1

Montclair State University

Exercise Science and PE Department
Lesson Planning and Teaching Assessment
Planning and Implementation Standard
Candidate Name: Shaila Camilo
Date: September 29, 2016
Title of Lesson: Soccer Mini-Games
Class Time: 80 minutes
Target Audience/Grade Level: 7th
Numbers of students in class: 43 Students
Teaching Location: Gym
Goal of the lesson: To teach students how to apply their soccer skills into game scenarios.
Developmental characteristics of students: Psychomotor: Some students have played in soccer league and are very
proficient in the way they dribble and pass. However, there are some students who do not execute skills as well. My interpretation
of the last classes is that everyone participates and does the best that they can do to help their team win the game. Social:
Students play very well with each other, however, sometimes students are tugging on each others shirts or bumping into their
opponents roughly, resulting in a disagreement. Students are warned to not play like they play in their league but rather in a
manner that helps everyone try their best. Cognitive: During this soccer unit, I see that students know how to pass however, they
dont want to. They want to maintain possession of the ball. Some students do pass and pass at the wrong time. Students also
need to be reminded to stay in the back of their field, just in case the ball is in the opposing players possession. Students can
and will perform a skill however, they may have poor judgment in doing so.
Description of student(s) who need accommodations: Still awaiting 504s and IEPS. However, the size of the field of
play can reduced to accommodate students. Also the game can be accommodated by, everyone in their team
needs to touch the ball before a goal can count. Other accommodations will be to allow the students to practice
more off to the side of the gym with students in their group.
Instructional Objectives:
Psychomotor 1. Students will be able to dribble the ball down the field while keeping the ball away from defenders 3 out of 5 the
games that are played. 2. Students will be able to retrieve a pass from their teammates without having an opponent intercept 3
out of 5 times that this happens.
Cognitive 1. Students will be able to analyze the opponent's game strategy before making an uneducated decision about
passing or dribbling down the court. 2. Students will be able to identify when to steal the opponent's possession of the ball by
successfully taking possession 2 out of 5 times.

2
Affective 1. Students will be able to cheer for their teams, keep their hands to themselves, play nicely, and kick the ball below
head level during and in between games.
New Jerseys Core Curriculum Content Standards and Cumulative Progress Indicators: (write out standard, not just
the number)
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance,
and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.

Materials and Equipment List

Projector
Computer
10 Cones
Pinnies 6 for every color
2 soccer goals
popsicle sticks count 45
assessment poster board

Technology Utilized in Lesson

For the warm-up, I will be using the projector to project powerpoint slides. In the slides is a game called deal or no deal. Students choose
what theyd like to warm up and if they dont like it they can chose something else. The exercise may become more difficult or get easier.

Time Allotment

Lesson Plan Segments

12 Minutes

Instant Activity/Attendance:
Students have 8 minutes to
change and 4 additional minutes
so teachers can take attendance.
Students will be sitting in squad
spots.

18 minutes

Warm-ups
Teacher will have already set up
the projector to show the DEal or
No Deal activity. Students will still
be in their original squad spots
but can move if theyd like but
must have space between their
peers and boundaries.
Teacher will allow one student,
call their name, to come up and
pick a number. That number will
turn into an exercises and how
many reps should be done. The
student can choose to say deal
and perform the exercise for the
class or say no deal. However, no
deal may result in a more difficult
exercise or an easy exercise. This
will be repeated 10 times. So 10

Student
Formations and
Transitions
S
S
S
S
S
S
S
S
T
S
S
S
S
S
S
S
S

Accommodations

Assessment:

T
S S S S S S
S S S S S S
S S S S S S
S S S S S S
Skill-related:
S S S S S S
S S S S S S
S S S S S S
S S S S S S

Answer any
questions about
performing a
certain exercise
below allowing
students to
continue with the
chosen exercise.
Task-Related:
Who will come up
to the teacher?
Is the exercise
guaranteed to
become easier if no

4
different names will be called.

deal is chosen?

After students will be allowed to

drink water.
6 minutes

Introduction/Motivation /
Anticipatory Set
Students have played mini games
already and will be put into the
same teams they were in last
class. Students will put on their
pinnies on and sit quietly.
Teacher will explain boundary
lines and the time they will be
playing Teacher will also explain
the rules about toeing the ball
and that kicking the ball above
someone's head can result in a
penalty kick.
Learning tasks / experiences 1

Learning task 2
Learning task 3
Learning task 4

S
S
S
S
S
S
S
S

T
S S S S S S

Skill-Related
none

S S S S S S

Task-related:

S S S S S S

What are the

boundaries?

S S S S S S
Are we kicking the
ball into the air?

33 minutes

Culminating activity
Students are in teams and the
teacher will call out the two
teams that will play against each
other. Since there are 6 teams, it
will be a 6 game round robin.
Students on the sideline will sit
and cheer for the students who
are up and playing.
Students will play for 3 minutes
and that will be on the buzzer.
Once the buzzer goes off,
students can go back to the
sideline or grab a drink of water.
If there are students who are at
the water fountain, do not begin
the next game until they have all
finished and walked back to the
sideline.
continue the mini games until
time has finished.

11 minutes

What do you do with the students

at the end of the class?
TEacher will have the students
ask themselves how do they think
they did these past two days
playing soccer. And this will lead
to the next phase.
Teacher will hand out popsicles

sssssssssssssssssss
ssss
s
s
s
s
s s
s
s
s s
T
s
s

6
and with those pop sicles
students will drop there popsicles
in the bag that best fits what they
need help with. NAmes are on the
popsicles sticks prior to class.
The optional places to put their
popsicles on the the poster board
is I have trouble with dribbling, I
have trouble with passing, I have
trouble with shooting accurately, I
have trouble with defending, or I
am doing well.
After the students place their
popsicle stick in the bag they
deem fit, they will put their
pinnies in the crate and they
may go down stairs to change for
8 minutes until the bell rings.