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Jasmine Powell

Practicum Experience: High School-10th Grade

Putnam High School


Soccer
UNIT PLAN

[Miss Supinski]

[Putnam High School: Springfield, MA]

[October 2nd-5th and October 15th-16th, 2018]


2

Table of Contents
Cover Page Page 1

Table of Contents Page 2

Unit Plan Pages 3-8

Grading Policy Page 9

Unit Plan Assessments Page 10-27

References Page 28

Checking for Learning Pages 29-32

Other Assessment Results Page 33

Lesson Plans Pages 34-87


3

Unit Outcomes Reference MA CF Content to be taught Assessment


& NASPE
(By the end of Standards (include rubrics, quizzes,
the unit, by #
etc. in “written materials”
students will be section)
able to…)

Psychomotor: NASPE: Day 1: Day 1:


Demonstrate ● Attendance ● Pre-test
S2
soccer skills, Relay ● Teacher
activities, and MA CF: ● Cone observation
dribbling
games that will 2.17, 2.9, 2.2 Day 2:
promote -first cone, to ● Teacher
lifelong healthy last cone, to observation
habits. first cone ● Quiz

-” suicides” Day 3:
● Task sheet
-weave
● Teacher
-desired set- observation
up
Day 4:
● Crazy
● Teacher
knockout
observation
Day 2:
Day 5:
● Crazy
● Teacher
knockout
observation
● Partner
● Quiz
passing with
trap Day 6:
● One-touch ● Teacher
passes observation
● Pass and run ● Post-test
● Passing with
accuracy

Day 3:
4

● Pass and run


● Dribble,
pass, trap,
and shoot
● Dribble,
pass, and
shoot
● Dribble,
pass, trap,
and shoot
with a
defender

Day 4:
● Square formation-
pass and move to
open space
● Square formation-
pass and move to
open space with
defenders
● Soccer mini-games

Day 5:
● Run two laps around
soccer fields
● Game play

-Go over rules

-Boundaries

-Safety

FOCUS:

-Move to space

-Keep the ball on the


ground
5

-Lead players with


ball

Day 6:
● Run 2 laps around
soccer fields
● Game play

-Review rules

-Review boundaries

-Review safety

FOCUS:

-Keep the ball close

-Make at least two


passes before taking
a shot

-Keep eyes up

Cognitive: NASPE: Day 1: Day 1:


Explain the ● Safety ● Pre-test
S3
skills, ● Rules for ● Mini-
modifications, MA CF: each activity closure:
rules, ● Skill cues for informal
2.8, 2.7
dribbling questioning
strategies, and
● Importance ● Checking
tactics used in
of dribbling for
soccer and
● Importance understandi
why it's of skill cues ng before
important to ● Importance activity
use them. of knowing ● Closure-
how to informal
change questioning
direction
Day 2:
6

● Quiz
Day 2:
● Checking
● Safety
for
● Rules for
understandi
each activity
ng before
● Review skill
activity
cues for
● Mini-
dribbling
Closure:
● Skill cues for
informal
passing
questioning
● Go over what
● Closure-
a trap is
turn and
● Go over one-
talk
touch
● Importance Day 3:
of passing ● Task sheet
● Importance ● Mini-closure:
of passing informal
skill cues questioning
● Importance ● Closure-
of accuracy, discussion
force, and ● Checking for
placement of understanding
passing before activity

Day 3:
● Safety
Day 4:
● Review rules for
● Mini-closure:
each activity
informal
● Review passing
questioning
● Skill cues for
● Closure- informal
shooting
questioning
● Go over what will
● Checking for
help in shooting
understanding
● Importance of
before activity
accuracy, and force
in shooting Day 5:
● Go over task sheet ● Closure- informal
7

questioning
Day 4:
● Checking for
● Safety
understanding
● Boundaries
before activity
● Review rules for
● Quiz
each activity
● Review passing Day 6:
● Introduce soccer ● Closure- turn and
game rules talk
● Checking for
Day 5:
understanding
● Safety
before activity
● Boundaries
● Post-test
● Soccer game rules
● Purpose behind the
focuses

Day 6:
● Review safety
● Review boundaries
● Review soccer game
rules
● Go over newly
added soccer game
rules
● Purpose behind the
focuses

Affective:
NASPE: Day 1: Day 1:
Develop
● Students will display ● Teacher
attitudes, S4 sportsmanship and Observation
behavioral skills,
full effort ● Exit slip
and self- MA CF:
● Attendance slip
confidence Day 2:
2.25
needed to adopt ● Students will exhibit
safe and appropriate
and maintain a Day 2:
behavior
physical activity ● Teacher
lifestyle Day 3: Observation
8

throughout the ● Students will


unit activities demonstrate
while becoming understanding of the
a physically content throughout
the instruction and Day 3:
literate
activates ● Closure-Informal
individual. questioning
Day 4:
● Students will follow
class expectations,
rules and routines

Day 5:
● Students will work Day 4:
appropriately in ● Checking for
groups and partners understanding
before activities -
Day 6:
Informal
● Students will provide
questioning
positive and
corrective feedback Day 5:
to their classmates ● Teacher
Observation

Day 6:
● Closure-Turn and
talk
● Student rubric
9

Grading Policy
Students can earn up to 20 points in a day which accumulates to a maximum of
100 points per week.

Participation- 12 points

Preparedness- 4 points

Listen/Follow directions- 4 points

Students start with 20 points at the beginning of class. Points decrease based off
certain inappropriate behaviors that students may partake in.

Poor participation (pp)= -10 points

Late (L)= -4 points

Off-Task (j)= -5 points

Dangerous/Unsafe (Dg)= -12 points

Skipped :( = -20 points

Affective Teacher Observation

It is based on a 3-point scale where 3 is the highest score they can get for the day
and 1 is the lowest. Every affective objective has two parts. For example:
“Students will work appropriately in groups and partners.” If the students work
appropriately in groups and partners they get a 3, if they only work appropriately
in one they get a 2, and if they do not work appropriately in either they get a 1.

3- Student was able to complete affective objective during the lesson.

2- Student was able to partially complete the affective objective during the lesson.

1- Student did not complete the affective objective during the lesson.
10

Pre-test/Post-Test for Soccer Unit


Miss. Powell

Name: ________________________________________ Date:


______________________

1. Name all three key-elements to dribbling?

1.______Keep eyes
up____________________________________________________________________

2.______Keep the ball


close____________________________________________________________________

3._______Know what side of the foot you are using to change


direction_____________________

2. Circle the best answer.

I dribble the soccer ball using my:

a. toe of the shoe

b. inside of my foot

c. outside of my foot

d. top of my foot

e. Both b and c are correct

f. Both b, c, and d are correct


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3. I can keep the ball close to my body by using ______light______________ taps.

4. _______keeping my eyes up____________is a good way to for me to see where I am


going while dribbling.

5. Circle the best answer.

This is how you stop the ball and turn in the opposite direction while dribbling:

a. Pull back turn

b. Cut back turn

c. Wrap around and turn

d. A and B and C are all correct

6. Why is passing so important in soccer?

______Many answers are taken. One example is: Passing is so important because it allows the
ball to move up the field towards the goal to score.
____________________________________________________________________ __

___________________________________________________________________________ _
12

7. What should you remember to make a good pass?

a. Plant your opposite foot 5-7 inches to the side of the ball facing the target.

b. Push the ball using the instep of the inside of the foot.

c. Follow through towards your target.

d. All are correct.

8. What does it mean to “trap” a pass? _

____You put your foot on top of the ball to stop


it.____________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

9. When I am passing the ball to a teammate it should be passed:

a. Directly at them

b. Behind them

c. In front of them

d. All are correct


13

10. If I am passing/dribbling the ball towards the goal I am on


__offense____________________

11. If I am passing/dribbling the ball away from the goal I am


on___defense____________________

12. The player on your right has a defender on them, the player on the left has two defenders
on them, and the player behind you has no defender on them. Who do you pass the ball to and
why? I would pass the ball to the player behind me because there is no defender on them.

13. When a player is throwing in a ball they are on _______offense___________________

For Questions 14-15 Circle the best answer

14. If the ball is kicked behind the end line by the defense it is a Corner kick/Goal kick

15. If the ball is kicked behind the end line by the offense it is a Corner kick/Goal kick
14

16. Where should your non-kicking foot be placed when performing a soccer shot?

a. In front of the ball

b. Beside the ball

c. Behind the ball

d. Facing toward the target

e. Both b and d are correct

17. I use the _____inside________________________ of my foot to shoot the ball

18. To keep the ball low enough to go into the goal you must

a. Lean forward

b. Lean back

c. Swing your leg as hard as you can at the ball

d. Both b and c are correct

19. Offense becomes defense when

a. The ball is stolen from offense

b. The ball is kicked out of bounds by offense

c. The ball is passed to a teammate on offense

d. Both a and b are correct

Circle the correct answer and fill in the blank


15

20. When a goal is scored the offensive/defensive team is awarded _____1______point(s)

_______/20
16

Soccer Quiz 1

Miss. Powell

Name: ___________________________________

Due: October 2nd, 2018

Answer the short answer questions completely.

1. What are the three skill cues for passing a soccer ball?

Non-kicking foot on side of the ball, faced towards target, use the inside of your
foot to kick the ball, and follow through.

2. What are the three key elements for dribbling a soccer ball?

Keep eyes up, keep the ball close, and know what side of the foot is used for the
direction you are going in.

Circle the best answer.


