Lesson Plan Template

Name: Charles Hunter Date: 4/24/18 Lesson #:8

Lesson/Unit Focus: Grade: 3rd Class Size: 20

Dribbling: traveling and kicking for a goal, playing Class Length:
one on one, playing soccer golf 25 minutes

 STANDARDS/BENCHMARK/GLE’s:
Standard: 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

GLEs: 1.3-2.4 Kick a ball with the inside of the foot to a target using the critical elements.
1.3-2.5 Dribble and maintain control while moving through space using the critical elements.

Standard: Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.

GLEs: 2.3-1.4 Identify the choices to make to score a goal or point.

Standard: Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.

GLEs: 4.3-1.1 Exhibits personal responsibility in teacher-directed activities.

 TEACHER OBJECTIVES
Cognitive: TTW push themselves to be aware of transition time during the lesson.
Affective: TTW give positive specific feedback statement and use names at least two times per minute.
Psychomotor: TTW walk around the classroom at least 10 times during the lesson.

 LESSON OBJECTIVES: (TLW)

Cognitive: TLW demonstrate the knowledge of their skill cues by orally answering the proper cues when teacher asks by the end of
class.
Affective: TLW respond appropriately to the teachers when instructions are given.
Psychomotor: TLW demonstrate the skill cues properly at least 2 out of 3 times during the culminating activity.
 ASSESSMENT/EVALUATION:
Cognitive: TLW be able to orally name the skill cues associated with today’s lesson.
Affective: TLW follow instructions throughout the entire lesson.
Psychomotor: TLW throughout the lesson successfully follow the skills cues associated today’s lesson.

 INTEGRATION:

 EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
Hoola hoops 25
Big cones 5
Small Cones 25
 ACCOMODATIONS & MODIFICATIONS

 LESSON PROCEDURES/ACTIVITIES:

Time Instant Activity/Task Organization Criteria to move on Skill/Teacher Cues

4 Instant Game/Activity Instruction: After 3 minutes Cues:
min Similar to culminating activity from previous Between, tap, tap,
lesson. Goal: Refresh learners on
-TTW instruct students on the rules of Dribble previous of dribbling
Tag
-TTW explain that the goal of the game is to stay
away from the tagger or person with the noodle
while maintaining control of your ball.
-As the teacher is giving a demonstration they will
go over skill cues of dribbling and remind
students to keep it in control and near their body. circles=students dribbling
TTW also remind them to keep their heads up and circle with line through=
stay in bounds to follow the classroom safety tagger
protocols.
-TTW explain that if you are tagged you will trap
the ball and tap the ball in between your feet 5
times, trap again and then proceed to play.

Transition: Pick up ball, meet in middle in five seconds, ball on the ground in between your feet.

Time Introduction/Set Induction & Organization Criteria to move on Skill/Teacher Cues

Behavior Focus
3 min Introduction: The students will be spaced Once students have Cues:
-Today we will be learning how to travel and out within the general area repeated back cues during Gentle tap, behind, hard
kick for a goal. We will be doing activities like facing the teachers who will check for understanding kick
one on one soccer and a soccer obstacle course be standing by windows Goal: -Dribbling in open
to practice these but first you’re probably near the door by the outdoor space allows for learner to
asking yourself how do I travel and kick for a staircase. focus on kicking and the
goal and that’s what we are about to teach you. relationship to others and
Strategy/Tactic/Skill Focus: the goal.
-TTW have all the students pick up their ball
and spread out in the general area in three
seconds. Once they have found space they will
place the ball between their feet and look
towards the teachers.
-TTW demonstrate dribbling forward and
remind them of the skill cues (between, tap,
tap). TTW then instruct students that once we
 say go they will do three dribble forward and
then stop the ball and put it back between their
feet.
-TTW then add the new skill cue of behind or
making sure that once they have stopped
dribbling that they are behind the ball. TTW
add the next skill cue of hard kick,
demonstrating kicking forcefully with your
shoelaces. Explaining to students the
importance of controlling the speed of the ball
before the kick.
-Have the students repeat back cues
Behavior Focus:
Keeping personal space during demonstration
Transition: Everyone grab one cone and put it in the general area. Stand next to your cone with eyes on us

