Flag Football Unit Plan

Student Teaching
Spring 2019

TJ Fenton
Table of Contents
Content Standards For Football ................................................................................................................... 3
Common Core Standards ................................................................................................................................ 4
ELD Standards .................................................................................................................................................... 6
Unit Objectives ................................................................................................................................................ 11
Calendar Block ................................................................................................................................................ 12

2
Content Standards For Football

Standard 1
1.1 Demonstrate mature techniques for the following patterns: overhand, sidearm, and
underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and
volleying
1.4 Demonstrate body management and object-manipulation skills needed for successful
participation in individual and dual physical activities.

Standard 2
2.1 Identify and describe key elements in the mature performance of overhand, sidearm, and
underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and
volleying.
2.2 Analyze movement patterns and correct errors.
2.3 Use principles of motor learning to establish, monitor, and meet goals for motor skill
development.
2.6 Diagram and demonstrate basic offensive and defensive strategies for individual and dual
physical activities.

Standard 3
3.5 Participate in moderate to vigorous physical activity a minimum of four days each week.

Standard 5
5.3 Demonstrate an acceptance of differences in physical development and personal
preferences as they affect participation in physical activity.
5.4 Evaluate the effect of expressing encouragement to others while participating in a group
physical activity.
5.5 Identify the responsibilities of a leader in physical activity.

3
Common Core Standards

California Common Core State Standards

Literacy in History / Social Studies, Science and Technical Subjects 6-12

Speaking and Listening

1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of alternate
views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light
of the evidence and reasoning presented.

3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.

5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.

Reading

3 Follow precisely a complex multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks, attending to special cases or
exceptions defined in the text.
4 Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades
(9–10) texts and topics.
5 Analyze the structure of the relationships among concepts in a text, including
relationships among key terms (e.g., force, friction, reaction force, energy).
6 Analyze the author’s purpose in providing an explanation, describing a procedure, or

4
discussing an experiment in a text, defining the question the author seeks to address
Writing

2 Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts,and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the
text, create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the discipline and
context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating
implications or the significance of the topic).

Students will meet the speaking goal by participating in daily discussions with
classmates in small groups and partnerships. Students will be given questions to discuss and by
communicating with their groups/partners the students will come up with answers together.
There also will be many other opportunities for students to speak up in class whether it’s
through demonstrations or presentations, student will be able to practice speaking in front of
audiences.
The reading standard will be met as students learn to become literate in reading fitness
based text, such as heart rate monitors, machine diagrams, and rubrics. Students will also have
practice reading procedures on how to perform proper lifts. They will be given a paper that list
the steps to perform the exercise for that station. Students will read the steps and use the
diagrams as reference to execute the drill.
For the writing, students will keep a daily fitness journal. In their journal they will record
the exercises they perform and the weights they used. They will also record vocabulary words
related to the unit such as: intensity, aerobic, anaerobic, training zone and more. The journals
will also be used to write a reflection after each week about how they felt regarding to the fitness
program that they participated in.

5
ELD Standards

Collaborative

Emerging/Beginning ELD

1. Exchanging information/ideas Engage in conversational exchanges and express

ideas on familiar current events and academic topics by asking and answering yes-no
questions and why questions and responding using phrases and short sentences.

2. Interacting via written English Collaborate with peers to engage in short, grade-
appropriate written exchanges and writing projects, using technology as appropriate.

3. Supporting opinions and persuading others Negotiate with or persuade others in

conversations using learned phrases (e.g., Would you say that again? I think . . .), as
well as open responses to express and defend opinions.

Expanding ELD

1. Exchanging information/ideas Contribute to class, group, and partner discussions,

sustaining conversations on a variety of age and grade-appropriate academic topics by
following turn-taking rules, asking and answering relevant, on-topic questions, affirming
others, providing additional, relevant information, and paraphrasing key ideas.

2. Interacting via written English Collaborate with peers to engage in increasingly

complex grade-appropriate written exchanges and writing projects, using technology as
appropriate.

3. Supporting opinions and persuading others Negotiate with or persuade others in

conversations (e.g., to provide counterarguments) using a growing number of learned
phrases (I see your point, but . . .) and open responses to express and defend nuanced
opinions.

