Pe Practicum Soccer Unit Plan Elementary

Soccer Unit
Plan (Kindergarten - 4
th
grade)
Quarry Hill Community School

January 27th - February 29th
By,
Connor McLaughlin
Unit Outcomes
Referenc
e MA CF
& NASPE
Standar
ds
by #
Content to be
taught
Assessment
Psychomotor
Perform a variety
of skills in soccer
including
dribbling,
passing, and
small-sided
games.
SHAPE:
- 1
Day 1: Dribbling
Informal
Questioning
-----------------------Teacher Passing
assessment
------------------------Teacher
Questioning
------------------------Teacher
Questioning
Cognitive
List the skill cues
used for dribbling
and passing a
soccer ball as
well as proper
soccer spacing
when asked by
the teacher.
SHAPE:
- 2
- 3
(By the end of the

unit, students will
be able to)
Affective
Learn how to play
the game of
soccer while
using good
sportsmanship
and following the
rules of the
game, while
respecting all
equipment by
using it properly.
MA CF:
- 2.1
- 2.2
- 2.7
MA CF:
- 2.1
- 2.2
- 2.5
--------------------------------Day 2:
Passing/Trapping
-------------------------------Day 3: Culminating
Activities
--------------------------------Day 4: Modified
Game Play
Day 1: Dribbling Skill
Cues
--------------------------------Day 2: Passing Skill
Cues
--------------------------------Day 3: Review
Dribbling and Passing
Skill Cues
SHAPE:
- 5
MA CF:
- 2.7
--------------------------------Day 4: Game Play

(move to open space,
short passes)
Day 1: Following
Instructions/Direction
s
--------------------------------Day 2: Following
Class
rules/expectations
--------------------------------Day 3: Demonstrate
safe and appropriate
behavior
--------------------------------Day 4:
(include rubrics,
quizzes, etc. in
written
materials
section)
Teacher
Dribbling
Assessment
-----------------------Informal
Questioning
------------------------Teacher
Questioning
(closure)
------------------------Informal
Questioning
during gameplay
Informal
Questioning
------------------------Teacher
Questioning
(closure)
------------------------Teacher Scoring
Rubric
------------------------Informal
Questioning
(closure)
Unit Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level K-4
Assessments/ Written Materials:
Name:_______________________________________________
Date:__________________
Teacher:____________________________________________
Grade: 4th
Soccer Dribbling Assessment (Cognitive)
1. What part of the foot should we use when dribbling a soccer ball?
A) Toe
B) Inside
C) Laces
D) Heel
2. What part of the foot should we NEVER use when dribbling a soccer
ball?
A) Toe
B) Inside
C) Outside
3. Where should we be looking when dribbling a soccer ball? (short

answer)
4. How close/far should the soccer ball stay to my body when

dribbling?
A) Arm length
B) Body Length
C) Foot Length
D) Leg length
5.
It is easier to stay in control of the ball while dribbling and running
as fast as you can (circle one)
True
False
6. What is the term used for stopping a ball by placing one foot on top
of it?
A) Trapping
B) Traveling
Assessments/ Written Materials:
C) Tracking
D) Twisting
Name: Billy S.
1/27/16
Date:
Teacher: Mrs. Royce
Grade: 4th
Soccer Dribbling Assessment (Cognitive) Answer Key

1. What part of the foot should we use when dribbling a soccer ball?
A) Toe
B) Inside
C) Laces
D) Heel
2. What part of the foot should we NEVER use when dribbling a soccer
ball?
A) Toe
B) Inside
C) Outside
3. Where should we be looking when dribbling a soccer ball? (short

answer)
Head up/eyes forward
4. How close/far should the soccer ball stay to my body when
dribbling?
A) Arm length
B) Body Length
C) Foot Length
D) Leg length
5. It is easier to stay in control of the ball while dribbling and running

