch of a bouncing or rolling pass coming at you
+review
-stick handling ( practice)
-spinning and dodging
-tackling
+ teach individual defense
-body position (athletic stance & between
opponent and the passing lane or goal)
-using your stick to steal the ball (you cannot
hit the ball carrier with your stick)
+ mini-scrimmage (controlled stop-n-go teaching in play) / Most effective athletes have bilateral strength. Have students practice passing with both left and right hands up near the basket in the control position. (psych)
Longer passes are not simply a product of greater force. A quicker wrist snap and stiff or firm bottom hand is more effective for greater force and control. (psych)
Receive the ball like a baseball player fielding a ground ball. For beginners, one hand on the stick at the basket and the other hand off to trap the ball (alligator jaws) works well. (psych)
A dodge or outside spin move is most effective with a solid foot plant and dropping the butt for better balance. Cradle the ball in the maneuver. (psych)
Have students partner up and play individual and group keep-away for practice.
While in real Lacrosse there is significant contact (checking and tackling), for PE Lacrosse, contact must be very limited or not allowed (no pads, helmet, etc.). Checking must be done with body position.
Closure:
KEY TERMS: foot plant, center-of-gravity, defender,
& checking
Lacrosse is still a very popular sport in the Northeastern
U.S. and Canada. Many high schools and colleges play it
Competitively. It is spreading west and currently there
are clubs at Shepherd Jr. High & in Chandler.
DATE______EQUIPMENT______
UNIT _New Games (Lacrosse)_ ____Day __3__of __5___ LOCATION ______
STANDARDS 1PA-E1, PO 1 & 1PA-E2, PO 1 & 5PA-E2, PO 1 & WE 1, PO 1 & PO 2 .
OBJECTIVE: Today you will learn: further development of previously learned skills in throwing & catching.
Students will demonstrate self management skills by continuous activity in class to show a physically active lifestyle. Students will demonstrate in scrimmage play basic offensive and defensive skills. Students will define vocabulary list.
ACTIVITIES / CUE PHRAZES/INSTRUCTIONS
Intro:
Fitness:
Lesson Focus:
With a partner;
+ get equipment and practice short passing
+ review (very quick warm up activity – 5 to 10 minutes)
-hand placement
-“fling” action
-catching technique
- longer passes
- passing on the run
- catch of a bouncing ball coming at you
-stick handling ( cradling)
-spinning
-tackling
+ teach stick transfer & shooting on goal
+ teach fast break and faking actions
+ teach proper care or respect for the equipment
+ review body control with regard to classmates
+ mini-scrimmage (controlled stop-n-go action while
teaching in the play of the game) allow for more time
in play between stops and teaching / Remind students at times that effective passing must be both quick and deceptive to avoid interception, but also sensitive to teammates ability to handle the pass. Know who is receiving your pass and adjust a little to that player. (aff.)
A good athlete maintains an athletic position with feet under hips and by bending at the knees, not so much at the waist. (cog./psych.)
Transfer hands near the basket for better control.
Knowledge of where your teammates are (vision and peripheral vision) and movement without the ball must be learned for effective passing and fast breaks (cog.)
Equipment is not only for your use. Other students will use the equipment and you show respect for them as well as support yourself when you show regard for school or other’s property (psych).
Closure:
KEY TERMS: transfer, faking, and scrimmage
How can we show respect for others and ourselves?
-body control
-equipment care and respect
-sensitivity to ability levels of classmates / Vocabulary list of terms can be passed out as in class work or as a homework assignment. Simple definitions from in-class explanation or to review from a pass-out handout.
DATE______EQUIPMENT______
UNIT _New Games (Lacrosse)_ ____Day __4__of __5___ LOCATION ______
STANDARDS 1PA-E1, PO 1 & 7PA-E1, PO 2 & 1PA-E2, PO 1 .
OBJECTIVE: Today you will learn: further development of previously learned skills in throwing & catching.
Students will demonstrate self management skills by continuous activity in class to show a physically active lifestyle. Students will demonstrate in scrimmage play basic offensive and defensive skills.
ACTIVITIES / CUE PHRAZES/INSTRUCTIONS
Intro:
Fitness:
Lesson Focus:
With a partner;
+ get equipment and practice short passing
+ review (warm up activity – 15 to 20 minutes)
-hand placement
-“fling” action
-catching technique
- longer passes
- passing on the run
- catch of a bouncing ball coming at you
-stick handling ( cradling)
-spinning
-tackling
-stick transfer & shooting on goal
+ teach triangle offense
+ special defenses and clearing the ball
+ 4 – 6 teams of 5 players each. Game play with a
scrimmage ability to stop and correct as needed. Try to
make this at least 20 minutes of the class. / Review information and technique keys from the first few days. Students will often pick up information they missed because too much was thrown at them earlier.
Skills become better with practice. Be patient, if you already can do a skill, you aren’t learning, you are just doing what you already can do. Learning takes time. (aff.)
Positioning and the concept of passing angles and being spread out are important here. In lacrosse and hockey, often the best triangle puts a man with the ball behind the net. (cog.)
Closure:
KEY TERMS: triangle offense and clearing
Effective play comes with good ball control and quick,
short passes. How can a defender prevent or deny
passes? (playing passing lanes and tight coverage of
your man)
DATE______EQUIPMENT______
UNIT _New Games (Lacrosse)_ ____Day __5__of __5___ LOCATION ______
STANDARDS 1PA-E1, PO 1 & 7PA-E1, PO 2 & 1PA-E2, PO 1 .
OBJECTIVE: Today you will learn: further development of previously learned skills in throwing & catching.
Students will demonstrate self management skills by continuous activity in class to show a physically active lifestyle. Students will demonstrate in scrimmage play basic offensive and defensive skills.
ACTIVITIES / CUE PHRAZES/INSTRUCTIONS
Intro:
Fitness:
Lesson Focus:
With a partner;
+ get equipment and practice short passing
+ review (warm up activity – 10 to 15 minutes)
-hand placement
-“fling” action
-catching technique
- longer passes
- passing on the run
- catch of a bouncing ball coming at you
-stick handling ( cradling)
-spinning
-tackling
-stick transfer & shooting on goal
+ face off and wing play
+ man up, man down
+ 4 – 6 teams of 5 players each. Game play with a
scrimmage ability to stop and correct as needed. Try to
make this at least 20 minutes of the class. / Review information and technique keys from the first few days. Students will often pick up information they missed because too much was thrown at them earlier.
Skills become better with practice. Be patient, if you already can do a skill, you aren’t learning, you are just doing what you already can do. Learning takes time. (aff.)
Two players from opposite teams square off at midfield with baskets back to back and over the ball. On the “Go” signal, players try to pull the ball back to a teammate. Face off is also used to begin play in other situations (out of bounds, penalties, etc.)
Keep play to a maximum and instruction to a minimum on this day. Let the students play.
Closure:
KEY TERMS: face off, wings, & man up, man down
This is a game that few of us have played before. It places students on a more even footing because all are learning. We should be able to try new things before we judge them and then decide if we like it or not. Many people give up the chance for fun activities because they make decisions before having all the information