17

3. It is important to _______ so I know where my open teammates are, so I can


pass them the soccer ball.

a) Keep the ball close

b) Yell

c) Keep my eyes up

d) All the above are correct

4. If I am trying to dribble the soccer ball to my right I am using the _____ of my


foot.

a) Inside

b) Outside

c) Top

d) Bottom

5. I must pass the ball _____ my team mate when I am making a pass.

a) In front of

b) Behind

c) Directly to

d) Away from

6. Who should the ball be passed to when playing soccer?

a) The teammate that is the farthest away from me


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b) The teammate that is closest to me

c) The teammate that is open

d) The teammate that is closest to goal

7. How can you stop the ball and turn in the opposite direction when dribbling?

a) Pull back turn

b) Cut back turn

c) Wrap around and turn

d) All the above are correct

8. When I am passing far away I must kick the soccer ball ______ to reach my
teammate.

a) Lightly

b) Hard

c) With my toes

d) With the outside of my foot

Circle T (True) or F (False)

9. To keep the soccer ball close I must use light taps T/F

10. I cannot pass the soccer ball behind me to a teammate T/F


19

_____/10
20

NAME:

DUE DATE: October 3rd, 2018

I would like to get to know you better and have you get
to know me better!

Tell me one fun fact about yourself:

Ask me a question (make sure it is appropriate). Example:


What is your favorite color?
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Attendance Relay
22

Name:____________________________
Date:_____________________________
Class:____________________________

Task Sheet for a 15 ft. Shot in Soccer

Directions
You will attempt to take a shot directly in front of the soccer goal from 15 ft away.
You will be allowed to take a total of six separate shots in today’s lesson. When
taking a shot in soccer you must have power and accuracy. To successfully take
a shot on goal you must demonstrate 2 out of 3 skill cues during one of your six
attempts, and keep the ball on the ground. The goal for the lesson is to get more
than two attempts completed successfully! You will pair up with a classmate
where one of you will observe and record skill cues, while the other shoots on
goal. Place an X on the blank line if the cue was performed for each attempt.

**Flip sheet over to record**


23

Recorder:_____________________

15 ft. Shot in Soccer


1st 2nd 3rd 4th 5th 6th

1. Non-kicking foot on the side of the ball faced at target.

___ ___ ___ ___ ___ ___

2. Used inside of foot.

___ ___ ___ ___ ___ ___

3. Followed through with their shot.

___ ___ ___ ___ ___ ___

4. Kept the ball on the ground.

___ ___ ___ ___ ___ ___

Total successful shots on goal (2 out of 3 skill cues correct):_________


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Soccer Quiz 2

Miss. Powell

Name: ___________________________________

Due: October 15th, 2018

Answer the short answer questions completely.

1. What are the three skill cues for shooting a soccer ball?

Non-kicking foot on side of the ball, faced towards target, use the inside of your
foot to kick the ball, and follow through.

2. How many points is a soccer goal worth?

A soccer goal is worth one point.

Circle the best answer.

3. If I am a(n) _________ I am passing/dribbling the soccer ball towards the


goal.

a) Offensive player

b) Fullback

c) Halfback

d) Defensive player
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4. If I am trying to dribble/pass the soccer ball away from the goal I am


a(n)_____

a) Forward

b) Goalie

c) Defensive player

d) Offensive player

5. If the soccer ball is kicked behind the end line by the defense it is a
___________.

a) Throw in

b) Kick-off

c) Goal kick

d) Corner kick

6. If the soccer ball is kicked behind the end line by the offense it is a
___________.

a) Kick-off

b) Goal kick

c) Corner kick

d) Throw in

7. Where should your non-kicking foot be placed when performing a soccer


shot?
26

a) Beside the ball

b) In front of the ball

c) On top of the ball

d) Behind the ball

8. The goals are small, so I must ____ to keep the soccer ball on the ground.

a) Lean back

b) Lean forward

c) Kick Hard

d) Kick with my toes

Circle T (True) or F (False)

9. If I am throwing the soccer ball in, I am on offense T/F

10. Offense becomes defense when the ball is kicked out of bounds by offense

T/F

_____/10
27

Student Survey
Name: ______________________
Instructions: Today was the last day of the soccer unit. All
students were to participate in game play while focusing on “providing
positive and corrective feedback to their classmates.” Below, answer the
questions to the best of your ability by placing an X in the box that best
explains your situation.

Statement Yes No
My team mates
provided me with
positive feedback.
My team mates
provided me with
positive corrective
feedback.
I provided my team
mates with positive
corrective feedback.
I provided my team
mates with positive
feedback.
My teacher gave me an
example of positive
feedback.
My teacher gave me an
example of positive
corrective feedback.
I feel as though I
improved throughout
this lesson from the
provided feedback.
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References
● http://www.pelinks4u.org/naspeforum/discus/mes

sages/1239/soccer-2804.pdf

● https://youtu.be/xvaD2AamMpU

● https://prezi.com/voucsvooxdoi/soccer-skills-

lesson-plan/

● Luxbacher, J. (2014). Soccer : Steps to success

(Fourth ed., Steps to success). Champaign, IL:

Human Kinetics.

● Huijgen, B., Elferink-Gemser, M., Ali, A., & Visscher,

C. (2013). Soccer skill development in talented

players. Int J Sports Med, 34(8), 720-726.


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Checking for Learning

10/2/18 Pre-test

10/16/18 Post-test

Soccer Unit- 1st period Sophomores

Pre-test and post-test for soccer unit


J.G. 0 1
A.B. 2 11.5
I.T. 4 7
J.M. 4 9
1st Period Sophomore students

J.C. 4 7
A.C. 12 16
J.S. 10 15
J.D. 7 16
E.Co. 9 15
D.L. 8.5 15.5
J.Ri. 8.5 13.5
I.L. 1 6
A.A. 2 10
E.S. 5 15.5
I.G. 13.5 18
K.R. 7 13.5
E.C. 7.5 12.5
C.D. 5 13

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Pre-test and Post-test points out of 20
Post-test Pre-test
30

Student Name Pre-test out of Post-test out of Low, Moderate, or Attendance out
20 20 High improvement of 6 days
J.G. 0 1 Low 2
A.B. 2 11.5 High 4
I.T. 4 7 Low 4
J.M. 4 9 Moderate 6
J.C. 4 7 Low 5
A.C. 12 16 Moderate 3
J.S. 10 15 Moderate 6
J.D. 7 16 High 6
E.Co. 9 15 Moderate 6
D.L. 8.5 15.5 Moderate 5
J.Ri. 8.5 13.5 Moderate 6
I.L. 1 6 Moderate 4
A.A. 2 10 High 6
E.S. 5 15.5 High 6
I.G. 13.5 18 Moderate 5
K.R. 7 13.5 Moderate 4
E.C. 7.5 12.5 Moderate 6
C.D. 5 13 High 6

Key:

Low-Improvement is less than 4

Moderate-Improvement is between 4-7

High-Improvement is greater than 7

Average pre-test scores out of 20 Average post-test scores out of 20


5 12
31

Conclusion

There are many factors that affect the scores for a pre/post-test. For the soccer
unit, 18 students took the pre-test and the post-test. The pre-test was taken on the first
day of the soccer unit. No information was given to them that connected with the pre-
test. They had to take it and try their best answering as many questions as possible.
The post-test was held on the last day of the soccer unit which was six lessons later
than the pre-test. By this time, we worked on passing, dribbling, shooting, offense,
defense, and game play. The goal of this checking for learning assessment was to show
that the educator had installed new intellect into the student’s cognitive domain.

A bar graph was created to show visual proof of the improvements made. All 18
students scores improved. Their pre-test and post-test scores were then compared to
determine if the students had a low, moderate, or high improvement rate. 3 of the 18
students had a low improvement. 10 of the 18 students had high improvement. Finally, 5
out of the 18 students had high improvement. Factors that could have played a role in
the low and moderate improvement students would be attendance, attention,
understanding, and pre-test scores. All three students did not come every day for the
soccer unit. This could cause them to miss important information that would be on the
post-test. Attention plays a role in these improvements because if a student is not
listening while informing, instructions, and checking for understanding takes place, they
will not know what is going on and will not be able to remember what was said that
could be on the post-test. Any of the students come from Hispanic or other diverse
cultures. They may understand the English language but when it is written out, they may
not be able to comprehend what is being asked. The pre-test and post-test although the
same, had a variety of questions such as multiple choice, short answer, circle the best
answer, and fill in the blank. These variations of ways to ask questions are hard to solve
for some students. A final factor is pre-test scores. If a student did well the first time, the
second time they take it they may only improve by a few points. An example of this is
student I.G. She scored 13.5 the first time but then almost had a perfect score by
receiving a score of 18 out of 20. This means these students had some background
knowledge in soccer from either another PE class or from playing soccer themselves.
Factors that affect high improvement scores are attendance, attention, pre-test scores
and feedback. Attendance plays a role because if the students were at every lesson
they participated in every activity and were able to obtain every piece of information that
would be on the post-test. 4 out of the 5 students that had high improvement were at all
32

six lessons. Attention plays a role in high improvement because if the student is listening
to everything the educator says, watches all the demonstrations, and participates during
the mini-closure and closure they are allowing their cognitive domain to increase
exponentially. If a student scored very low on the pre-test, they automatically have more
room for improvement. The reasons for scoring low could be because they never played
soccer before, or because they did not want to try on the pre-test since it did not count
against their grade. An example of this would be A.B. She had never played soccer
before and knew very little going into the unit. Her pre-test score was 2 but, after six
days of information and practice, she scored 11.5. During activities and game play, in
every lesson, the educator provided feedback. Once the feedback was provided
students could correct their performance and provide the same feedback to other
students. They would also hear the skill cues and important key elements multiple times,
so it became embedded into their memory. The average scores of the pre-test and post-
test were taken as well. The pre-test average score was 5 out of 20 and the average
post test score was 12 out of 20. This means that there was high improvement in the
class overall. All 18 students scores improved which means the soccer unit that was
taught provided increased learning experiences.
33