as fast as you can. (circle one)
True
False
6. What is the term used for stopping a ball by placing one foot on top
of it?
A) Trapping
C) Tracking
B) Traveling
D) Twisting
Soccer Passing Psychomotor Assessment (Grades 2-4)
Class: _______________________________
Date: _______________________________
Key:
+ --- Exceeds
Expectations
X --- Meets
Expectations
N --- Needs
Name:
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
______________
_____
Class:
Points non-kicking foot

to target:
Contacts ball with

inside of foot:
Foot follows through to

target:
____________________
____________________
____________________
___________________
___________________
___________________
___________________
___________________
___________________
____________________
____________________
____________________
___________________
___________________
___________________
___________________
___________________
___________________
____________________
____________________
____________________
___________________
___________________
___________________
___________________
___________________
___________________
____________________
____________________
____________________
___________________
___________________
___________________
___________________
___________________
___________________
____________________
____________________
____________________
___________________
___________________
___________________
___________________
___________________
___________________
____________________
____________________
____________________
___________________
___________________
___________________
___________________
___________________
___________________
Soccer Passing
Psychomotor
Assessment (Grades 2-4) Answer Key
MR. C
Key:
+ --- Exceeds
Expectations
X --- Meets
Expectations
N --- Needs
Date: 2/3/16
Points non-kicking foot

to target:
Contacts ball with

inside of foot:
Foot follows through to

target:
Jackson B
_________+_________
_________X_________
________+__________
Sophia B
_________ X _________
_________X_________
________+__________
Emma D
__________+________
_________X_________
________+__________
Isabella D
_________ X _________
_________X_________
_________X_________
Lucas F
_________ X _________
_________X_________
_________X_________
Ethan G
_________ N _________
_________X_________
_________X_________
Abigail H
_________+_________
_________+_________
_________+_________
Madelyn K
_________ X _________
_________X_________
_________X_________
Logan K
________ N __________
_________X_________
_________N_________
Ryan K
_________ X _________
_________N_________
_________X_________
Alexander L
________ N __________
_________X_________
_________X_________
Hannah M
_________ X _________
_________+_________
_________X_________
Riley M
________+__________
_________X_________
_________X_________
Henry P
________ X __________
_________X_________
_________X_________
Matthey R
_________ N _________
_________X_________
__________N________
Sarah S
_________+_________
__________X________
__________+________
Gabe T
________ N __________
__________N________
__________X________
Hunter W
_________+_________
_________X_________
_________X_________
Name:
Affective Scoring Rubric

1 Point:
Student exhibits an excellent/positive attitude
throughout the entire class
Student is always on task and follows
instructions/directions every time
Student is always willing to participate in class activity
2 Points:
Student exhibits a positive attitude throughout most
of the class
Student is on task most of the time and follows
instructions/directions almost every time
Student is almost always willing to participate in class
activity
3 Points:
Student exhibits a positive attitude only sometimes
during the class
Student is sometimes off task and sometimes
struggles to follow instructions/directions
Student is only willing to participate sometimes (in
certain activities)
4 Points:
Student often exhibits a negative attitude throughout
the majority of the class period
Student is often off task most of the time and often
does not follow instructions/directions
Student is often unwilling to participate
0 Points:
Student is unable to be observed/assessed
Unit Grading System
Effort (50%)- Students participate in each