SCORE /40 NAME HOUR __

LACROSSE TEST

Section 1 – multiple choice. Circle the letter (a,b,c, or d) of the correct answer. Questions are worth two points each.

In regulation Lacrosse, how many players must stay in the defensive side of the field (include the goalie in your count)?

a) 1b) 6c) 4d) 11

High school games are 48 minutes long. How long is each quarter?

a) 12 min. b) 10 min. c) 30 min. d) 5 min.

How often do teams changes sides and goals during a game?

a) after a goalb) 2 timesc) 3 timesd) never

A center face off starts play at the beginning of a game and after a

what?

a) penaltyb) time-outc) goald) break

This is the only player who can touch the ball with their hands.

a) centerb) refereec) backd) goalie

Section 2 – true or false. Circle the letter (T = true, F = false) of the correct answer. Questions are worth one point each.

1. T F Body checking is permitted anywhere and anytime on the field.

2. T F An attacking player may enter the goal crease to shoot.

3. T F Lacrosse is like golf and the team with the lowest score wins.

4. T F Lacrosse is thought to have begun in ancient Eastern America

as a game played by Indian tribes.

5. T F A player may gain possession of the ball by dislodging it with

a stick check, which includes the controlled poking and slapping

of the stick of the player in possession of the ball.

Section 3 – short answer. Define the following. Questions are worth five points each.

1. attack ______

______

midfield ______

defense ______

crease ______

face-off ______

LACROSSE TEST (KEY)