Other Assessment Results

Soccer Pre-Test.pdf Soccer Exit Slip.pdf Soccer Quiz 1.pdf Soccer Task Soccer Quiz 2.pdf
Sheet.pdf

Soccer Student Soccer Post-Test.pdf


Survey.pdf

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


34

NAME: Jasmine Powell DATE:10/2/18 TIME: 7:35-8:25, 8:28-9:11, 9:14-9:57, 12:04-12:47, and 1:38-2:20
SCHOOL: Putnam High School LESSON#: 1 FACILITIES: Outside
CLASS SIZE: _18, 18, 25, 14, 11____ GRADE: 10
UNIT/THEME: Soccer GENERIC LEVEL: Control/Utilization
EQUIPMENT: 12 Soccer balls, ~ 25 various colored pinnies, ~ 40 small cones, ~25 pens/pencils, ~5
sheets of attendance paper, ~25 exit slips

FOCUS OF LESSON: Dribbling


STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P)- Practice dribbling correctly using all three skill cues at least twice during each activity throughout the
lesson. (N.S.G.L.O S1.H1.1 MCHCF 2.17, Activity #1, Activity #2)

(C)- Explain why each skill cue is important for dibbling at least twice throughout the mini closure and
closure of the lesson. (N.S.G.L.O S2.H1.1 MCHCF 2.24, Mini-closure, Closure)

(A)- Students will display sportsmanship and full effort 100% of the time in the lesson. (N.S.G.L.O
S4.M1.6, MCHCF 2.26, All)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Provide positive specific feedback at least twice during each activity during the entire lesson.

2. Give the students an outline of safety, expectations, and the class schedule (at least once) so goals
and a respectful environment can be achieved.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The field is about a seven-minute walk to get to, so I must try and shorten instruction, transition, and wait
time as much as possible for optimal ALT-PE. Because other PE classes are outside I must express safety
and expectation, so no one gets hurt in or outside of my class. Soccer balls are a trip hazard and can “re-
open” an injury such as a sprain or fracture. If anyone is feeling pain or discomfort they should sit out or
take it easy. All students are sophomores so they around the same developmental growth. My period three
class is the largest so I must take into account set-up.

REFERENCES: ___

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999


35

https://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=119

https://www.soccercoachweekly.net/soccer-drills-and-skills/dribbling/
LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS


0- Transition S-students Today was a
7min Students will come into the hallway be greeted by Ms. Powell. T-teacher great day for my
Pre-test will be completed and then they will then walk out to the P-pinnies practicum
field and begin their warm-up. C-cones experience. It
SB-soccerballs was the first day
Safety will be addressed throughout entire lesson: A-attendance slips of my soccer
-Don't intentionally hit anyone with the equipment unit. I decided to
-No rough physical contact you are going for the ball not the do dribbling.
player During first
- Wait and communicate when retrieving loose equipment such period I had
as soccer balls gotten through
-Be aware of surroundings one of my
Rules – Go/Stop- Whistle activities and it
began to rain.
Boundaries - Remain in the coned area, engaged in the Luckily, I know
activities always, if anyone has any questions don’t be afraid to soccer quite well,
ask. so it was easy to
accommodate my
Equipment will be laid out and organized for easy access. lesson for
indoors. My
Greeting lesson consisted
Good Morning everyone! Today we will be working on dribbling a of two activities.
soccer ball. First, we must warm up, so our bodies are ready and One was a series
loose to perform the activities. of cones where
A A A A the students had
7-12 Warm-Up C C C C to try different
For quick attendance! Students get into even sized groups based paths of dribbling
off their class size. Two cones will be set up equal distance apart such as forward
for every group. All students start at one cone. The first student and weave. I
crab walks to the second cone. Once they reach the cone the next C C C C added an
student in line can go and the student who reached the cone will S S S S extension in by
write their name on the piece of paper provided. This process will S S S S allowing the
continue until everyone is at the second cone and has their name S S S S students to set up
written on the piece of paper for each group. S S S S the five cones
12-17 anyway they
Transition would like to. My
All groups will leave the cones, walk over to me and have one- second activity
person hand me their attendance sheet. Go over skill cues for was a mini game
dribbling and first activity. of soccer where
36

the students were


Demonstrate dribbling and activity #1, then have students in a box and had
either partner up or work in groups of three for activity #1. to try and keep
the ball in the
box by changing
directions and
Informing: Dribbling avoiding the
https://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=119 SSSSSSSSSSSSSS defense. I ended
-Use the inside, top, or outside of the foot to push and guide the T my first period
ball class a few
-Keep the ball close minutes early
-Eyes up because I had
17-25 gone through
Activity 1: Cone Dribbling (PRACTICE STYLE) both of my
https://www.soccercoachweekly.net/soccer-drills-and- activities. Miss.
skills/dribbling/ Supinski had
Students will be broken up into groups of two or three based on mentioned to me
class size. All groups will be in front of a line of cones with a ball that I need to fill
placed next to the first cone. First students will go straight from the my time slot so
first cone to the last cone and back passing off the ball to the next for the rest of the
person in line. This will continue until everyone has gone. Next C C C C periods I added
students will do “suicides” with the cones. Once they reach the last two warm-up
cone students can dribble the ball directly back. Then students will C C C C relays and a
weave in and out of the cones from the first cone to the last cone guided discovery
all the way back. C C C C activity for more
ALT-PE. As the
Extension Up: Students will be given 30 seconds to set up their C C C C lessons went
cones how they want. (Either in a straight line or curved/ Close or along I was able
far apart). They will then be given the opportunity to weave C C C C to better project
through the cones in the desired set-up. SB SB SB SB my voice, as well
EXAMPLES WILL BE SHOWN FOR VISUAL S S S S as have my
UNDERSTANDING S S S S lessons run
-EXPLAIN THAT IT IS NOT A RACE. GO AT THE SPEED S S S S smoothly.
MOST COMFOTABLE. Throughout each
Extension Down: If students are having trouble dribbling in and lesson you could
out of the cones they can continue going from the first cone to the see that the
25-30 last cone and back. students were
improving as the
Transition: SSSSSSSSSSSSS activities
Students will collect all the equipment and meet Ms. Powell where T progressed. I
she is standing for the next activity. A mini-closure will be personally feel as
addressed. Activity #2 will be explained. though I set my
DEMO WITH STUDENT lesson plan up in
progression and
Mini Closure: was able to adapt
37

“What is 1 skill cue you noticed was really important for dribbling my lessons as I
and why? EX: Keeping the ball close went along
“Can anyone tell me why it is important to know how to dribble in through reflective
soccer? EX: Helps set you up for a shot/can create open passes practice. During
-Demo if necessary the last period I
-Pinpoint if appropriate had noticed that
30-38 my directions
weren’t as clear
Activity 2: CRAZY KNOCKOUT (guided discovery style) as they needed to
https://www.soccercoachweekly.net/soccer-drills-and- C C C be. It is also hard
skills/dribbling/ S(P) S(SB) co-teaching
1 or 2 fields will be set up based on class size. If one field is set up C S (SB) S(P) C because if one
12 people on that field will have a ball. If two fields are set up six S(P) S(P) S(SB) teacher is not on
people on each field will have a ball. The other players are on C C C the same page
“defense”. When the whistle is blown the players on defense will then the teachers
be moving around trying to steal the ball or remove it from in play as well as the
from the players on “offense”. If the ball is stolen or kicked out of PPPPPPPPPPPPPP students become
bounds the player with the ball joins the defensive team until there confused on what
is only one offensive player standing. Students that started on C C C they are doing.
offense will move to defense and vice versa. Pinnies will be placed S(P) S(SB) There were some
out for the defensive players to grab and put on. C S (SB) S(P) C points where I
SAFETY WILL BE THOROUGHLY ADDRESSED S(P) S(P) S(SB) hadn’t said go
C C C but Miss.
Extension Up: Court Size can be shrunk for further difficulty on Supinski told a
offense few kids to go so
Extension Down: Students can work in groups of two in personal other groups
space discovering offensive and defensive strategies together. became confused.
Throughout
Transition: every period
Students will leave the cones, place the soccer balls in front of the everyone was on
38-43 cone lines, and meet Ms. Powell for the closure. task and you
could see that
Closure: SSSSSSSSSSSSSS they were
“Why do we want to have our eyes up when dribbling the soccer T enjoying
ball?” EX: so you can see where you are on the field/so you can themselves and
see where your offensive/defensive players are the challenge. On
“Why is it good to learn how to dribble with the inside, front, and B-week I have all
outside of your foot” EX: to change direction/shield the ball sophomores
from the defense which I like
“Can anyone tell me all three skill cues to dribbling” EX: eyes up, because they
push the ball forward with the inside, outside, and front of want to
foot, and keep the ball close. participate in PE
and are good at
Exit slip will be handed out. Students will be asked to complete following
it and hand it in for tomorrow’s class. instructions and
38

Great job today everyone! You should all be proud of how much working through
you improved in dribbling during the lesson. I will see you every opportunity
tomorrow where we will be working on passing. of every activity.
Next class for B-
WALK INSIDE TO GET CHANGED week I will be
teaching passing.
I need to add in
more activities
that are
competition
based because the
students seem to
like that better. I
also need to
remember to add
in review of this
lesson; dribbling.
39

Pre-test/Post-Test for Soccer Unit


Miss. Powell

Name: ________________________________________ Date:


______________________

1. Name all three key-elements to dribbling?

1.______Keep eyes
up____________________________________________________________________

2.______Keep the ball


close____________________________________________________________________

3._______Know what side of the foot you are using to change


direction_____________________

2. Circle the best answer.

I dribble the soccer ball using my:

a. toe of the shoe

b. inside of my foot

c. outside of my foot

d. top of my foot

e. Both b and c are correct

f. Both b, c, and d are correct

3. I can keep the ball close to my body by using ______light______________ taps.


40

4. _______keeping my eyes up____________is a good way to for me to see where I am


going while dribbling.