lesson as well as follow directions and class
rules every day.
Skills (10%)- Students demonstrate the ability
to work their hardest in each class as well as
show improvement with their physical skills
throughout the unit.
Knowledge (40%)- Students correctly answer
the teachers verbal questions as well as
written assignments regarding knowledge of
the movements.
Result of Assessment:
During this four-day soccer unit, I gave various assessments to
the students both informal and tangible, within all three domains. The
first assessment I gave was a cognitive soccer dribbling assessment. I
used it with my 3rd and 4th graders as both a pre and post skills test.
Many of the students have a large background in soccer and preformed
extremely well on the pre-test. It was difficult to judge their learning
ability with this cognitive assessment because so many of them
answered all of the questions correctly in the pre-test. In the future, I
will think about creating a harder pre-test to better acquire the true
student knowledge of this skill.
The second assessment I gave the students was a psychomotor
soccer passing assessment. I tried my best not to have the students
realize I was watching them perform the skill and giving them a grade
on it. I noticed that students usually preform the skill differently
(sometimes better, sometimes worse) when someone is standing over
their shoulder watching them. This assessment ended up taking a long
time because I still did not know the names of every student in the
class. It was difficult for me to maintain movement around the
gymnasium while giving correct feedback, at the same time as giving
the tangible assessment. The assessment itself was also difficult to
follow. I liked how I was able to fit all of the names onto one sheet of
paper, making it easy to disguise the assessment from the students.
However, it was difficult to keep referring to the Skill Cue key, which
determined if the student was to get an exceeds expectations,
meets expectations, or needs improvement. In the future I will
change the assessment to have each sheet of paper assessing each
student, to make it much less complicated and easier to use while
teaching.
On top of these tangible assessments, there were many visual
assessments that I used in an informal setting. At the end of each
lesson I would assign a grade to each student from the affective
scoring rubric. I placed this rubric out on the bulletin board for all of the
students to see when walking in and out of the gymnasium, to remind
them about the appropriate behavior they are expected to have in my
gymnasium.
Lesson Plans:
Springfield College Daily Lesson Plan
Name: Connor McLaughlin _____________Date: 1/27/16__________Time:
9:15am__
School: Quarry Hill Community School _______________________ Lesson
#: 1______
Facilities: Gymnasium__________ Class Size: 25____ _
Grade: 2nd_______
Unit/Theme: Soccer_________
Generic Level: PreControl/Control
Equipment:
65-75 soccer balls (different sizes), 10 Hula-hoops,
50 Hot Spots, 4 pennies, 25 cones (different sizes)
Focus of Lesson: Soccer (dribbling)
Student Performance Objectives (SPO): (NASPE #___; MA CF
#___ ; Task/Activity #___)
By the end of the lesson, students should be able to:
(P) Perform the correct soccer dribbling using the appropriate skill
cues 8/10 times when asked by the teacher. MA CF-2.1 , SHAPE- 1
(C) List the correct skill cues for soccer dribbling 9/10 times when
asked by the teacher. MA CF-2.1 , SHAPE- 2
(A) Respect all equipment used in the lesson by only using it correctly.
MA CF-2.7, SHAPE-4
Check each objective is it specific? Is it achievable? Is it
developmentally appropriate?
Teacher Performance Objectives During the lesson the
teacher will:
1. Explain safety and rules of all activities.
2. Keep students from being off task by having a variety of
activities and extensions.
3. Give positive specific feedback to the students.
Special Considerations What are the safety concerns? What is

unique about the students in this class?
Be alert of safety issues including knowing where other students are at
all times.
References:
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=119
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
0-5 Attendance- Students will
min enter the gym and sit in their
SSSSSSSSSSSSSSSSSS
assigned seats on the red line
SSSSS
(red line rules).
T
5-10
min Introduction- Teacher will go
over the focus of the day
(Soccer-dribbling), safety, start SSSSSSSSSSSSSSSSSS
and stop signals, and any
SSSSS
questions.
T
Teacher will go over the skill
cues for dribbling:
-Push ball gently with inside of
foot (alternate feet)
-Keep ball close to body
(closer then fingertips with
arms extended outwards)
-Keep head up (look where you
are traveling)
Start and Stop signals- one
whistle to start. two whistles
to stop, students must place
equipment at their feet and
have eyes on the teacher.
Safety- keep head up, be
aware of boundaries as well as
other students in the vicinity.
Check for understanding- ask
students to repeat the skill
cues for dribbling.
1012
min
Transition- In groups, students

