RMS PE Flag Football Assessment

Flag Football Assessment

Names____________________________________________________


Test Questions( 5 points)

1-Name 1 offensive position____________________________________

 2-When you score it’s called a __________________________________

3-What is the imaginary line called where the ball is placed_____________________________________________________

4-If I am in one rectangle and I make it to the next rectangle that is called a _______________________

5-When my team does not have the ball, my team is on ____________________


Develop a Team practice using the following rubric as a guide.

Create a warm up activity, skills activity, and a closing activity.
Make sure to use all of the skills we have learned in your lesson.

Warm-up(5 points)-
Skills activity(5 points)-
Closing activity(5 points)-

Total points earned out of____/20

Skills
Throwing 
Gripping ball toward back of ball
 Side facing to target
Ball positioned up high, arm at 90 degrees
Step with opposite foot of throwing arm
Follow through towards target

Catching
Catch ball with soft hands out in front and bring into body
 Thumbs up when catching above waist
Thumbs down when catching below waist

Pass Patterns
Name each pattern Run pattern accurately
Develop team plays

Flag Pulling/Running/Dodging
Flags placed in proper position
Aggressive flag puller evading ability

Leadership/communication
Cheering for others, being a team player communication skills sportsmanship, positive attitude

RMS PE Flag Football

Flag Football Study Guide

Website: www.NFL.com

History:
Football, American, distinct type of football that developed in the United States in the 19th century from soccer and rugby football. Football is one of the most popular American sports, attracting thousands of participants and millions of spectators annually. The forerunner of American football may have been a game played by the ancient Greeks, called harpaston. Most modern versions of football howerver originated in England, where a form of the game was known in the 12th century. In subsequent centuries football became so popular that various English monarchs , including Edward II and Henry VI, forbade the game because it took interest away from the military sport of archery.

The Game:
*Possible Offensive Positions of Players: Quarterback, Wide Receivers, Running Backs and Blockers.
*At the beginning of the game and after a touchdown, the ball is put into play by starting play on the big “arc”. No kick off.
*A touchdown is worth 6 points. Go for extra point-small arc = 1 point, big arc = 2 points.
*Each player wears 2 flags. To “tackle” a ball carrier, 1 flag must be pulled off.
*6 vs.6, all passing, 1 run per time you have the ball, no Quarterback sneaks

The Rules:
*To start of each play Quarterback says “set”, “hike”, them must count 7 alligator out loud. Must throw pass or hand off by 7 alligaor or it will result in loss of down.
*Anytime the ball hits the ground, the play is over (incomplete pass, fumble).
*Each team is allowed 4 downs to get a touchdown or a first down.
*A first down may be gained by reaching the next 20 yard zone. You can earn 2 first downs before you must score a touchdown.
*On fourth down, the offensive team must declare what they are going to do: go for it or punt.
*Defensive players may not rush the Quarterback at any time.
*If a ball carrier falls down, the play is over and the ball is placed at the spot where the person fell.
*If a flag accidentally falls offs, the play is considered dead at that spot.

Penalties:
*Pass interference – defensive/offensive player touches the receiver after the ball has been thrown.
*Offsides – a player is across the line of scrimmage at the start of a play.
*Hand Slap – ball carrier slaps hand of defensive player to avoid getting their flag pulled.
*Stripping the ball out of a players hand
*Unnecessary Roughness – excessive pushing, tackling, tripping, ect.
*Loss of down- failure of quarterback to throw the ball after 7 alligator
*rushing the Quarterback
*illegal forward pass

A Child Called It

Pelzer, D. (1995).  A child called "it": One child's courage to survive.  Deerfield Beach, FL: Health Communications, Inc.

Age Level: 6th grade and up




This book is labeled an inspirational story on the front of the book, but is much more than that.  The theme of this informational book is new and deepened awareness of child abuse.  If you read this book and do not feel enlightened about child abuse, you will not ever.  I cannot say that I enjoyed reading this book, but I appreciate the book and why many teachers are having their students read A Child Called "It".