5. Circle the best answer.

This is how you stop the ball and turn in the opposite direction while dribbling:

a. Pull back turn

b. Cut back turn

c. Wrap around and turn

d. A and B and C are all correct

6. Why is passing so important in soccer?

______Many answers are taken. One example is: Passing is so important because it allows the
ball to move up the field towards the goal to
score. ____________________________________________________________________ __

___________________________________________________________________________ _

7. What should you remember to make a good pass?

a. Plant your opposite foot 5-7 inches to the side of the ball facing the target.

b. Push the ball using the instep of the inside of the foot.

c. Follow through towards your target.

d. All are correct.

8. What does it mean to “trap” a pass? _

____You put your foot on top of the ball to stop


it.____________________________________________________________________
41

_______________________________________________________________________

________________________________________________________________________

9. When I am passing the ball to a teammate it should be passed:

a. Directly at them

b. Behind them

c. In front of them

d. All are correct

10. If I am passing/dribbling the ball towards the goal I am on


__offense____________________

11. If I am passing/dribbling the ball away from the goal I am


on___defense____________________

12. The player on your right has a defender on them, the player on the left has two defenders
on them, and the player behind you has no defender on them. Who do you pass the ball to and
why? I would pass the ball to the player behind me because there is no defender on them.

13. When a player is throwing in a ball they are on _______offense___________________


42

For Questions 14-15 Circle the best answer

14. If the ball is kicked behind the end line by the defense it is a Corner kick/Goal kick

15. If the ball is kicked behind the end line by the offense it is a Corner kick/Goal kick

16. Where should your non-kicking foot be placed when performing a soccer shot?

a. In front of the ball

b. Beside the ball

c. Behind the ball

d. Facing toward the target

e. Both b and d are correct

17. I use the _____inside________________________ of my foot to shoot the ball

18. To keep the ball low enough to go into the goal you must

a. Lean forward

b. Lean back

c. Swing your leg as hard as you can at the ball

d. Both b and c are correct

19. Offense becomes defense when

a. The ball is stolen from offense

b. The ball is kicked out of bounds by offense

c. The ball is passed to a teammate on offense


43

d. Both a and b are correct

Circle the correct answer and fill in the blank

20. When a goal is scored the offensive/defensive team is awarded _____1______point(s)

_______/20
44

NAME:

DUE DATE: September 7th, 2018

I would like to get to know you better and have you get to know me better!

Tell me one fun fact about yourself:

Ask me a question (make sure it is appropriate). Example: What is your favorite color?
45
46

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Jasmine Powell DATE:10/3/18 TIME: 7:35-8:25, 8:28-9:11, 9:14-9:57,12:04-12:47 and 1:38-2:20
SCHOOL: Putnam High School LESSON#: 2 FACILITIES: Outside
CLASS SIZE: _18,18,25,14,11____ GRADE: 10
UNIT/THEME: Soccer GENERIC LEVEL: Control/Utilization
EQUIPMENT: 12 Soccer balls, ~ 25 various colored pinnies, ~ 40 small cones, ~25 exit slips

FOCUS OF LESSON: Passing/Trapping


STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P)- Practice passing correctly using all three skill cues at least twice during each activity throughout the
lesson. (NASPE 1, MCHCF 2.17, Activity #1, Activity #2)

(C)- Explain why each skill cue is important for passing at least twice throughout the mini closure and
closure of the lesson. (NASPE 2, MCHCF 2.24, Mini-closure, Closure)

(A)- Show personal responsibility by using appropriate etiquette and showing respect for the equipment
by using the soccer ball for its proper use only always during the entire lesson. (NASPE 4, MCHCF
2.26, All)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Provide positive specific feedback at least twice during each activity during the entire lesson.

2. Give the students an outline of safety, expectations, and the class schedule (at least once) so goals
and a respectful environment can be achieved.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The field is about a seven-minute walk to get to, so I must try and shorten instruction, transition, and wait
time as much as possible for optimal ALT-PE. Because other PE classes are outside I must express safety
and expectation, so no one gets hurt in or outside of my class. Soccer balls are a trip hazard and can “re-
open” an injury such as a sprain or fracture. If anyone is feeling pain or discomfort they should sit out or
take it easy. All students are sophomores so they around the same developmental growth. My period three
class is the largest, so I must consider set-up.

REFERENCES: ___

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999


47

https://www.pecentral.org/lessonideas/cues/archive9798/cues79798.html

http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer-2804.pdf

LESSON PLAN FORM

TIM SEQUENCE OF LESSON ORGANIZATI REFLECTIO


E ON NS
0- Transition S-students During first
7min Students will come into the hallway be greeted by Ms. T-teacher period no one
Powell. They will then walk out to the field and begin their P-pinnies wanted to
warm-up. C-cones participate.
SB-soccerballs We ran
Safety will be addressed throughout entire lesson: through the
-Don't intentionally hit anyone with the equipment warm-up
-No rough physical contact you are going for the ball not twice but, by
the player the second
- Wait and communicate when retrieving loose time everyone
equipment such as soccer balls was walking.
-Be aware of surroundings Once we got
Rules – Go/Stop- Whistle to the second
activity no
Boundaries - Remain in the coned area, engaged in the one was
activities always, if anyone has any questions don’t be listening or
afraid to ask. paying
attention. It
Equipment will be laid out and organized for easy was a simple
access. passing drill
and many
Greeting students were
Good Morning everyone! Today we will be working on either unable
passing a soccer ball. First, we must warm up, so our bodies SSSSSSSSSSS to perform it
are ready and loose to perform the activities. Review ST or did not
dribbling want to.
People began
purposely
Informing: Dribbling kicking the
balls far away
https://www.pecentral.org/lessonideas/cues/ViewCues. so that it took
7-12 asp?ID=119 more time to
receive the
-Use the inside, top, or outside of the foot to push and ball.
guide the Compared to
last week this
48

week’s classes
ball C are more into
C leisure
-Keep the ball close SB(S) activities.
SB(S) SB(S) During second
-Eyes up period there
SB(S) SB(S) was some of
Warm-Up the same
C trend, but it
CRAZY KNOCKOUT (guided discovery style) C appears more
T students just
https://www.soccercoachweekly.net/soccer-drills-and- did not know
skills/dribbling/ how to pass
rather than
1 or 2 fields will be set up based on class size. If one them not
wanting to. I
field is set up 12 people on that field will have a ball. If
thought that
two fields are set up six people on each field will have a the longer I
ball. The other players are on “defense”. When the stayed on the
whistle is blown the players on defense will be moving activity the
better they
around trying to steal the ball or remove it from in play would get but
from the players on “offense”. If the ball is stolen or as Miss.
kicked out of bounds the player with the ball joins the Supinski
explained to
defensive team until there is only one offensive player me I was
standing. Students that started on offense will move to wrong. Third
defense and vice versa. Pinnies will be placed out for period went a
lot smoother
the defensive players to grab and put on.
SSSSSSSSSSS and there was
S more
SAFETY WILL BE THOROUGHLY ADDRESSED
T enjoyment. I
completely
modified my
lesson and its
Extension Up: Court Size can be shrunk for further
activities so
12- difficulty on offense that I could
17 more
Extension Down: Students can work in groups of two in efficiently
personal space discovering offensive and defensive prompt people
into extending
strategies together.
up or down.
Many of the
Transition students
All students will walk over to where teacher is located. Go however,
over skill cues for passing and first activity.
49

S(SB) wanted to get


Demonstrate passing and activity #1, then have students S into games
17- either partner up or work in groups of three for activity and do not
25 #1. understand
that everyone
is not at the
same level yet
Informing: Passing to start game
-Non-kicking foot next to the ball faced towards target play. These
-Use inside of foot to kick the ball students began
-Follow through with kicking foot to go off task
even when I
Trapping extended them
-Stop ball with sole of foot S(SB) up. I need to
S find a way to
Activity 1: Partner passing with trap meet them in
Students will find a partner and begin passing one ball back the middle a
and forth to each other using the skill cues they have learned. little better.
Stand about 10 ft apart from each other. One student will Sixth period
pass the ball, the other student will trap the ball then pass it was awesome!
back. All the
Extension Up: Students can move apart from each other students
Extension down: students can move closer to each other stayed
EXAMPLES WILL BE SHOWN FOR VISUAL engaged and
UNDERSTANDING ready to learn.
I was able to
Activity 2: Partner passing without trap extend up
Students will find a partner and begin passing one ball back multiple times
and forth to each other using the skill cues they have learned. by adding in
Stand about 10 ft apart from each other. One student will kicking with
pass the ball, this time the other student will immediately the non-
pass it back. dominant foot
Extension Up: Students can move apart from each other SSSSSSSSSSS as well as
Extension down: students can move closer to each other or S moves to get
keep the trap T way from a
EXAMPLES WILL BE SHOWN FOR VISUAL defender such
UNDERSTANDING as a step over.
Two of the
Transition: groups were
25- Students will meet Ms. Powell where she is standing for the partners so for
30 next activity. A mini-closure will be addressed. Activity #3 the last
will be explained. activity I had
DEMO WITH STUDENT S(SB) to come up
with
Mini Closure: S something
50