will pick up a soccer ball and
T
Sb
Sb
Sb
Sb
Sb
walk/jog/skip to personal
space in the gymnasium.
Sb Sb
Sb
1220
min
Activity 1:
Students will practice dribbling
the soccer ball between their
feet while remaining
stationary. (also called
foundations)
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
T
2025
min
Activity 2:
Students will continue to
remain stationary while gently
touching the top of the ball
with the bottom of their foot,
while alternating feet. (also
called toe-touches)
Sb
Sb
Sb
Sb Sb
Sb
2530
min
Activity 3: (Bubbles)
Students will move around the
gymnasium in personal space
(also called their personal
bubble) while dribbling the
soccer ball with the inside of
their feet. If a ball leaves their
bubble and nocks into
another students bubble,
each student must do 5 toetouches before returning to
the game.
Extension- cones will be
placed down in the
gymnasium as added
obstacles (or bubbles) that
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
C
Sb
C
Sb C Sb
C
C
Sb
C
C
Sb C Sb C
Sb
Sb C Sb
Sb C
Sb C
Sb C
Sb
3040
min
4052
min
students must dribble around.

A point system will be
assigned. If the student traps
the ball properly he/she will be
awarded a +1. If a student
dribbles into a cone he or she
gets a -1. Students should
aim for a +20.
Activity 4: (Pirates)
Students will dribble a soccer
ball around inside the
boundary area . One student is
names the pirate, and he/she
Sb
Sb
Sb
will be the only student
Sb
Sb
S
without a soccer ball. The
Sb Sb
Sb
Sb
pirate will attempt to take the
Sb
ball away from another
Sb
Sb
Sb
student, or kick the ball away,
Sb
out of bounds. If the pirate is
successful, he/she will collect
T
that ball, and the other
student now becomes the
pirate.
Extension- another pirate will
be added
- boundary area will be
shortened/widened
Activity 5: (game-soccer
knockout)
Students will dribble a soccer
ball inside the boundary area,
and simultaneously try to kick
other classmates soccer balls
out of the boundaries, while
still maintaining possession of
their own ball. Students who
get their soccer ball kicked out
of the boundary will have to
perform 10 toe-taps outside
the boundary before returning
to the game.
Sb
Sb
Sb
Sb Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
T
Sb
Activity 6: (optional) Red

Light/Green Light with soccer
ball
Students will each have a
soccer ball and start at one
end of the gymnasium, across
from the teacher. The teacher
will turn around and say red
light, green light, 1,2,3 and
turn back around. The
students must stop, and trap
their ball before the teacher
turns around. If the teacher
sees any student moving after
he/she turns around, the
student(s) must start back
from the other side of the
gym.
5253
min
Activity 7: (optional)
Students will be split up into
two even teams, with 5 Hulahoops on each teams side of
the gymnasium. Various size
soccer balls (about three for
each student) will be placed
randomly around the
gymnasium. Students will
collect each soccer ball and
dribble the ball back to their
side of the gymnasium and
Sb
Sb
Sb
Sb Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
T
H
H
H
S b
S b
S b
Sb
b
S b S
b
b
S
b
S
S
b
S
S
b
S
S b
S b
Sb
b
H
S
S
b
b
b
S b
S
trap each ball in a hula-hoop.

The round ends when every
soccer ball has been collected.
Students may not steal soccer
balls from the other teams
hula-hoops.
5358
min
5860
min
TransitionAt every stop signal, students

will place all equipment down
on the floor, and sit in
personal space away from the
equipment to wait for the
teachers instruction. After the
last activity, students will be
called in groups to return their
individual soccer ball into the
basket, and become seated on
the red line.
Closure- Teacher will review
the skill cues for dribbling.
b S
b
S
b
S
b
S
b
S
b
S
b
S
b
S
b
H H
H
H
H
SSSSSSSSSSSSSSSSSS
SSSSS
T
SSSSSSSSSSSSSSSSSS
SSSSS
T
Transition- Students will line

up at the door of the
gymnasium in single file.

