ASSESSMENT RUBRIC

Objective: Create a community

Sportsmanship Unit | Level 5

TECHNIQUE
Today we are going to learn how to create a community.

IMPORTANCE
It is important to create a community because it builds a trusting environment where students feel safe to grow. It also is essential for learning how to work together as valued team members.

VOCABULARY
Community: a group of people that share or have certain attitudes and interests in common.

These phrases can be used during different situations that may come up while playing a game with teammates:

Disagreeing Phrases

• “I feel ___ when you do ___.“
• “Maybe we could try ___?“
• “You/we might consider trying....”
• “I noticed ______ , but I wish ____.”
• “Something I liked is ____ because _____.”
• “I see your point, but what about _____?”
• “What if we did _____?“
• "How about we try _____?”

Encouraging Phrases

• “You can do it!”
• “Keep going!”
• “I am confident in your ability.”
• “We care about you.”
• “I know you can handle it.”
• “We can do this together.”
• “We need your help with ___.“
• “Can you help us do ____?“
• “We won’t be able to do ___ without you.”
• “We really want you to be a part of our team.”

Congratulating Phrases

• “You really improved today.”
• “It’s obvious you did your best.”
• “It made me feel good when you did ____.”
• “I appreciated _____.“
• “Thank you for doing ____ in the game.”
• "Give each other high-fives or a hug after a game or challenge.

STORYLINE
Today we are playing Conveyor Belt. Your goal is to pass your fuzzy ball down the conveyor belt to each of your teammates faster than the opposing team. Remember, we are working together in this game to help us create a community.

INSTRUCTIONS

• I will divide the class into two teams.
• I will select one student to begin as the thrower.
• The rest of you will be catchers.
• When I say, "GO!" the thrower will move down the conveyor belt, throwing the fuzzy ball to each teammate.
• All throws must be made below the waist.
• When the thrower gets to the last catcher, he/she must then run to the end line and tag the teacher.
• The first team to tag the teacher gets a point.
• At the beginning of each game, the previous thrower will rejoin as a catcher at the end of the conveyor belt. The first catcher in the conveyor belt becomes the new thrower (every catcher moves down the line). 

TEACHING TIPS

• Approach:
  • Divide teams equally based on athletic ability.
  • Increase the number of teams based on class size.
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I worked on building a __________ with my classmates.
  • Sharing equipment can be difficult when...

STORYLINE
Today we are playing Wiggly Worms. Your goal is to work with your partner to shape your wiggly worm (jump rope) into the letter, number or shape that is called out by the teacher. Remember, we are working together in this game to help us create a community.

INSTRUCTIONS

• I will divide the class into pairs.
• When I say, “GO!” work with your partner to shape the wiggly worm into the assigned number, letter or shape that is called out.
• You and your partner only have 20 seconds (or less) to shape your wiggly worm. 

TEACHING TIPS

• Approach:
  • If students start to argue about “who gets to move the wiggly worm,” have them Ro Sham Bo and trade off each round.
  • Try rotating students after each game so everyone gets a chance to work with multiple partners.
• Safety:
  • The jump ropes should stay on the ground in this activity and should not be tossed around.
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I worked on building a __________ with my classmates.
  • Sharing equipment can be difficult when...

STORYLINE
Today we are playing Coast Guard. In this game you are the Coast Guard and have to save the stranded survivors (fuzzy balls) in the ocean by using your helicopters (balance beams) and lifejackets (dots). Your goal is to get all of the survivors back to the shore. Remember, we are working together in this game to help us create a community.

INSTRUCTIONS

• Before the game begins, line up shoulder-to-shoulder on the baseline.
• I will give each person a lifejacket and I will select four people to distribute the helicopters.                                         
• When I say, “GO!” you will have one minute to set your helicopters and lifejackets into the ocean.
• At the end of the minute, you must line back up on the baseline.
• When I say, “GO!” you will have five minutes to try and bring back all of the survivors.
• If you fall into the ocean (step on the ground), you must start over at the baseline.
• If you fall into the ocean while holding a survivor, you must bring back the survivor and start over.

TEACHING TIPS

• Approach:
  • Depending on class size, increase or decrease the distance between the shore and the survivors.
  • For larger class sizes, have students also begin on the opposite sides perpendicular to the shore.
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I worked on building a __________ with my classmates.
  • Sharing equipment can be difficult when...

STORYLINE
Today we are playing Passing Ships. In this game you are all ships trying to cross the ocean safely. Your goal is to make it to the other side without being taken over by a pirate (tagger). Remember, we are working together in this game to help us create a community.

INSTRUCTIONS

• I will begin as the pirate.
• Before the game begins, line up on the baseline shoulder-to-shoulder.
• I will call out a ‘Yes’ or ‘No’ statement (Do you have a pet? Did you eat breakfast this morning? Are you wearing shoes? Have you ever been to the beach?).
• If you answer, “Yes” you must run to the end line without being tagged.
• If you answer, “No” you stay on the baseline.
• You have three seconds to leave the baseline after I call out the statement.
• If you are tagged or go out-of-bounds, you become a pirate the next round.
• We will begin a new game once there are no ships left.

TEACHING TIPS

• Approach:
  • Use general ‘Yes’ or ‘No’ statements so most students can participate.
• Safety:
  • Remind students to keep their heads up when crossing to avoid bumping into others.
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I worked on building a __________ with my classmates.
  • Sharing equipment can be difficult when...