“What is 1 skill cue you noticed was really important for creative for
passing and why? EX: Foot towards the target them. It was
“Can anyone tell me why it is important to know how to pass also easy for
in soccer? EX: Helps set you up for a shot/can create me to step in
open space as the bridge
-Demo if necessary because I was
-Pinpoint if appropriate able to still
scan and give
feedback.
Activity 3: Pass and run Two of the
Students will now work on moving forward with the ball SSSSSSSSSSS students do
by dribbling and passing it forward to their partner. S not like to
They will then run ahead of the partner they just passed T participate.
to, to receive the next pass. This will continue until they One of them
reach the other end of the cones. wore slide
sandals and
30- Extension up- move farther or closer part for the pass did not
38 Extension down- decrease speed change. I need
to figure out
Transition: how to get
Students will meet Ms. Powell where she is standing for the him to change
next activity. A mini-closure will be addressed. Activity #4 because it
will be explained. S(SB) S affecting his
DEMO WITH STUDENT S grade has no
impact on his
Mini Closure: decision. The
“Where should the ball be based to in comparison to your other student
partner”? EX: In front of them finds the first
“What part of the foot is used for passing? EX: Inside couple of
classes boring.
Activity 4: Passing with accuracy She does not
Students will get into groups of three. This activity is a like working
passing race. Your group will move from the starting line to on skill work,
the finish line by passing a soccer ball through the legs of a she likes
teammate. One person will start as the passer, one person competitive
will move up about 5 yards from the passer and create a game play.
space between his/her legs to pass through (the goal), and For next class
the final person will receive the pass through the legs of the I will make
38- teammate(receiver). The receiver will then become the new sure to include
43 passer, the passer will become the goal, and the goal will mini games
become the receiver. Complete passes in this fashion until and
your team reaches the finish line. If a passer misses a pass, motivational
then he/she must try again until they complete the pass. objectives into
When I say GO, start the race. GO! SSSSSSSSSSS each activity.
S Period eight
51

Extension up- Eliminate the trap for further difficulty in T turned out to
accuracy be all girls
Extension down- Add in more players for better reaction again. This
time lesson went
smooth and
Transition: everyone was
Students will pick up equipment and meet Ms. Powell where engaged in
she is standing for the closure. activity. At
Closure: the end I was
“Why is accuracy important when passing?” EX: gets the able to give
ball closer to the goal/player them a
“Do you strike the ball harder or softer for farther passes?” challenge to
EX: harder further their
“Can anyone tell me all three skill cues to passing” EX: non practice in
kicking foot on side of ball faced toward target, kick ball passing
with inside of foot, and follow through because they
stayed on task
HAND OUT EXIT SLIP the entire time
and completed
Great job today everyone! You should all be proud of how each
much you improved in passing during the lesson. I will see extension.
you tomorrow where we will be working on shooting. You could see
the
Next lesson improvement
-passing review in skill for
-passing with defender many girls.
-passing with defender adding in shot
-mini games

WALK INSIDE TO GET CHANGED


52

Soccer Quiz 1

Miss. Powell

Name: ___________________________________

Due: October 2 , 2018


nd

Answer the short answer questions completely.

1. What are the three skill cues for passing a soccer ball?

Non-kicking foot on side of the ball, faced towards target, use the inside of your
foot to kick the ball, and follow through.

2. What are the three key elements for dribbling a soccer ball?

Keep eyes up, keep the ball close, and know what side of the foot is used for the
direction you are going in.

Circle the best answer.

3. It is important to _______ so I know where my open teammates are, so I can


pass them the soccer ball.
53

a) Keep the ball close

b) Yell

c) Keep my eyes up

d) All the above are correct

4. If I am trying to dribble the soccer ball to my right I am using the _____ of my


foot.

a) Inside

b) Outside

c) Top

d) Bottom

5. I must pass the ball _____ my team mate when I am making a pass.

a) In front of

b) Behind

c) Directly to

d) Away from

6. Who should the ball be passed to when playing soccer?

a) The teammate that is the farthest away from me

b) The teammate that is closest to me

c) The teammate that is open


54

d) The teammate that is closest to goal

7. How can you stop the ball and turn in the opposite direction when dribbling?

a) Pull back turn

b) Cut back turn

c) Wrap around and turn

d) All the above are correct

8. When I am passing far away I must kick the soccer ball ______ to reach my
teammate.

a) Lightly

b) Hard

c) With my toes

d) With the outside of my foot

Circle T (True) or F (False)

9. To keep the soccer ball close I must use light taps T/F

10. I cannot pass the soccer ball behind me to a teammate T/F

_____/10
55

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Jasmine Powell DATE:10/4/18 TIME: 7:35-8:25, 8:28-9:11, 9:14-9:57,12:04-12:47 and 1:38-2:20
SCHOOL: Putnam High School LESSON#: 3 FACILITIES: Outside/Inside
CLASS SIZE: _18,18,25,14,11____ GRADE: 10
UNIT/THEME: Soccer GENERIC LEVEL: Control/Utilization
EQUIPMENT: 12 Soccer balls, ~ 25 various colored pinnies, ~ 40 small cones, six soccer goals, ~25
task sheets, ~25 pens/pencils, a whistle, and a stop watch.
FOCUS OF LESSON: Shooting
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P)- Practice shooting correctly using all three skill cues at least twice during each activity throughout the
lesson. (NASPE 1, MCHCF 2.17, Activity #1, Activity #2)

(C)- Explain why each skill cue is important for shooting at least twice throughout the mini closure and
closure of the lesson. (NASPE 2, MCHCF 2.24, Mini-closure, Closure)

(A)- Students will demonstrate understanding of the content throughout the instruction and
activities by answering questions asked by the educator correctly 3 out of 5 times. (NASPE 4,
MCHCF 2.26, All)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

3. Provide positive specific feedback at least twice during each activity during the entire lesson.

4. Give the students an outline of safety, expectations, and the class schedule (at least once) so goals
and a respectful environment can be achieved.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The field is about a seven-minute walk to get to, so I must try and shorten instruction, transition, and wait
time as much as possible for optimal ALT-PE. Because other PE classes are outside I must express safety
and expectation, so no one gets hurt in or outside of my class. Soccer balls are a trip hazard and can “re-
open” an injury such as a sprain or fracture. If anyone is feeling pain or discomfort they should sit out or
take it easy. All students are sophomores so they around the same developmental growth. My period three
class is the largest, so I must consider set-up. This lesson consists is the lead up to game play so I must
inform students on some rules of game play during this lesson.

REFERENCES: ___
56

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

https://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=86

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS


0-7min Transition S-students The lessons for
Students will come into the hallway be T-teacher today went well.
greeted by Ms. Powell. They will then walk P-pinnies Miss. Supinski
out to the field or go into the gymnasium C-cones had stated that
due to weather and begin their warm-up. SB-soccerballs the sequence of
SG-Soccer goals the lesson as well
Safety will be addressed throughout D-Defender as the timing of
entire lesson: the activities was
-Don't intentionally hit anyone with the well. At first
equipment during first
-No rough physical contact you are going period because
for the ball not the player we were inside I
- Wait and communicate when retrieving was having a
loose equipment such as soccer balls hard time placing
-Be aware of surroundings equipment out
Rules – Go/Stop- Whistle onto the court
because of how
Boundaries - Remain in the coned area, small the space
engaged in the activities always, if anyone was. With the
has any questions don’t be afraid to ask. amount of
equipment, I
Equipment will be laid out and wanted to use
organized for easy access. things would
have over lapped
Greeting SSSSSSSSSSSS or it would have
Good Morning everyone! Today we will be T caused a lot of
working on shooting a soccer ball. First, we wait time. After I
must warm up, so our bodies are ready and took a step back I
loose to perform the activities. Review thought about
passing how me
explaining each
activity
Informing: Passing
57

-Non-kicking foot next to the ball faced thoroughly as


towards target well as
-Use inside of foot to kick the ball demonstrating it
-Follow through with kicking foot would help out a
7-12 lot in getting the
Trapping point across. I
-Stop ball with sole of foot was able to use
way less
Warm-Up: Pass and run equipment and
Students will now work on moving forward S(SB) S keep my lesson
with the ball by dribbling and passing it S flowing well.
forward to their partner. They will then run First period did
ahead of the partner they just passed to, to well in activity.
receive the next pass. This will continue Two students
until they reach the other end of the cones. kept kicking the
Pass should be ahead of player. ball up in the air
and I had to
Extension up- move farther or closer part reprimand them
for the pass the third time
Extension down- decrease speed they did it
because it was a
safety issue.
SAFETY WILL BE THOROUGHLY During second
ADDRESSED period students
that usually do
Transition not participate
All students will walk over to where teacher were
is located. Go over skill cues for shooting participating a lot
and first activity. more. I felt this is
because I made
Demonstrate shooting and activity #1, the activities
12-17 then have students either partner up or more
work in groups of three for activity #1. motivational
rather than a drill.
Informing: Shooting I was nervous for
-Non-kicking foot next to the ball faced third period
towards target because I did not
-Ankle locked have enough
-Use inside of foot to kick the ball space for groups
-Follow through with kicking foot SSSSSSSSSSSS to work in
-Run up to ball and lean over if kicking at T partner. I had to
tall goal (since we are using small goals quickly modify
emphasize similarity to passing just more
58