9:15am__
#: 2______
Grade: 2nd
Unit/Theme: Soccer (passing)_________ Generic Level: PreControl/Control

Equipment:
25 hotspots, 40 pins, 40 cones, 40 tennis/whiffle
balls, 25 soccer balls
Focus of Lesson: Soccer (passing)
(P) Perform the correct soccer passing using the appropriate skill cues
8/10 times when asked by the teacher. MA CF-2.1 , SHAPE- 1
(C) List the correct skill cues for soccer passing 9/10 times when asked
by the teacher. MA CF-2.1 , SHAPE- 2
MA CF-2.7, SHAPE-4
teacher will:
all times.
References: https://physedgames.com/category/soccer/
REFLECTIO
TIME
SEQUENCE OF LESSON
ORGANIZATION
N
0-5
Attendance- Students will
SSSSSSSSSSSSSSSSSSS
SSSS
assigned seats on the red
T
line (red line rules).
5-10
SSSSSSSSSSSSSSSSSSS
SSSS
(Soccer-passing), safety,
T
start and stop signals, and
any questions.
Teacher will review skills
from the previous lesson
(dribbling and trapping)

cues for passing:
-Non-kicking foot next to the
ball (point to target)
-Contact ball in the middle
with inside of foot
-Follow through so kicking
foot goes to target
whistle to start. two whistles
aware of boundaries as well
as other students in the
vicinity.
cues for dribbling.
1012
min
1220
min
Transition- In groups,
students will pick up a soccer
ball and walk/jog/skip to a
hotspot assigned by the
teacher.
Activity 1:
Students will pass the soccer
ball back and forth with a
partner (assigned by the
teacher). Students will only
pass the ball when sanding
on their hot spot. Students
may leave their hot spot to
retrieve the ball, but must
dribble back and trap their
T
Sb
Sb
Sb
Sb Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
S
bS
S
bS
S
bS
Sb
Sb
Sb
Sb
Sb
S
S
S
ball on the hot spot before

passing to their partner.
Sb
Sb
2025
min
S
bS
S
bS
S
S
T
Activity 2:
Students will be placed in a
group of 4. Students will pass
the ball clockwise to their
partners (always in the same
direction). Students will only
pass the ball when sanding
on their hot spot. Students
may leave their hot spot to
retrieve the ball, but must
dribble back and trap their
ball on the hot spot before
passing to their partners.
2530
min
Sb
Sb
Sb
Sb
Activity 3: (Soccer Bowling)

Students will return to their
original group of two. 3 Pins
(for each group) will be
placed down (slightly spaced
apart) against a wall.
Student(1) will have two
chances to try and nock
down all three pins. In
between kicks, Student(2)
will pass the ball back to
their partner. Students will
switch positions after ever
two kicks. Students can only
kick from his/her hotspot.
3040
min
Activity 4: (Pinball Soccer)
2 teams. 25 pins will be
S
bS
S
bS
S
bS
S
bS
S
S
ppp
ppp
I
I
I
I
S(b)
(b)S
-------------------------------S
S
ppp
ppp
I
I
I
I
S(b)
(b)S
T
4052
min
5253
min
5358
min
58-
placed (with space in

between each) across the
middle of the gym. Students
will have to kick the ball to
knock down the pins. If a ball
misses the pin, it will
continue rolling to the other
side of the gym where the
second team will be
standing. Team(2) will then
repeat until all pins have
been knocked down.
Activity 5: (Knock it Off)

Two students will be paired
up with three cones and
three tennis balls placed on
top of each cone. Students
will have two minutes to
knock the ball off every
cone. Student(1) will kick,
and retrieve the ball by
dribbling (not passing) back
to their partner who will then
repeat.
TransitionAt every stop signal,

students will place all
equipment down on the
floor, and sit in personal
space away from the
teachers instruction. After
the last activity, students will
be called in groups to return
their individual soccer ball
into the basket, and become
SSS S S SSSSS S
S S S
ppppppppppppppppppp
ppp T
SSS S S SSSSS S
S S
ccc
ccc
I
I
I
I
S(b) S
S (b)S
-------------------------------ccc
ccc
I
I
I
I
S(b) S
S (b)S
T
SSSSSSSSSSSSSSSSSSS
SSSS
T
60
min
seated on the red line.