Time Task/Skill Practice Organization Criteria to move on Skill/Teacher Cues

3 min Task: After the majority Cues:
Travel at your own speed and tap the ball while of the students Behind the ball (contact
avoiding obstacles (cones) and people. On have used the ball directly behind the
signal (music stopping) travel quickly to an proper skill cues to center for travel along the
open space and kick for goal. shoot at least 3 ground)
Extension: times -Gentle tap for dribble
TLW travel closer to the goal if they feel they -Hard kicks for goal
cannot be successful at the distance they stop. - Gentle tap, behind, hard
TLW take a step back to challenge themselves. kick
Refinement:
If students are not achieving the skill cues, we Goal: Use at least 3 names
will pause and refine the specific skill cue they a minute
are struggling with.
Transition: Everyone grab a cone and stack them and put your balls in the hoola hoop and then gather around us

Time Task/Skill Practice Organization Criteria to move on Skill/Teacher Cues

5 min Task: TLW get into groups of two. The two After each partner Cues:
partners will be located in one of the 4 quadrants has had a chance to Gentle tap for dribble
in general space. Partner 1 begins to travel and go between 3 and 6 Behind ball
dribble the soccer ball within the area; partner 2 times Hard kicks for goal
attempts to gain possession of the ball by using the Goal: Walk perimeter with
feet to trap the ball. Within each of the 4 quadrants back to wall at least 3 times
have 2 goals set up each. Partner 1 will travel
towards the goal get within striking distance (10-
12ft) and take a shot on goal. Partner 2 will not try
and block shots on goal, they will only try and
steal the ball with feet only by trapping. Partners
will switch after every shot on goal (regardless of
making it or not).

Extension: If the learner is having trouble due

to the defensive player than have the defensive
player play luke warm defense instead of warm
defense. Have defense have one polyspot that
they must always have one foot on.

Refinement:
If students are struggling to score review how to
get around defense.
Transition: One partner put up your polyspot and gather back around us

Time Culminating Activity Organization Criteria to move on Skill/Teacher Cues

7 min Activity Instruction: After about 5 Cues:
-You have five seconds to get into a group of 4. minutes Gentle tap for dribble
Each group grab a set of hoola hoops and cones Behind ball
and find a polyspot. Each group set the cones Hard kicks for goal
and hoola hoops up in any arrangement you
like, the only rules are that you must have a Goal: Give specific
goal to kick the ball into at the end and the feedback on the skill cues
equipment must be spread out throughout your
entire lane. After the equipment is set up TTW
explain that the cones and the hoola hoops are
like defenders just like the ones we had in our
one versus one that we just did. The cones are
 little defenders so we just have to change
directions to get around them. Can someone
show me what they think that looks like? The Arrangement of hoola hoops
hoola hoops are big defenders so we have to and cones up to students but
loop all the way around them. Can someone they will be inside of the
show me what they think that looks like? lanes as seen above
-When the music starts you will start the
obstacle course that you are currently at. Once
you finish and take your shot on goal, pick up
your ball and carry it to outside of the obstacle
courses, and move to an obstacle course of your
choice. You must go to every obstacle course at
least once before you can repeat one. If you are
in line for an obstacle course make sure you
wait until the person ahead of you has made it
to the middle of the course, then you may start.
If you are waiting in line you must be
practicing dribbling between your feet.
Purpose/skill used: Dribbling toward a goal and
shooting
Rules:

Transition: Everyone grab a hoola hoop or cone and set them up as they were when you got them and gather around us

Time Closure: Organization Criteria to move on Skill/Teacher Cues

3 min Check for understanding: Gathered around Once finished Review:
Reviewing skill cues of traveling and kicking teachers
for a goal. Gentle tap, heads up, hard kick
Assessment:
 Cognitive: Oral assessment of cues of
moving toward a target and shooting, as
well as ways to move around a defender
 Psychomotor:
 Affective:

POST LESSON REFLECTION: What were the most successful components of this lesson?
Why were they successful?
What needs improvement in the lesson?
How can you improve the identified areas?
What do students need more work with?
Did I reach my lesson objective, why or why not?