Escolar Documentos
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[Miss Supinski]
Table of Contents
Cover Page Page 1
References Page 28
-” 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
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
-Boundaries
-Safety
FOCUS:
-Move to space
Day 6:
● Run 2 laps around
soccer fields
● Game play
-Review rules
-Review boundaries
-Review safety
FOCUS:
-Keep eyes up
● 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
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
Students start with 20 points at the beginning of class. Points decrease based off
certain inappropriate behaviors that students may partake in.
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.
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
1.______Keep eyes
up____________________________________________________________________
b. inside of my foot
c. outside of my foot
d. top of my foot
This is how you stop the ball and turn in the opposite direction while dribbling:
______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
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.
_______________________________________________________________________
________________________________________________________________________
a. Directly at them
b. Behind them
c. In front of them
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.
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?
18. To keep the ball low enough to go into the goal you must
a. Lean forward
b. Lean back
_______/20
16
Soccer Quiz 1
Miss. Powell
Name: ___________________________________
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.
b) Yell
c) Keep my eyes up
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
7. How can you stop the ball and turn in the opposite direction when dribbling?
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
9. To keep the soccer ball close I must use light taps T/F
_____/10
20
NAME:
I would like to get to know you better and have you get
to know me better!
Attendance Relay
22
Name:____________________________
Date:_____________________________
Class:____________________________
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.
Recorder:_____________________
Soccer Quiz 2
Miss. Powell
Name: ___________________________________
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.
a) Offensive player
b) Fullback
c) Halfback
d) Defensive player
25
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
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
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.
28
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/
Human Kinetics.
10/2/18 Pre-test
10/16/18 Post-test
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:
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
Soccer Pre-Test.pdf Soccer Exit Slip.pdf Soccer Quiz 1.pdf Soccer Task Soccer Quiz 2.pdf
Sheet.pdf
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
(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)
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)
https://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=119
https://www.soccercoachweekly.net/soccer-drills-and-skills/dribbling/
LESSON PLAN FORM
“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
1.______Keep eyes
up____________________________________________________________________
b. inside of my foot
c. outside of my foot
d. top of my foot
This is how you stop the ball and turn in the opposite direction while dribbling:
______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. ____________________________________________________________________ __
___________________________________________________________________________ _
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.
_______________________________________________________________________
________________________________________________________________________
a. Directly at them
b. Behind them
c. In front of them
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.
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?
18. To keep the ball low enough to go into the goal you must
a. Lean forward
b. Lean back
_______/20
44
NAME:
I would like to get to know you better and have you get to know me better!
Ask me a question (make sure it is appropriate). Example: What is your favorite color?
45
46
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
(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)
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)
https://www.pecentral.org/lessonideas/cues/archive9798/cues79798.html
http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer-2804.pdf
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
“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
Soccer Quiz 1
Miss. Powell
Name: ___________________________________
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.
b) Yell
c) Keep my eyes up
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
7. How can you stop the ball and turn in the opposite direction when dribbling?
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
9. To keep the soccer ball close I must use light taps T/F
_____/10
55
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)
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)
https://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=86
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
Name:____________________________
Date:_____________________________
Class:____________________________
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:_____________________
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)
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)
https://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=86
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
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)
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)
http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer-2804.pdf
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.
Focus:
-Move to space
-Keep the ball on the ground
-Lead players with the ball
73
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
Soccer Quiz 2
Miss. Powell
Name: ___________________________________
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.
a) Offensive player
b) Fullback
c) Halfback
d) Defensive player
75
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
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
10. Offense becomes defense when the ball is kicked out of bounds by offense
T/F
_____/10
77
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)
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)
http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer-2804.pdf
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
1.______Keep eyes
up____________________________________________________________________
b. inside of my foot
c. outside of my foot
d. top of my foot
This is how you stop the ball and turn in the opposite direction while dribbling:
______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
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.
_______________________________________________________________________
________________________________________________________________________
a. Directly at them
b. Behind them
c. In front of them
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.
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?
18. To keep the ball low enough to go into the goal you must
a. Lean forward
b. Lean back
_______/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.