the skill cues for passing.
SSSSSSSSSSSSSSSSSSS
SSSS
T

9:15am__
#: 3______
Grade: 2nd_______
Equipment:
30 foam soccer balls, 10 cones, 20 pins, 4 mats, 40
hotspots
Focus of Lesson: Soccer (Culminating Activities)
(P) Perform the correct soccer dribbling/passing using the appropriate

skill cues 8/10 times when asked by the teacher. MA CF-2.1 , SHAPE1
(C) List the correct skill cues for soccer dribbling/passing 9/10 times
when asked by the teacher. MA CF-2.1 , SHAPE- 2
MA CF-2.7, SHAPE-4
teacher will:

all times.
References:
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
(red line rules).
5-10
SSSSSSSSSSSSSSSSSS
SSSSS
(Soccer-dribbling), safety, start
T
questions.
cues for dribbling and passing
from the previous lessons:
(Dribbling)
are traveling)
(Passing)
with inside of foot
foot goes to target
1012
min

whistle to start. Two whistles
cues for dribbling.
Transition- Students will be
split up into two even teams
and separated on different
halfs of the gymnasium.
1220
min
20-
Activity 1: (Messy Backyard)

Students are split into two
teams, each staying on one
side of the gymnasium
separated by a line (half
court). Various (about 20)
foam soccer balls will be
spread out all over the
gymnasium. At the teachers
start signal, students will
attempt to kick ever ball onto
their opponents side of the
gymnasium (neighbors yard).
After 3 minutes the teacher
will stop the game and place
an even amount of soccer
balls (about 10) on each side
of the gymnasium before
starting the game again.
S S S S S SS S S S
S S
b b
b
b
b
b
b
b b
b
b
b
b
b
b
b b
b
S S S S S SS S S S
S S
30
min
Activity 2: (Pin Kickball)
Students will remain standing
where they are while the
teacher places 10 pins on
each side of the gymnasium
(underneath each basketball
hoop) At the start signal,
students will attempt to kick
each soccer ball and knock
down all of the opponents
pins. After 3 minutes students
will pick up every pin that had
fallen down and repeat the
activity.
Extension:
-Pins will be placed
closer/further from the center
line
-More/less soccer balls will be
added
P P P P P P P PP
P
S S S S S SS S S S
S S
b b
b
b
b
b
b
b b
b
b
b
b
b
b
b b
b
S S S S S SS S S S
S S
P P P P P P
P
P P P
3040
min
Activity 3: (Soul Survivor)

Students will each pick up
their own pin and place it
anywhere in the gymnasium
inside the boundary line of the
basketball court. Each student
will start with a soccer ball.
The objective of the game is
to protect your individual pin
while attempting to kick a ball
to knock down other
classmates pins. Students
may leave their pin whenever
they like to retrieve a ball. If a
(out of bounds)
_________________
I
Sp
Sp
Sp
I
I
Sp
Sp
Sp
I
I
Sp
Sp Sp
I
4050
min
5052
min
students pin is knocked down,

he or she will pick up their pin
proceed to the designative
out of bounds area where
they will attempt to kick
soccer balls at the remaining
pins of the students who are
still in the game.
Extension-Playing area will be
shortened/lengthened
Activity 4: (Soccer Battleship)

Students will be split up into 4
even teams. Each team will
stand on a mat placed in
different areas within the
gymnasium. Each mat will be
surrounded with a circle of hot
spots as well as 1 pin on each
corner of the mat. Various
soccer balls will be placed
throughout the gym. The
objective of the game is to
attempt to kick a soccer ball
at the other teams pins. If all
pins on one mat are knocked
down, those students
abandon ship and travel to
any other mat to join with that
team. Students may leave
their mat at any time to
retrieve a soccer ball, but can
only kick the ball from their
mat (within the area of the
surrounding hot spots).
Students may only use their
hands when protecting a pin
while standing on a mat. If
a student touches a ball with
their hands to protect their
pin, while standing off of their
mat, they must knock 1 pin
down. Students also cannot
__________________
(out of bounds)
P____P
I
I
P____P
P____P
I
I
P_____P
P____P
I
I
P____P
P____P
I
I
P_____P
use their hands while

retrieving a soccer ball.
5258
min
5860
min

the red line.
the skill cues for dribbling and
passing.
SSSSSSSSSSSSSSSSSS
SSSSS
T
SSSSSSSSSSSSSSSSSS
SSSSS
T


