Lesson Plan

Learning Segment topic:

Soccer

Grade Level: 10

Week/date/hours: Week of 9 November

# of students:

Targeted Grade-Level Outcomes: (Include code + description)

~Identifies and discusses the historical and cultural roles of games, sports and dance in a
society.(S2.H1.L2)
~ Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits,
individual-performance activities, aquatics, net/wall games or target games (S1.H1.L2)
~Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity
and/or social dance. (S4.H2.L1)
Identifies and discusses the historical and cultural roles of games, sports and dance in a society.(S2.H1.L2)
Identify cultural roles of games, sports, and dance in society
Discuss cultural roles of games, sports, and dance in society
Identify historical roles of games, sports, and dance in society
Discuss historical roles of games, sports, and dance in society

Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics,
net/wall games or target games (S1.H1.L2)
Refines activity- specific movement skills in net games.

Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance . (S4.H2.L1)
Exhibits proper etiquette while engaging in physical activity
Exhibits proper respect for others while engaging in physical activity
Exhibits proper teamwork while engaging in physical activity

 Unpacking the grade-level outcomes

Central focus: Students will demonstrate refined passing to a teammate during game play, exhibit respect for others
throughout class by passing the ball using teamwork, and identify the culture that developed the game of soccer.

Learning
Domains

Learning objectives
(Aligned with outcomes)
Situation / Task / criteria
e.g. In task 3, students will throw overhand with a mature
pattern at least 2 times

Assessments
(Aligned with outcomes and objectives)
A detailed description of the assessment
should be included/attached with lesson
plan

Psychomotor
During game play, students will complete 3 passes to a
teammate using the inside of their dominant foot.
Cognitive
Affective

On Exit Slip, students will identify the culture that

developed the game of soccer and describe one of the
first established rules.
Throughout class, students will demonstrate respect to
other classmates by using positive phrases such as good
pass or nice shot.

Equipment: (name the equipment and the # of pieces required)

6 soccer balls
5 jerseys
1 Ipad/cell phone

Teacher Observation (record with Class

Dojo)
Paper Exit Slip
Teacher Observation (record with Class
Dojo)

Connection Activity / Hook / Instant Activity:

Description

Time required /
Organization

Good Morning class, today well be continuing our

soccer unit. Raise your hand if you think you know
where soccer was originally developed? (CALL ON A
FEW STUDENTS FOR GUESSES) It was developed
in England where they instituted some of the first
regulations. These include a time limit and no
touching of the soccer ball with your hand.

Resources

2 minutes

Steps or sections of the learning segment:

Step / section

Content Activity

1 Review soccer
pass

Teacher shows
correct form for
passing a soccer
ball.
1.) Step with
opposite foot
2.) Strike ball with

Time &
Resource
s

Practice Activity

Time &
Resources

4 soccer balls
5-10
minutes

Students will find a partner and move into open

space in specified half of the gymnasium.
They will stand 15-20 feet apart and practice

inside of other
foot
3.) Follow through
toward target

passing the soccer ball back and fourth between

one another.

Repeat the cues

2-3x slowly and
clearly.
Show students
correct technique
slow motion one
time, fast motion
next, and then
slow motion
againbreaking
down the cues on
the last
demonstration.

2 Break into two

teams

Divide class into

two teams.

Students pick any partner and stand next to

them.
1 minute

4 Jerseys
Have students Rock, Paper, Scissor
Winner puts on a jersey.

3 Game play

Students will
play a small
sided soccer
game 3v3

25 minutes

Teacher officiates game play, freezing play when

teachable moments arise.

Whistle

Summary Activity:
Description

Time required

Resources

Students will return jerseys to bag and have a seat in the

center circle.
Review cues to passing a soccer ball. (Opposite foot
steps, strike with inside of foot, follow through)

Plickers Cards
Plickers Assessment
Plickers App

Verbally go over Plickers quiz, repeating questions as

necessary.
Attachments:
Add Behavior in ClassDojo (Soccer Pass)
Plickers Assessment on Soccer Passing Cues/Soccer Origins/Early Regulations

Rationale
Context of Learning Segment
This content that Ill be teaching will be a slight recap of previous class instruction. They've been in their soccer unit
for a few weeks now and have been practicing game play. They can self-officiate (calling handballs, free kicks,
etc) however the teacher still officiates as well. The history of soccer, however, will be new material for them to
learn. The students are nearing the end of their unit and have been practicing their skills in game scenarios.

A. Use of Universal Design for Learning Principles

Principle 1: Provide Multiple Means of Representation
In my lesson I go over the cues for passing the soccer ball. I repeat the cues multiple times and at different speeds.
This is a way that Im customizing the display of information for the students.
Principle 2: Provide Multiple Means of Action and Expression
By using the Plickers app to check for understanding at the end of class, Im providing multiple means of
expression for my students. Plickers allows students who may not otherwise feel comfortable verbally answering
the questions or even writing them on a sheet of paper. Written assessments will be made available for students
who may wish to do that instead.
Principle 3: Provide multiple Means of Engagement
During the Game Play portion of my lesson, I promote expectations and beliefs that optimize motivation. Students
are encouraged and challenged to provide positive reinforcement for classmates regardless of classmates skill
levels.

B. Use of technology for learning

I will be using ClassDojo to record when my students are using the proper passing technique during the game play.
I can use this data to reflect on my lesson and be assured that my students are grasping the necessary information
for the skill.
I will also be checking for their understanding of the cues and soccer origins through a Plickers assessment. In this
assessment students are asked to respond about proper striking cues and the origins/early rules about soccer.
C. Evidence of Learning
In the ClassDojo app I will have evidence of student learning by recording the number of successful passes made
in a small-sided 25-minute soccer game. Because of the small number of students in my class, they should all be
able to have ample opportunity to get the maximum number of touches possible. (Providing evidence for S.H1.L2.)
I will also address (S4.H2.L1.) using ClassDojo to record instances of positive reinforcement and team work with
the app.
In the Plickers assessment, I will have real-time data that allows me to see which students are retaining the
information that is being taught in class. This evidence will showcase their knowledge of soccer history/early
regulations (meeting S2.H1.L2.)