This book is written in 1st person by the protagonist, Dave, and his struggle with abuse from the age of 4 until 5th grade.  Obviously his mother is the antagonist in this book and does unthinkable things to Dave who she refers to as "boy" and eventually as "it".  Dave's abuse is recorded as the third worse case in the history of California and one can only imagine what the other cases were.  He is starved for days, made to enhale ammonia/clorox blend, made to eat feces, and treated as if he were worse than an animal.  These are just of a few things beyond the endless beatings and emotional abuse Dave has to endure from his mother. 

Ironically, the climax of the book begins in the first chapter where the school nurse records Dave's many, many bruises, scars, and other signs of abuse.  A meeting of school officials, nurse, and teachers is held where Dave finally admits to the abuse.  A police officer takes Dave away from his mother and then the story begins.  We learn of the happier times when Mom is fun and loving.  We then, unfortunately, learn of the dark days when Mother is abusive and blank.

Throughout this story are many teachable moments for students.  Of course, abuse will be the number one discussion point.  Also, throughout the story Dave steals in order to get food of any sort.  This would be an interesting discussion with students.  Ask the students how they feel about the stealing.  Is it bad that Dave stole?  Why is it bad or not?  What would they do if they had not eaten in 3, 4, or even 10 days?  This is an interesting topic because it brings up the ethics issue.

Also in this book, Dave goes against all odds and becomes a better person.  Throughout the book, he is determined not to be broken.  What does this mean to your students?  How can they relate to this person?  Does this make them feel differently about their peers?  Another set of questions would be about Dave's father.  Why did Dave's father allow his mother to treat him this way?  What could Dave's father have done?  How did Dave's father show him affection?

As the book rightfully mentions, this is an emotional and though-provoking book.  At the end of the book, there are resources for help that you can share and discuss with your students.

If you like this book or have questions about this book, be sure to read Pelzer's next books, The Lost Boy and A Man Named Dave.

Number the Stars

Lowry, L. (1989).  Number the stars.  New York: Houghton Mifflin Company.

Ages: 9 and up.

Genre: Historical Fiction

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“How brave are you, little Annemarie?” he asked suddenly. 

   She was startled.  And dismayed.  It was a question she did not want to be asked.  When she asked it of herself, she didn’t like her own answer. 

  “Not very,” she confessed, looking at the floor of the barn. (p. 75, 76)

Number the Stars a story based on real events is about Annemarie and Ellen, two ten year-old girls living in Copenhagen, Denmark in 1943.  Annemarie and Ellen do everything together.  Walk to school, race, play with their dolls, and dream of the cupcakes they cannot have because of the food shortages.  They are as close as sisters, yet the Nazis have just invaded Denmark and one will be saved because of her religious background.  One will not.  

How would you feel if your best friend was being hunted down because of her religion?  To what lengths would you go to keep her safe?  How far will Annemarie go to save her very best friend in the world and what will happen?  Pick up a copy Number the Stars by Lois Lowry, a story of friendship, bravery, courage, and loss,  at your local library to find out…

Holes

 

Sachar, L. (1998).  Holes.  New York: Frances Foster Books.

Holes has numerous awards including the Newberry Medal and National Book Award for Young People's Literature.  It is suggested for readers ages 9-12.  

I am not sure how a hard copy of Holes ended up on my book shelf.  More importantly, I do not know why it took me so long to read it.  This book, written in third person is not only the story of Stanley Yelnats, but his family's past as well.  As the story begins with a description of Camp Green Lake, readers are introduced to Stanley Yelnats.  Stanley is sent away to "camp" after being convicted for a crime he did not commit.  Readers immediately learn of Stanley's "no-good-dirty-rotten-pig-stealing-great-great-grandfather" who seems to get blamed for anything and everything bad that happens to Stanley's family.  

At the camp, Stanley is forced with the other boys to dig 5 X 5 feet holes as a sort of penance for whatever they have done to be at Camp Green Lake.  This book takes you from present to distant past and creates the stage in the narrative for the irony in the book.  One example of irony is that the curse of Stanley's great-great-grandfather is his failure to carry Madame Zeroni up the hill and sing the pig lullaby only to be lifted when Stanley carries Zero up the mountain and sings the same lullaby to him.  Another example is that Stanley's great grandfather is robbed by Kissin' Kate and this is why Stanley and the other boys at Camp Green Lake are forced to dig holes.