9:15am__
#: 4______

Grade: 2nd_______
Equipment:
30 foam soccer balls, 10 cones, 20 pins, 4 mats, 40
hotspots
Focus of Lesson: Soccer (Modified Games)
(P) Perform the correct soccer dribbling/passing using the appropriate

skill cues 8/10 times when asked by the teacher. MA CF-2.1 , SHAPE1
(C) List the correct skill cues for soccer dribbling/passing 9/10 times
when asked by the teacher. MA CF-2.1 , SHAPE- 2
MA CF-2.7, SHAPE-4
teacher will:
all times.
References:
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
(red line rules).
5-10
SSSSSSSSSSSSSSSSSS
SSSSS
(Soccer-dribbling), safety, start
T
questions.

cues for dribbling and passing
from the previous lessons:
(Dribbling)
are traveling)
(Passing)
with inside of foot
foot goes to target
1012
min

whistle to start. Two whistles
cues for dribbling.
Transition- Students will be
split up into two even teams
and separated on different
halfs of the gymnasium.
1225
min
2540
min
Activity 1: (Pin Galore Soccer)

Students are split into two
teams. All of the same rules of
soccer apply to this game
except that the goal/net on
each team is represented by 5
pins. Each team is allowed to
have one goalie who must
switch off every few minutes.
If a student shoots the ball
and knocks down a pin, he she
will collect that pin and place
it on their own teams goal
line. The game will continue
on until one team has all of
the pins on their side.
Extension-multiple soccer balls
will be added
Activity 2: (Sideline Soccer)

The students will be split up
into two teams and each team
will spread out along the
entire side of the court/field.
The first 4 students on each
team will play against each
other and attempt to score a
goal by kicking the ball
against the opposite wall, past
the other team. Every other
player on both sidelines are
goalies and may use their
hands whenever they want. If
a goal is scored, that team will
just roll the ball out to one of
PPPPP
S s
ss
s
s
S s
s s
s
B
B
Ss
s
s
s
Ss ss
s
PPPPP
T
S
S
S
s
s
S
s
s
S
S
S
b
S
S
s
S
S
S
b
s
4050
min
5052
min
5258
min
5860
min
S
S
their teammates and continue

the game. After two or three
minutes, the 4 students on
each team who were playing
will rotate to the back of the
line (and become goalies) and
4 new students from each
team will begin to play.
Extension:
-More/less soccer balls will be
added to the game
Activity 3: (Crab Soccer)

two teams. Students must
remain in the crab walk
position throughout the entire
game. Students will attempt to
kick a soft and light beach ball
against the opposing teams
wall to score a point, while
remaining in the crab walk
position.
Extension- One or two more
beach balls will be added
the red line.
the skill cues for dribbling and
passing.
ss
s
s
S s
s s
s
B
B
Ss
s
s
s
Ss ss
s
SSSSSSSSSSSSSSSSSS
SSSSS
T
SSSSSSSSSSSSSSSSSS
SSSSS
T