accuracy based.) my lesson, but it


turned out well.
Activity 1: Dribble, Pass, Trap, and shoot Instead of partner
One student in the group will dribble to the work I had the
first cone where they will then pass it to students work in
their partner waiting at the next cone that groups of three or
partner will then trap the ball, turn and shoot S(SB)C SG four. Most of the
it in between the cones or goals (if there are S(C) students if not all
enough). After the shot is taken, partners were able to
will switch positions. make it into the
goal at least
Extension Up: Students can use their non- twice and
17-25 dominant foot to score a goal and pass executed the
Extension down: Student can pass at each dribble and pass
cone until they are comfortable to add in the perfectly. As
dribble. defense was
added in some of
Transition: the boys got riled
Miss. Powell will blow her whistle. Activity up and began
two will quickly be demonstrated and acting up. I had
explained to sit one the
students out of
Activity 2: Dribble, Pass, and shoot the lesson for a
One student in the group will dribble to the few moments
first cone where they will then pass it to because I had
their partner waiting at the next cone that repeated my
partner will then shoot it in between the safety multiple
cones or goals (if there are enough). After times and he mis
the shot is taken, partners will switch S(SB)C SG followed the
positions. S(C) safety more than
three times.
Extension Up: Students can use their non- After, I asked
dominant foot to score a goal and pass him what he did
Extension down: Student can continue wrong, he was
trapping the ball. able to explain it
to me, and join
EXAMPLES WILL BE SHOWN FOR back in the
VISUAL UNDERSTANDING lesson. This
group is big but
Transition: they stay on ask
Students will meet Ms. Powell where she is so it will be fun
standing for the next activity. A mini- when we start to
59

closure will be addressed. Activity #3 will get to mini


be explained. games. Period six
DEMO WITH STUDENT was hard to get
through. When
Mini Closure: they first came in
“Why is accuracy important in shooting? many of the boys
EX: To have a better chance to make it in did not want to
the goal SSSSSSSSSSSSSSSS play soccer. They
“Can anyone tell me how many points you T brought down a
are awarded for making a goal in soccer? lot of the moods
EX: 1 in the class,
which made
Activity 3: Defense morale quite low.
25-30 Miss. Powell will make groups of three so Once the
that there is one defender. Two of the activities started
students will work together passing and some of the boys
dribbling at a coned area to get around the that were
defender and score. Once the two score the complaining
defender and switches to an offensive were purposely
position and the two partners have one go to not following the
defense and one stay on offense. This rules so that they
continues to switch each try. would get kicked
EMPHASIZE SAFETY WITH DEFENSE out. Miss.
Extension up- One pass needs to occur S(SB)C SG Supinski had sat
Extension down- Defender plays “zone” D S(C) both boys out.
defense When they both
came back in,
Transition: one of the boys
Students will meet Ms. Powell where she is followed
standing for the next activity. Activity #4 directions and
will be explained. participated in
DEMO WITH STUDENT each activity. The
other boy still
Activity 4: Task sheet misbehaved and
Students will get a task sheet and work with was being
a partner at a goal. They will read over the extremely unsafe.
instructions and then begin. One partner will I had to kick him
be the recorder while the other partner will out again and
be the shooter. Once six attempts have been email the
taken, partners will switch job roles. assistant
LOOK BELOW FOR RULES ON TASK principal to
explain his
60

Transition: actions. By the


Students will meet Ms. Powell where she is end of the class
30-38 standing for the next activity. A mini- SSSSSSSSSSSSSSSSS no one wanted to
closure will be addressed. Activity #5 will T participate
be explained. anymore because
DEMO WITH STUDENT of this boy’s
behavior. It was
Mini Closure: hard to keep
“If you have the ball and are trying to them all
score, are you on offense or defense”? EX: C C C motivated and to
Defense S S keep going
“If the defense gets the ball or you kick it SG S S S SG through the
out of bounds are you playing defense or S SB S lesson even
offense? EX: Defense though this
C C C period was the
Activity 5: Game-Play shortest. At the
Students will separate into four even teams end of class I had
based off numbers. They will begin playing to talk to the
soccer. Teacher will pause when necessary students and
to go over rules such as goal kicks, corner explain to them
kicks, and throw-ins. that this class
was bad and that
Extension up- Students must get a certain next class needs
38-43 number of passes before they can score SSSSSSSSSSSS to be different.
Extension down- Make goal bigger T

Transition:
Students will pick up equipment and meet
Ms. Powell where she is standing for the
closure.
Closure:
“What are the skill cues for shooting?”
“If you are far away from the goal do you
strike the ball harder or softer?” EX:
harder

Great job today everyone! You should all be


proud of how much you improved in
shooting during the lesson. I will see you
tomorrow where we will begin game play.

WALK INSIDE TO GET CHANGED


61

Name:____________________________

Date:_____________________________

Class:____________________________

Task Sheet for a 15 ft. Shot in Soccer

Directions

You will attempt to take a shot directly in front of the soccer goal
from 15 ft away. You will be allowed to take a total of six separate
shots in today’s lesson. When taking a shot in soccer you must have
power and accuracy. To successfully take a shot on goal you must
demonstrate 2 out of 3 skill cues during one of your six attempts and
keep the ball on the ground. The goal for the lesson is to get more
than two attempts completed successfully! You will pair up with a
classmate where one of you will observe and record skill cues, while
the other shoots on goal. Place an X on the blank line if the cue was
performed for each attempt.
**Flip sheet over to record**
62

Recorder:_____________________

15 ft. Shot in Soccer

1st 2nd 3rd 4th 5th 6th

1. Non-kicking foot on the side of the ball faced at target.

___ ___ ___ ___ ___ ___

2. Used inside of foot.

___ ___ ___ ___ ___ ___

3. Followed through with their shot.

___ ___ ___ ___ ___ ___


63

4. Kept the ball on the ground.

___ ___ ___ ___ ___ ___

Total successful shots on goal (2 out of 3 skill cues correct):_________


64

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Jasmine Powell DATE:10/5/18 TIME: 7:35-8:25, 8:28-9:11, 9:14-9:57,12:04-12:47 and 1:38-2:20
SCHOOL: Putnam High School LESSON#: 4 FACILITIES: Outside
CLASS SIZE: _18,18,25,14,11____ GRADE: 10
UNIT/THEME: Soccer GENERIC LEVEL: Control/Utilization
EQUIPMENT: 12 Soccer balls, ~ 25 various colored pinnies, ~ 40 small cones, four soccer goals, a
whistle, and a stop watch.
FOCUS OF LESSON: Dribbling, passing, and shooting in game play
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P)- Practice passing, dribbling, and shooting correctly using all three skill cues at least twice during each
activity throughout the lesson. (NASPE 1, MCHCF 2.17, Activity #1, Activity #2, Activity #3)

(C)- Explain why passing, dribbling, and shooting is important at least twice throughout the mini closure
and closure of the lesson. (NASPE 2, MCHCF 2.24, Mini-closure, Closure)

(A)- Show personal responsibility by following class expectations, rules and routines 100% of
the class time. (NASPE 4, MCHCF 2.26, All)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Provide positive specific feedback at least twice during each activity during the entire lesson.

2. Give the students an outline of safety, expectations, and the class schedule (at least once) so goals
and a respectful environment can be achieved.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The field is about a seven-minute walk to get to, so I must try and shorten instruction, transition, and wait
time as much as possible for optimal ALT-PE. Because other PE classes are outside I must express safety
and expectation, so no one gets hurt in or outside of my class. Soccer balls are a trip hazard and can “re-
open” an injury such as a sprain or fracture. If anyone is feeling pain or discomfort they should sit out or
take it easy. All students are sophomores so they around the same developmental growth. My period three
class is the largest, so I must consider set-up. This lesson consists is the lead up to game play, so I must
inform students on some rules of game play during this lesson. During period six, one of the students is
dangerous and does not follow directions. This causes off task and inappropriate behavior seen by other
students. If he acts up I must desist him and use appropriate consequences to follow this behavior.

REFERENCES: ___
65

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

https://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=86

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS


0-7min Transition S-students First period went
Students will come into the hallway be T-teacher well. We started
greeted by Ms. Powell. They will then P-pinnies the lesson with
walk out to the field and begin their warm- C-cones some offensive
up. SB-soccerballs practice. One of
SG-Soccer goals the students
Safety will be addressed throughout D-Defender besides we
entire lesson: started asked
-Don't intentionally hit anyone with the what skill cue
equipment that is. To back
-No rough physical contact you are track, I asked the
going for the ball not the player students what
- Wait and communicate when offense was and
retrieving loose equipment such as what defense was
soccer balls and then
-Be aware of surroundings explained it for
Rules – Go/Stop- Whistle the game of
soccer. After
Boundaries - Remain in the coned area, offense we added
engaged in the activities always, if in a defender, so
anyone has any questions don’t be the students
afraid to ask. could see why
they needed to be
Equipment will be laid out and in these positions
organized for easy access. they were in.
After I walked
Greeting around and saw
Good Morning everyone! Today we will SSSSSSSSSSSS that all students
be putting all the skills we learned together T were on task and
and starting mini games. First, we must completing the
warm up, so our bodies are ready and loose activity
to perform the activities. Review passing consistently we
moved to small
66

group game play.