Bridging ELD

1. Exchanging information/ideas Contribute to class, group, and partner discussions,

sustaining conversations on a variety of age and grade-appropriate academic topics by
following turn-taking rules, asking and answering relevant, on-topic questions, affirming
others, and providing coherent and well-articulated comments and additional
information

2. Interacting via written English Collaborate with peers to engage in a variety of

extended written exchanges and complex grade-appropriate writing projects, using
technology as appropriate.

6
3. Supporting opinions and persuading others Negotiate with or persuade others in
conversations in appropriate registers (e.g., to acknowledge new information in an
academic conversation but then politely offer a counterpoint) using a variety of learned
phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about
that before. However . . .), and open responses to express and defend nuanced
opinions.

Interpretive

Emerging/Beginning ELD

5. Listening actively Demonstrate comprehension of oral presentations and discussions

on familiar social and academic topics by asking and answering questions, with
prompting and substantial support.

6. Reading/viewing closely
a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/
contrast, cause/effect, evidence-based argument) based on close reading of a variety of
grade-appropriate texts, presented in various print and multimedia formats, using short
sentences and a select set of general academic and domain-specific words.
b. Explain inferences and conclusions drawn from close reading of gradeappropriate
texts and viewing of multimedia using familiar verbs (e.g., seems that).
c. Use knowledge of morphology (e.g., common prefixes and suffixes), context,
reference materials, and visual cues to determine the meaning of unknown and
multiple-meaning words on familiar topics.

Expanding ELD

5. Listening actively Demonstrate comprehension of oral presentations and discussions

on a variety of social and academic topics by asking and answering questions that show
thoughtful consideration of the ideas or arguments, with moderate support.

6. Reading/viewing closely
a. Explain ideas, phenomena, processes, and relationships within and across texts
(e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on
close reading of a variety of grade appropriate texts, presented in various print and
multimedia formats, using increasingly detailed sentences, and an increasing variety of
general academic and domain specific words.
b. Explain inferences and conclusions drawn from close reading of grade-appropriate
texts and viewing of multimedia using an increasing variety of verbs and adverbials
(e.g., indicates that, suggests, as a result).

7
c. Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context,
reference materials, and visual cues to determine the meaning of unknown and
multiple-meaning words on familiar and new topics.

Bridging ELD

5. Listening actively Demonstrate comprehension of oral presentations and discussions

on a variety of social and academic topics by asking and answering detailed and
complex questions that show thoughtful consideration of the ideas or arguments, with
light support.

6. Reading/viewing closely
a. Explain ideas, phenomena, processes, and relationships within and across texts
(e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on
close reading of a variety of grade-level texts, presented in various print and multimedia
formats, using a variety of detailed sentences and a range of general academic and
domain-specific words.
b. Explain inferences and conclusions drawn from close reading of grade-level texts and
viewing of multimedia using a variety of verbs and adverbials (e.g., creates the
impression that, consequently).
c. Use knowledge of morphology (e.g., derivational suffixes), context, reference
materials, and visual cues to determine the meaning, including figurative and
connotative meanings, of unknown and multiple-meaning words on a variety of new
topics.

Productive

Emerging/Beginning ELD

10. Writing
a. Write short literary and informational texts (e.g., an argument about water rights)
collaboratively (e.g., with peers) and independently.
b. Write brief summaries of texts and experiences by using complete sentences and key
words (e.g., from notes or graphic organizers).

12. Selecting language resources

a. Use familiar general academic (e.g., temperature, document) and domainspecific
(e.g., characterization, photosynthesis, society, quadratic functions) words to create
clear spoken and written texts.
b. Use knowledge of morphology to appropriately select basic affixes (e.g., The skull
protects the brain).

Expanding ELD

8
10. Writing
a. Write longer literary and informational texts (e.g., an argument about water rights)
collaboratively (e.g., with peers) and independently by using appropriate text
organization and growing understanding of register.
b. Write increasingly concise summaries of texts and experiences by using complete
sentences and key words (e.g., from notes or graphic organizers).

12. Selecting language resources

a. Use an increasing variety of grade appropriate general academic (e.g., dominate,
environment) and domain-specific (e.g., characterization, photosynthesis, society,
quadratic functions) academic words accurately and appropriately when producing
increasingly complex written and spoken texts.
b. Use knowledge of morphology to appropriately select affixes in a growing number of
ways to manipulate language (e.g., diplomatic, stems are branched or unbranched).