As a realistic fiction book, we see acceptance by peers throughout the book.  Stanley is relieved to be called "Caveman" because the group has accepted him and doesn't mind the name, just that he has one is good enough for him.  Sachar also develops close friendships in the book with Stanley and Hector (Zero).  When Stanley is on top of the onion hill with Zero, he experiences the happiest time because he has a friend.

When reading this book, you will enjoy the flashbacks into the past, the characters, and how they shape the present day characters of the book.  This book is a great way to discuss many topics with your students: 

perseverance - How did Stanley's "no-good-dirty-rotten-pig-stealing-great-great-grandfather", Eyla have perseverance? How did Stanley's father have perseverance, What other characters showed perseverance? 

fate - Do you believe in fate?  What are some examples of fate in this book?

bullying - What is bullying?  How were the boys at Camp Green Lake bullied?  Who bullied them, how?  How was Stanley bullied at school?  Where else in the book does bullying occur?  How would you handle these situation?  Was Mr. Sir bullied?

Whether you read Holes with your class or just for fun, you will never look at holes the same again!

Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Viorst, J. (1972).  Alexander and the terrible, horrible, no good, very bad day.  New York: Antheneum.

Have you ever had a bad day?  Haven't we all?  Alexander and the Terrible, Horrible, No Good, Very Bad Day is an ALA Notable Children's Book and while it is written for ages 5-7, the book is one people of every age can associate with.  Poor Alexander is having a bad day and his day continues to get worse and worse instead of better.  He wakes up with gum in his hair, doesn't get a toy in his cereal, loses his best friend, gets a cavity, has to eat lima beans for dinner...

This realistic fiction book is a great example of situational realism because most if not all kids can relate to having a day when nothing seems to be going their way.  Viorst writes this book in 1st person point of view (Alexander).  Throughout the book, the general theme is that everyone has bad days.  When reading this book to your class or child, make sure to talk about this theme as well as their feelings about the theme.  This could be a great character education lesson.

Here are some discussion questions:
What people in the story made Alexander have a bad day?  What did they do to him?
Have you ever had a terrible, horrible, no good, very bad day?  How did you feel?
Why did Alexander want to go to Australia?  Why do you think he wanted to go there?  Where do you want to go when you are having a bad day?

Learning to Swim

Turner, Ann. (2000). Learning to swim. New York: Scholastic Press.

This selection has been designated as an outstanding book by the Junior Library Guild for YM Group.  It is appropriate for ages 13 and up.

By the cover and title, i was expecting this memoir to be about just that...learning to swim.  I have never been so wrong in my life.  Learning to Swim is narrative poetry about one summer in Turner's life.  What began as a fun summer trip to her lake house filled with wonderful memories, smells, and the hope of learning to swim became a summer of hurt and shame brought on by a childhood neighbor who molested her in her room.

Through free verse poetry, the 113 pages of this book fly by.  The author uses her voice as it was when she was a child to reflect on the events of the summer. Turner's word choice (the knobby path, p. 13) and imagery  in this book (because it keeps coming back / like a skunk dog / on the porch / whining to get in, p. 1) create the reality of the child's world and makes the reader feel as if they are right there.

This book is quite disturbing and needs to be read and discussed with a class intimately.  It would also be a good choice for a girl who has unfortunately been in the same situation.  When reading this book with your class, be sure to discuss metaphors and how the title is a metaphor for something completely different.  You can have your students come up with metaphors of their own and discuss within a small group or with the entire class.  Learning to Swim is a quick read that will never be forgotten.

Some interesting questions to raise about the book would be:
How does the child's voice change after she goes to "read a book" with Kevin?
Why is it important to tell a trusted adult if something happens to you?
How did the child feel after telling her mother about the abuse?
What is the importance of the pink float?
Why did the child arrange her dolls after the abuse?
At the end of the book, there is a page with 24-hour  help lines.  Why did the author include these?  When is it appropriate to call these help lines?