Warm-Up: Pass and move The students
Cones will be set up in a square formation. were able to
7-13 Students will pair up in groups of three and apply a lot of
move to open space at one of the cones. CS(SB) SC what we had
Once someone receives the ball the other been practicing in
players must move to another outlet to get the last lessons
open. into the game
Extension up- move farther or closer part itself. During
for the pass C CS second period the
Extension down- Have them stand at cones students caught
and pass back and forth onto the warm-up
activities quicker
but when it came
SAFETY WILL BE THOROUGHLY to game play
ADDRESSED SSSSSSSSSSSSSSSSSS many students
T did not want to
Transition participate so
All students will walk over to where they were not
teacher is located. Go over first activity. moving. They
also were not
Demonstrate activity #1, then have following my
students work in groups of four for direction and
activity #1. were playing
goalie. I had to
13-19 Activity 1: Pass with defenders reconvene with
Cones will be set up in a square formation. the class and
Students will pair up in groups of four and explain that
move to open space at one of the cones. CS(SB) SC everyone needed
Once someone receives the ball the other to participate and
players must move to another outlet to get D follow directions.
open. The defense will be in the middle of I asked questions
the square trying to steal the pass. If the about the rules to
ball is stolen, the player who passed the CS C check for
ball will go on defense. understanding.
Once they started
Extension Up: Add two defense so the playing again
game becomes two v two more people were
Extension down: Student can pass at each participating.
cone until they are comfortable to add in During period
the defense. three there is aa
diverse
Transition: population. You
67

Miss. Powell will blow her whistle. have the students


Activity three will be demonstrated and that want to
explained participate, and
you have other
19-38 Activity 2: Mini games SSSSSSSSSSSSSSSS students who do
Students will get in groups of four and play T not want to
soccer against each other. Throughout the participate.
game rules will be applied such as goal Although I got
kicks, throw-ins, corner kicks, kick off, everyone to
and goal points. participate in the
Extension Up: Students must pass the ball C C C activities when it
twice before they can take a shot. came to game
Extension down: Students will just play G S S SSB S G play many people
soccer with rules being put in place. again were not
Everything is a kick-in. S SSSS S playing. I also
C C underestimated
EXAMPLES WILL BE SHOWN FOR the size of the
VISUAL UNDERSTANDING class and had
only placed two
Transition: game fields out
Students will pick up equipment and meet when I should
Ms. Powell where she is standing for the have had three.
closure. Luckily, I
Closure: improvised
“How many points do you get when you quickly and was
score a goal?” EX:1 able to put in
“If you are far away from the goal do you subs when
strike the ball harder or softer?” EX: someone scored
harder SSSSSSSSSSSSSSSSSS or when a certain
T amount of time
Great job today everyone! You should all passed. For the
be proud of how much you improved in rest of the day I
game play during the lesson. I will see you was able to go
tomorrow where we will continue game out during prep
play. period and set up
a third field so
WALK INSIDE TO GET CHANGED there was less
wait time for
38-43 many students.
Sixth period went
a lot better than
yesterday. Miss
Supinski spoke
68

with the student


who was being
dangerous
yesterday and
today in class he
was on task and
ready to play.
You could tell
her is now angry
with me, but I
addressed him
still in class, so
he knows I am
not angry with
him. I hope he
will come around
and we can have
mutual respect
once more.
Period six played
on all three fields
and had a couple
subs. Each team
subbed in
correctly having
amazing
sportsmanship.
They were able
to show me they
knew how to do
the first couple of
activities
continuously.
When we moved
to game play I
split them up a
lot better by
counting them
off.
Unfortunately,
one of the groups
that got paired
together had a lot
69

of students in it
that did not want
to play soccer.
They were
walking and
unmotivated. I
had to split them
apart and place
them in different
groups so there
was a more
active dynamic.
70

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Jasmine Powell DATE: 10/15/18 TIME: 7:35-8:25, 8:28-9:11, 9:14-9:57,12:04-12:47 and 1:38-2:20
SCHOOL: Putnam High School LESSON#:5 FACILITIES: Outside
CLASS SIZE: _18,18,25,14,11____ GRADE: 10
UNIT/THEME: Soccer GENERIC LEVEL: Control/Utilization
EQUIPMENT: 12 Soccer balls, ~ 25 various colored pinnies, ~ 40 small cones, six soccer goals, ~25
exit slips, ~25 pens/pencils, a whistle, and a stop watch.
FOCUS OF LESSON: Dribbling, passing, shooting, offense, and defense in game play
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P)- Practice passing, dribbling, and shooting correctly using all three skill cues at least twice during each
activity throughout the lesson. (NASPE 1, MCHCF 2.17, Activity #1, Activity #2, Activity #3)

(C)- Explain why offense and defense is important at least twice throughout the mini closure and closure
of the lesson. (NASPE 2, MCHCF 2.24, Mini-closure, Closure)

(A)- Show personal responsibility by working appropriately in groups and partners 100% of the
time. (NASPE 4, MCHCF 2.26, All)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Provide positive specific corrective feedback at least twice during each activity during the entire
lesson.

2. Give the students a review of rules to game play throughout the activities at least twice in order
for further understanding and success.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The field is about a seven-minute walk to get to, so I must try and shorten instruction, transition, and wait
time as much as possible for optimal ALT-PE. Because other PE classes are outside I must express safety
and expectation, so no one gets hurt in or outside of my class. Soccer balls are a trip hazard and can “re-
open” an injury such as a sprain or fracture. If anyone is feeling pain or discomfort they should sit out or
take it easy. All students are sophomores so they around the same developmental growth. My period three
class is the largest, so I must consider set-up. This lesson consists is the lead up to game play, so I must
inform students on some rules of game play during this lesson. During period six, one of the students is
dangerous and does not follow directions. This causes off task and inappropriate behavior seen by other
students. If he acts up I must desist him and use appropriate consequences to follow this behavior.

REFERENCES: ___
71

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer-2804.pdf

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS


0-7min Transition S-students
Students will come into the hallway be T-teacher
greeted by Ms. Powell. They will then C-cones
walk out to the field and begin their warm- SB-soccerballs
up. SG-Soccer goals

Safety will be addressed throughout


entire lesson:
-Don't intentionally hit anyone with the
equipment
-No rough physical contact you are
going for the ball not the player
- Wait and communicate when
retrieving loose equipment such as
soccer balls
-Be aware of surroundings
Rules – Go/Stop- Whistle

Boundaries - Remain in the coned area,


engaged in the activities always, if
anyone has any questions don’t be
afraid to ask.

Equipment will be laid out and


organized for easy access.
SSSSSSSSSSSS
Greeting T
Good Morning everyone! Today we will
be putting all the skills we learned together
and starting game play. First, we must
warm up, so our bodies are ready and loose
to perform the activities.
72

Warm-Up: Run
Students will run two laps around the three S SS
soccer fields. S G G

7-13 Transition G G S
All students will stop running where S SS
teacher is located. Go over first activity
and review of game play. S S
-Soccer goal is 1 point SS
-Game starts with rock, paper, scissors. G G S
Whoever wins they start with the ball and
start the game at half field. S SS
-If ball is kicked out of bounds by a team,
it is the other teams kick in.

Demonstrate activity #1, then have


students work in groups of three for SSSSSSSSSSSSSSSSSS
activity #1. T

Activity 1: Game play


Students will line up and will be split apart
into groups of three by Ms. Powell by
counting the students off. Once they are
split into their team’s students will be
assigned pinnies and a field. They will
begin game play against another team. C C C
13-35 After a few minutes Ms. Powell will have
teams switch by winner stay on, losers G S S SSB S G
rotate. Subs will play on the side lines by
being able to run up and own them. They S SSSS S
can receive the ball and pass it in. C C C

Extension Up: Make field smaller to focus


on passing and close dribbles.

Extension down: Make field larger for


more time to think about movements.

Focus:
-Move to space
-Keep the ball on the ground
-Lead players with the ball
73

EXAMPLES WILL BE SHOWN FOR


VISUAL UNDERSTANDING

Transition:
Students will pick up equipment and meet
Ms. Powell where she is standing for the
closure.
Closure:
“Why is it important to move to space?”
EX: To create opportunities to score. SSSSSSSSSSSSSSSSSS
“Why is it good to lead your player with a T
pass?” EX: To keep the momentum
35-43 going towards the goal

HAND OUT EXIT SLIP

Great job today everyone! You should all


be proud of how much you improved in
game play during the lesson. I will see you
tomorrow where we will continue game
play.

WALK INSIDE TO GET CHANGED


74

Soccer Quiz 2

Miss. Powell

Name: ___________________________________

Due: October 15th, 2018

Answer the short answer questions completely.

1. What are the three skill cues for shooting a soccer ball?

Non-kicking foot on side of the ball, faced towards target, use the inside of your
foot to kick the ball, and follow through.

2. How many points is a soccer goal worth?

A soccer goal is worth one point.

Circle the best answer.

3. If I am a(n) _________ I am passing/dribbling the soccer ball towards the


goal.

a) Offensive player

b) Fullback

c) Halfback

d) Defensive player
75

4. If I am trying to dribble/pass the soccer ball away from the goal I am


a(n)_____

a) Forward

b) Goalie

c) Defensive player

d) Offensive player

5. If the soccer ball is kicked behind the end line by the defense it is a
___________.

a) Throw in

b) Kick-off

c) Goal kick

d) Corner kick

6. If the soccer ball is kicked behind the end line by the offense it is a
___________.

a) Kick-off

b) Goal kick

c) Corner kick

d) Throw in

7. Where should your non-kicking foot be placed when performing a soccer


shot?
76

a) Beside the ball

b) In front of the ball

c) On top of the ball

d) Behind the ball

8. The goals are small, so I must ____ to keep the soccer ball on the ground.

a) Lean back

b) Lean forward

c) Kick Hard

d) Kick with my toes

Circle T (True) or F (False)

9. If I am throwing the soccer ball in, I am on offense T/F

10. Offense becomes defense when the ball is kicked out of bounds by offense

T/F

_____/10
77

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Jasmine Powell DATE:10/16/18 TIME: 7:35-8:25, 8:28-9:11, 9:14-9:57,12:04-12:47 and 1:38-2:20
SCHOOL: Putnam High School LESSON#:6 FACILITIES: Outside
CLASS SIZE: _18,18,25,14,11____ GRADE: 10
UNIT/THEME: Soccer GENERIC LEVEL: Control/Utilization
EQUIPMENT: 12 Soccer balls, ~ 25 various colored pinnies, ~ 40 small cones, six soccer goals, ~25
post-tests, ~25 exit slips, ~25 pens/pencils, a whistle, and a stop watch.
FOCUS OF LESSON: Dribbling, passing, shooting, offense, and defense in game play
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

(P)- Practice passing, dribbling, and shooting correctly using all three skill cues at least twice during each
activity throughout the lesson. (NASPE 1, MCHCF 2.17, Activity #1)

(C)- Explain why offense and defense is important at least twice throughout the mini closure and closure
of the lesson. (NASPE 2, MCHCF 2.24, Closure)

(A)- Students will provide positive and corrective feedback at least twice during each activity to
their classmates. (NASPE 4, MCHCF 2.26, All)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Provide positive specific corrective feedback at least twice during each activity during the entire
lesson.