Bridging ELD

10. Writing
a. Write longer and more detailed literary and informational texts (e.g., an argument
about water rights) collaboratively (e.g., with peers) and independently using
appropriate text organization and register.
b. Write clear and coherent summaries of texts and experiences by using complete and
concise sentences and key words (e.g., from notes or graphic organizers).
12. Selecting language resources
a. Use a variety of grade-appropriate general (e.g., anticipate, transaction) and domain-
specific (e.g., characterization, photosynthesis, society, quadratic functions) academic
words and phrases, including persuasive language, accurately and appropriately when
producing complex written and spoken texts.
b. Use knowledge of morphology to appropriately select affixes in a variety of ways to
manipulate language (e.g., changing humiliate to humiliation or incredible to incredibly).

The ELD standards will be met in a variety of ways. In class, there will be various think, pair,
share opportunities. Students will be practicing speaking and listening almost every day. Not
only during think, pair, share but also in affective objectives for various lessons. The speaking
and listening ELD standards will be assessed informally through teacher observation. For that
the instructor will monitor participation and language development in those interactions.

In this unit students will also be keeping a fitness log. The fitness log will provide practice for
students to work on their writing. Their fitness log will be formally assessed. During the formal
assessment, the instructor will be able to determine how the student meets the ELD standards.
The student will be writing in their journal every day and that will provide the opportunity to
assess writing development over the course of the unit.

9
For the reading standards, the students will be assessed informally through small group
discussion. The students will have a fitness article to read at home and then we will discuss it
the next day. During this discussion, the teacher will be walking around and observing how well
the student is meeting the ELD standards. For the discussions, they will be in very small groups.
Putting together small groups will allow for every student to feel comfortable in sharing.

10
Unit Objectives

Psychomotor Objective:
● Students will be able to demonstrate proper techniques for throwing a football. (1.1)
● Students will demonstrate body control when running near other students. (1.4)

Cognitive Objectives:
● Students will be able to observe others and explain why their technique was correct or
incorrect. (2.1)
● Students will be able to explain why a play did not work. (2.2)
● Students will be able to diagram offensive and defensive strategy or plays. (2.6)

Affective Objectives
● Encourage others giving two compliments a session (5.4)
● Describe the importance of having a leader in the huddle to decide what play to run.
(5.5)

ELD standards will be addressed with the various unit objectives. Standard 2.1 aligns with the
ELD writing standard. Students will be writing their own fitness plan while also writing in their
fitness journal. Standard 3.9 aligns with the ELD speaking and listening standards. Students will
be constantly interacting and encouraging each other every day. For that to be done students
will be interacting through verbal communication and active listening. Standard 3.7 aligns with
the ELD standard for reading where students will be given an article about youth workout plans
and then assess if the workout would be effective for a younger participant. Reading the article
will provide the student the opportunity to practice and meet the ELD standard for reading.

11
Calendar Block

May
Monday Tuesday Wednesday Thursday Friday

Spring Break

Week Football Intro to Throwing Catching Defensive

1 Football Education football Technique Technique Technique Strategy
1.1,1.4,
State 2.3,5.3,5.4, 1.1,2.1,2.2, 1.1,1.4, 2.1,2.2, 2.6,
Standards 5.5 3.5 2.1,2.2, 3.5 3.5 2.6

Common SL 1, SL 3, RST 3, RST RST 3, RST

Core SL5 4 RST 5, RST 6 4 WST 2
Offensive Defensive Offensive Defensive
Week Football Plays: Quick Plays: Man Plays: Drop Plays: Zone Tournament Of
2 Football Education Game Coverages Back Pass Coverages Champions
1.1 ,2.1, 1.4,2.1, 1.1,1.4,2.1,2.
State ,2.3,2.6,3.5, ,2.3,2.6,3.5, 1.1,1.4,2.1, 2,2.3,2.6,3.5, 1.1,1.4,2.1,2.2,2.3,2.
Standards ,5.4,5.5 5.5 3.5,5.3,5.4,5.5 5.3,5.4,5.5 6,3.5,5.3,5.4,5.5

Common SL 1, SL 3, RST 3, RST RST 3, RST

Core SL5 4 RST 5, RST 6 4 WST 2

12