Intern Name: Joseph Nguyen

Topic/Title of Lesson: Soccer Skills/ Passing skills

Grade: 6th
Length of Lesson: 50 Minutes

LESSON PLAN TEMPLATE

In this lesson students will review dribbling/passing soccer skills to prepare
Overview for the tournament at the end of the week.

Motor Skill Development 26

6.1 The student will demonstrate and apply mature movement forms in a
variety of activities and identify the six components of skill-related fitness.
a) Combine and apply mature locomotor and manipulative skills into
Standards of specialized sequences, to include overhand and underhand throwing and
catching, execution to a target, hand and/or foot dribbling, volleying/striking
Learning and/or batting ball; and apply sequences, to include change of direction, speed,
patterns, pathways, and spatial relationships in partner and small-group
modified game-play that includes dynamic and unpredictable situations.

How will physical activity help us now and in the future?

Essential Questions
Students will be able to use dribbling skills to move the ball across the
field, passing to get the ball to other players to score, and hand/eye
Objectives coordination to move the ball around to apply it in a actual soccer game.

- I can pass and dribble the soccer ball.

Learning Target - I can apply these skills in a soccer game
Goal- Scoring 1 point
Dribbling- Being able to move the ball around
Passing- Getting the ball to another player
Key Vocabulary Shooting- Power vs. Accuracy
or Concepts Accuracy:
Hitting the ball with the side of your foot for a more accurate shot.
Power:
Hit the ball with your laces for a more powerful kick but less accurate shot
Soccer Ball
Materials Cones
Intro:
- Students will walk around the gym to have blood flow through the body
Introduction/ (5 mins)
- After, warm-ups: (5-7 mins)
Hook Jumping Jacks, Toe Touches, Calf Stretches, Leg Raise, Butterfly , Curl-Ups
and Push Ups
 1. Instructions on the activity of the day (1-2 min)
2. Activity: Passing/Dribbling (40 mins)
Students will be assigned special teams depending on class.
Each group will report to a station and wait for Instructions
Instructions:
- Tell the students that there will be 2 activities. The first one will be them
dribbling the ball from cone to cone 3 times. The next activity will be
them pairing up in their squads and doing the same thing except they
must pass the ball when they move up and down the cone. This will be
done twice! Make sure once you explain what to do, to also actually do
it so kids can visualize what to do!!!
Instructional 3. Once instructions are given, each group of students in each team will
Activities practice dribbling from sideline to sideline. They will continue rotating
until each student does the drill twice.
4. Next, they will partner up with someone. The partners will now
practice passing the ball to one another going from sideline to sideline.
5. Lastly, if time permits they will do a relay. Whichever squad completes
dribbling the ball back and forth twice will win a surprise.
6. Before the whistle blows, ask the kids What did you think of this
activity and record feedback. Also have some of the kids help bring
materials away.

Some students will need instructions repeated to remain on task and multiple
Accommodations visual examples to ensure understanding.
Class comes together and reflect on what they did and learned. Ask them what
Closure Activity did they think. Also clean up the materials

They will be graded on participation, effort, and skill. Mr. C will grade them on
Assessments their day.
Drills are from coaches/acquaintances with soccer experience.
Coaches:
Resources Coach White (Old Elementary Coach)
Coach Davis (Middle School Coach)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Joseph Nguyen
Topic/Subject of Lesson: Soccer/ Dribbling & Passing
Grade: 6th
Date of Lesson Taught: May 17, 2017
Cooperating Teacher: Mr. C
Cooperating School: Kempsville Middle School
Time of Day:

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your
lesson?
My first step was asking Mr. C what he was planning to teach on my full day. Once he told me about soccer, I
quickly took in consideration what the classes experience with soccer. I learned that they have very little
experience so I had to make a simple lesson about soccer skills so they could learn some of the basics before
they went into a tournament.
2. How did the SOLs and Objectives help focus your instruction?
The SOLs helped me somewhat figure out a general idea of what I should instruct, however my objectives
really help specify what I needed to focus on.
3. What parts of the instructional plan worked as you anticipated?
The warm-up and most of the actual instructional lesson.
4. What, if any, adjustments needed to be made once you began?
I needed to plan the groups better. I know that some kids were absent, but I should of put the kids in even
squads before the activity started so everything leading up in the lesson would be smooth.
5. How well did you anticipate the materials needed?
It was very easy, I counted the amount of balls and cones needed and bought 4 extra cones and 2 extra balls
if needed.
6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
My assessment was very basic, the kids would get graded on their effort and performance.
7. To what degree do you feel that this lesson was a success? What evidence do you have for the
success of the lesson? (Hint: Student learning is the key to a lessons success!)
I felt some of the kids actually wanted to learn the skills because I would hear one kid push their teammate to
work harder or hear two kids on different teams talk about how one was doing better which made both of
them work harder to be successful.
8. How did the time spent preparing for your lesson contribute to its success?
I spent quite of bit of time to prepare this lesson. I actually had to draft what I wanted to do, made sure the
activities made sense in the certain order, and just dig deep to find good activities to do.
9. I spent time researching more into the 1920s which did help me relay the lesson well. I think that my
excitement helped the class pay attention more.
I dont know what this question was asking.
10. If you could do this lesson again with the same students, would you do anything differently? If so,
what?
I would assign make the squads even before I started the actual lesson. I would also make the groups specific
so I wouldnt have any complications.
11. Any last comments/reflections about your lesson?