Rainy Day Lesson Plan

9:15am__
#: 5______
Facilities: Gymnasium/Classroom________ Class Size: 25____ _
Grade: 2nd_______
Unit/Theme: Cup Stacking
Equipment:
Focus of Lesson: Cup Stacking
(P) Perform the correct cup stacking by using the appropriate cup
stacking form 8/10 times when asked by the teacher. MA CF-2.1 ,
SHAPE- 1
(C) Explain the correct way to stack the cups 9/10 times when asked
by the teacher. MA CF-2.1 , SHAPE- 2
MA CF-2.7, SHAPE-4
teacher will:
all times.
References: https://www.youtube.com/watch?v=3rQQoTqAV0o
REFLECTI
TIME
SEQUENCE OF LESSON
ORGANIZATION
ON
0-5
Attendance- Students enter
min classroom and sit at a desk while
teacher calls out names for
attendance.
5-15
min Introduction- Teacher will go over the
focus of the day (cup stacking)
Teacher will show a quick
demonstration of how to stack and
un-stack the cups properly. (in the 36-3 cup stacking formation)
Teacher will then show the following
cup stacking video to the class.
https://www.youtube.com/watch?
v=3rQQoTqAV0o
TransitionStudents will split up into partners or

groups of three (depending on
number of cups)
1535
min
3555
min
5560
min
Activity 1- Students will practice cup

stacking, at their own pace, with
their partners/groups
Activity 2- Students will time their
partner while he or she practices the
3-6-3 cup stack. Students will record
their best time and share with the
class at the end of the lesson
Transition- Students will line up at the

door of the classroom in single file.
References:
1.https://physedgames.com/category/soccer/
2.http://www.pecentral.org/lessonideas/searchresults.asp?Search=Find+Them&subcategory=Dribbling
3.http://www.peuniverse.com/Discussions/detail.cfm?post_id=2233
4.http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=119
5.https://www.youtube.com/watch?
v=RlaXTMJ1oN8&list=PL2SgL8sFniOyZbu6125aGzBhDj2DJvkEd
6. Mr. Pagliaro Hand Book

Pe Practicum Soccer Unit Plan Elementary

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Pe Practicum Soccer Unit Plan Elementary

Uploaded by

Copyright:

Available Formats

Soccer Unit

Quarry Hill Community School

(By the end of the

--------------------------------Day 4: Game Play

Unit Unit Outcomes/State & National Standards/Content/Assessment Template

3. Where should we be looking when dribbling a soccer ball? (short

4. How close/far should the soccer ball stay to my body when

Teacher: Mrs. Royce

Soccer Dribbling Assessment (Cognitive) Answer Key

3. Where should we be looking when dribbling a soccer ball? (short

5. It is easier to stay in control of the ball while dribbling and running

Points non-kicking foot

Contacts ball with

Foot follows through to

Points non-kicking foot

Contacts ball with

Foot follows through to

Affective Scoring Rubric

Unit Grading System

Effort (50%)- Students participate in each

Special Considerations What are the safety concerns? What is

Transition- In groups, students

students must dribble around.

Activity 6: (optional) Red

trap each ball in a hula-hoop.

TransitionAt every stop signal, students

Transition- Students will line

Springfield College Daily Lesson Plan

Unit/Theme: Soccer (passing)_________ Generic Level: PreControl/Control

Teacher will go over the skill

ball on the hot spot before

Activity 3: (Soccer Bowling)

placed (with space in

Activity 5: (Knock it Off)

TransitionAt every stop signal,

seated on the red line.

Springfield College Daily Lesson Plan

(P) Perform the correct soccer dribbling/passing using the appropriate

Special Considerations What are the safety concerns? What is

Start and Stop signals- one

Activity 1: (Messy Backyard)

Activity 3: (Soul Survivor)

students pin is knocked down,

Activity 4: (Soccer Battleship)

use their hands while

TransitionAt every stop signal, students

Transition- Students will line

Springfield College Daily Lesson Plan

Facilities: Gymnasium__________ Class Size: 25____ _

(P) Perform the correct soccer dribbling/passing using the appropriate

Teacher will go over the skill

Start and Stop signals- one

Activity 1: (Pin Galore Soccer)

Activity 2: (Sideline Soccer)

their teammates and continue

Activity 3: (Crab Soccer)

Transition- Students will line

Rainy Day Lesson Plan

Springfield College Daily Lesson Plan

By the end of the lesson, students should be able to:

TransitionStudents will split up into partners or

Activity 1- Students will practice cup

Facilities: Gymnasium______ Class Size: 25 _