2. Give the students a review of rules to game play throughout the activities at least twice in order
for further understanding and success.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The field is about a seven-minute walk to get to, so I must try and shorten instruction, transition, and wait
time as much as possible for optimal ALT-PE. Because other PE classes are outside I must express safety
and expectation, so no one gets hurt in or outside of my class. Soccer balls are a trip hazard and can “re-
open” an injury such as a sprain or fracture. If anyone is feeling pain or discomfort they should sit out or
take it easy. All students are sophomores so they around the same developmental growth. My period three
class is the largest, so I must consider set-up. This lesson consists is the lead up to game play, so I must
inform students on some rules of game play during this lesson. During period six, one of the students is
dangerous and does not follow directions. This causes off task and inappropriate behavior seen by other
students. If he acts up I must desist him and use appropriate consequences to follow this behavior.

REFERENCES: ___
78

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer-2804.pdf

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS


0-7min Transition S-students First period is
Students will come into the hallway be T-teacher very motivated
greeted by Ms. Powell. They will then C-cones and participates
walk out to the field and begin their warm- SB-soccerballs the entire time.
up. SG-Soccer goals They first ran
two laps.
Safety will be addressed throughout Because of their
entire lesson: effort, I allowed
-Don't intentionally hit anyone with the them to pick their
equipment own teams if
-No rough physical contact you are everyone played
going for the ball not the player fair and was
- Wait and communicate when trying. I also had
retrieving loose equipment such as them play
soccer balls winners stay on
-Be aware of surroundings losers rotate so
Rules – Go/Stop- Whistle that everyone
could play
Boundaries - Remain in the coned area, against each
engaged in the activities always, if other. We took
anyone has any questions don’t be the pretest as
afraid to ask. well during first
period. The
Equipment will be laid out and scores improved
organized for easy access. greatly which
SSSSSSSSSSSS made me feel
Greeting T good because I
Good Morning everyone! Today we will now know that
be putting all the skills we learned together everyone took
and starting game play. First, we must away something
warm up, so our bodies are ready and loose from my Soccer
to perform the activities. unit. Second
period is hard to
79

motivate. I
Warm-Up: Run compromised
Students will run two laps around the three S SS with them and
soccer fields. S G G allowed them to
only run one lap.
7-13 Transition G G S They liked this
All students will stop running where S SS idea and gave it
teacher is located. Go over first activity their full effort
and review of game play. S S unlike yesterday
-Soccer goal is 1 point SS when everyone
-Game starts with rock, paper, scissors. G G S was walking. As
Whoever wins they start with the ball and game play started
start the game at half field. S SS you could see the
-If ball is kicked out of bounds by a team, improvement of
it is the other teams kick in. individuals skills.
One of the
Demonstrate activity #1, then have groups had two
students work in groups of three for SSSSSSSSSSSSSSSSSS boys in it that
activity #1. T were moving to
open space and
Activity 1: Game play passing ahead of
Students will line up and will be split apart their player for a
into groups of three by Ms. Powell by perfect pass. I did
counting the students off. Once they are not allow this
split into their team’s students will be group to pick
assigned pinnies and a field. They will teams because
begin game play against another team. C C C the teams would
13-35 After a few minutes Ms. Powell will have be extremely
teams switch by winner stay on, losers G S S SSB S G unfair. It would
rotate. Subs will play on the side lines by cause a lot of the
being able to run up and own them. They S SSSS S girls to walk and
can receive the ball and pass it in. C C C if they all went
together one team
Extension Up: Make field smaller to focus would score a
on passing and close dribbles. bunch of points
while the other
Extension down: Make field larger for just stood there.
more time to think about movements. We did however
do winners stay
Focus: on, losers rotate.
-Keep the ball close They liked this a
-Make at least two passes before taking a lot. Third period
shot. is the same as
80

-Keep eyes up first period. I


thanked them for
EXAMPLES WILL BE SHOWN FOR their amazing
VISUAL UNDERSTANDING behavior
yesterday and for
Transition: all the days
Students will pick up equipment and meet before. I had
Ms. Powell where she is standing for the them run two
closure. laps and then
Closure: meet me back
“Why is it important to move to space?” SSSSSSSSSSSSSSSSSS over. The class is
EX: To create opportunities to score. T large, so I had to
“Why is it good to lead your player with a split up the
35-43 pass?” EX: To keep the momentum groups myself
going towards the goal otherwise it
would take too
Great job today everyone! You should all long. Once they
be proud of how much you improved in were split up I
game play during the lesson. I will see you had them come to
tomorrow where we will continue game me where I told
play. them their field
and pinnie color.
HAND OUT EXIT SLIP Everyone
participated fully.
WALK INSIDE TO GET CHANGED For this group,
since there were
6 teams I had
them keep track
of their overall
record. Every
time I rotated
ahead of time I
asked them what
their score was so
that I could split
them up and
rotate them. At
the end of the
class I let the two
teams with the
highest records
play each other
and the other
81

groups could play


against who they
wanted. Sixth
period is another
group that is hard
to motivate. One
of the students
that is very
disruptive was
not there so the
class flowed
better but,
because of the
low motivation it
was hard for
certain groups to
have fun in
activity time. I
allowed these
groups to pick
their teams
because they will
not participate at
all if they are
with random
people. One of
the teams worked
really well
together and
strategized. They
kept their
defender back
and put their two
offense players
across from each
other with a lot of
space. Because I
made the fields
wider they were
able to get good
passes off and
score.
82

Pre-test/Post-Test for Soccer Unit


Miss. Powell

Name: ________________________________________ Date:


______________________

1. Name all three key-elements to dribbling?

1.______Keep eyes
up____________________________________________________________________

2.______Keep the ball


close____________________________________________________________________

3._______Know what side of the foot you are using to change


direction_____________________

2. Circle the best answer.

I dribble the soccer ball using my:

a. toe of the shoe

b. inside of my foot

c. outside of my foot

d. top of my foot

e. Both b and c are correct

f. Both b, c, and d are correct


83

3. I can keep the ball close to my body by using ______light______________ taps.

4. _______keeping my eyes up____________is a good way to for me to see where I am


going while dribbling.

5. Circle the best answer.

This is how you stop the ball and turn in the opposite direction while dribbling:

a. Pull back turn

b. Cut back turn

c. Wrap around and turn

d. A and B and C are all correct

6. Why is passing so important in soccer?

______Many answers are taken. One example is: Passing is so important because it allows the
ball to move up the field towards the goal to
score. ____________________________________________________________________ __

___________________________________________________________________________ _
84

7. What should you remember to make a good pass?

a. Plant your opposite foot 5-7 inches to the side of the ball facing the target.

b. Push the ball using the instep of the inside of the foot.

c. Follow through towards your target.

d. All are correct.

8. What does it mean to “trap” a pass? _

____You put your foot on top of the ball to stop


it.____________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

9. When I am passing the ball to a teammate it should be passed:

a. Directly at them

b. Behind them

c. In front of them

d. All are correct


85

10. If I am passing/dribbling the ball towards the goal I am on


__offense____________________

11. If I am passing/dribbling the ball away from the goal I am


on___defense____________________

12. The player on your right has a defender on them, the player on the left has two defenders
on them, and the player behind you has no defender on them. Who do you pass the ball to and
why? I would pass the ball to the player behind me because there is no defender on them.

13. When a player is throwing in a ball they are on _______offense___________________

For Questions 14-15 Circle the best answer

14. If the ball is kicked behind the end line by the defense it is a Corner kick/Goal kick

15. If the ball is kicked behind the end line by the offense it is a Corner kick/Goal kick

16. Where should your non-kicking foot be placed when performing a soccer shot?

a. In front of the ball

b. Beside the ball

c. Behind the ball

d. Facing toward the target

e. Both b and d are correct


86

17. I use the _____inside________________________ of my foot to shoot the ball

18. To keep the ball low enough to go into the goal you must

a. Lean forward

b. Lean back

c. Swing your leg as hard as you can at the ball

d. Both b and c are correct

19. Offense becomes defense when

a. The ball is stolen from offense

b. The ball is kicked out of bounds by offense

c. The ball is passed to a teammate on offense

d. Both a and b are correct

Circle the correct answer and fill in the blank

20. When a goal is scored the offensive/defensive team is awarded _____1______point(s)

_______/20
87

Student Survey
Name: ______________________
Instructions: Today was the last day of the soccer unit. All students were to participate
in game play while focusing on “providing positive and corrective feedback to their
classmates.” Below, answer the questions to the best of your ability by placing an X in
the box that best explains your situation.

Statement Yes No
My team mates
provided me with
positive feedback.
My team mates
provided me with
positive corrective
feedback.
I provided my team
mates with positive
corrective feedback.
I provided my team
mates with positive
feedback.
My teacher gave me an
example of positive
feedback.
My teacher gave me an
example of positive
corrective feedback.
I feel as though I
improved throughout
this lesson from the
provided feedback.