Class & Grade: High School Physical Education Instructor: Jacob Skogstad

Lesson Topic: Speedball Co-Teaching Strategy

Parallel Teaching
Unit: Ultimate Games Day _5_ of _5_
(Component: 3.c)
Length/Time: (Component:
3.c) 45 minutes
Over-all lesson write up points will be deducted if not written in a manner that
conveys respect and sensitive to all learners:(component 4.a)

Long Term (Unit) Objective(s) (that will be met in this unit or curriculum) Pair with a
National/State Standard(s) as well as the Common Core or Next Generation Science
Standard(s) met (Components: 3.a, 3.b, 3.e):

The students will demonstrate teamwork by working together as a team in a variety of

ultimate style games. Standard 4 (Character): The physically literate individual exhibits
responsible personal and social behavior that respects self, others and environment.
Element (S4.H3.L1a) Exhibits proper etiquette, respect for others and teamwork while
engaging in physical activity.

The students will demonstrate proper catching form using a variety of different
implements. Standard 2 (Biomechanics) The physically literate individual applies
knowledge of concepts, principles, strategies, and tactics to enhance movement and
performance. Element (S2.H2.L1) Practice movement concepts, principles, strategies,
and tactics (e.g., force, motion, rotation) to analyze and improve the performance of
self and/or others in a selected activity (e.g., individual-performance, team activities,
net/wall games, target games, aquatics and/or outdoor pursuits).

Short Term (Lesson) Objectives (that will be met in this lesson) Be sure to write the
National/State Standard(s) number met from above (Components: 3.a, 3.b, 3.d, 3.e):

The students will use communication to effectively work as a team during the main
activity. Standard 4 (Character) The physically literate individual exhibits responsible
personal and social behavior that respects self, others and environment. Element
(S4.H3.L1) Uses communication skills and strategies that promote team or group
dynamics.

The students will discuss with partners what type of exercise they think they were
engaging in during the activity. Standard 3 (Health and Fitness) The physically literate
individual demonstrates the knowledge and skills to achieve and maintain a health-
enhancing level of physical activity and fitness. Element (S3.H8.L2) Identifies the
different energy systems used in a selected physical activity (e.g., adenosine
triphosphate and phosphocreatine, anaerobic glycolysis, aerobic).
The students will demonstrate proper catching form using a soccer ball. Standard 2
(Biomechanics) The physically literate individual applies knowledge of concepts,
principles, strategies, and tactics to enhance movement and performance. Element
(S2.H2.L1) Practice movement concepts, principles, strategies, and tactics (e.g., force,
motion, rotation) to analyze and improve the performance of self and/or others in a
selected activity (e.g., individual-performance, team activities, net/wall games, target
games, aquatics and/or outdoor pursuits).

Facilities (Component: 3.c):

Watertown Arena

Equipment/Resources (books, equipment, music, technology) (Component: 3.c):

We will be using music. We will also need the basketball hoops down on two courts
and two soccer balls.

Modifications/Accommodations for special needs/diverse learners (What plans and

accommodations will you implement to ensure that all students can become physically
educated) (Components: 3.b, 3.d):
We will plan on having different adaptations for point scoring in order to accomodate
to the skills of the students. Also, we can plan on using different balls to make it easier
for the students and making the goals bigger or smaller depending on how successful
the students are.

Technology (student and instructor)- authentic incorporation of technology into lesson taught,
not only by instructor; main focus is with K-12 student use of the technology as part of the
student learning objectives to be met (Components: 3.e, 4.e):
We will be using music during this lesson. If we had access to computers or cell
phones I would like to use a QR code to have a video linked to it showing a
demonstration of the game. We would also like to use heart rate monitors for a lesson
like this.

Introduction of Skills or Activities Previously learned (Component: 3.b) Introduction/Warm Up,

tie to prior learning (what students already know/can perform):
This game will be a combination of team handball, basketball, and soccer. So there will
really be no introduction of new skills, just combining them together to play a game.
We will quickly go over the cues we have for catching before the start of the lesson.
Main Lesson Focus: Content, Organization, Procedures, Management (Components: 1.a,
1.b, 3.b, 3.f, 3.e, 4.b, 4.c, 4.d, 4.e, 5.a, 5.b, 5.c) This is the presentation of the lesson,
including all parts of the lesson (as well as co-teaching model or teaching model form physical
education) being used. Complete description of parts listed below; as well as Directions,
Cues, Diagrams, Safety (physical & emotional), and Management. *Be Detailed. This section
must clearly present the components of the lesson, as well as an indication of the amount of
time you plan for each component:

1. Review of Previously learned material

We will have been playing ultimate sports all week, so we will quickly review the rules
for ultimate sports. We will also review the cues for catching and kicking for soccer.

2. Presentation of new content/skills/cues

This will be our last lesson in ultimate sports. So we will be assessing the students
informally on their catching skills. The cues we will use for catching are (Thumbs
together, Pinkies together, eye on the ball, look it in, soft hands).

3. Initial student practice (including student engagement in metacognition: thinking and

analyzing their own performance results)

Our initial practice will be the warm up game, this game will get their brain thinking and
also get them ready to move around during the game. If we wanted to, we could also
have the students partner up and work on their catching skills for a little bit while
moving around the gym. This would give us another opportunity to assess their skills.

4. Feedback and correctives

During the lesson, we will be moving around throughout the gym and reminding the
students of the catching cues. If a student is really struggling to catch, we can pull
them off to the side and quickly go over all the cues with them so that they can
experience some success.

5. Closure

At the closure of the lesson, we will ask the students two questions: What type of
physical activity were you engaged in during this lesson? (Aerobic) Did you guys
experience some positive teamwork aspects during the lesson today?

Warm Up: True/False Tag

At the beginning of the lesson, we will have the students partner up and stand on
either side of the halfcourt line facing each other. We will then designate one side of
the line as the “false” side and one side of the line as the “true” side. We will then say
a statement, and if the statement is true the individual on the “true” side will try to tag
the individual on the “false” side. The individual on the “false” side will turn and try to
run to the volleyball line before they get tagged. If the statement is false, the game
goes the same way the other direction. We can add to this by having the “loser” of
each round perform some sort of exercise before the next round. We will also rotate
partners.

Speedball:

Speedball is a combination of handball, basketball, and soccer. It starts with one team
in possession of the ball, they can start by throwing it to one of their teammates, or
they can drop it on the ground and play soccer. Whenever the ball is on the ground,
soccer is played until one team can kick the ball up to one of their teammates. The ball
can be scored by kicking it into the goal, or shooting a basket in the basketball hoop.
When playing handball, the individual with the ball may take up to three steps, and the
defense may not guard the ball. When playing soccer, it is regular soccer rules.

Assessment (How will you assess the objectives and students?) (Components: 3.f, 5.a, 5.b,
5.c):
We will not be formally assessed during this lesson, but we will be assessing the
students informally on their ability to catch and their form.

Resources (Component: 3.c):

Previous classes, and Jill for the warm up

Evaluation/Reflection/Comments (Components: 5.a, 5.b, 5.c): Did you meet your lesson
objectives? How do you know? What evidence do you have of student learning? What
changes did you/will you make to this lesson as a result of the changing
environment/classroom and student responses?