1.

Lesson Plan Information

Subject/Course: Healthy Active Living
Education, Open, (PPL3O)
Grade Level: Grade 11
Topic: Movement Skills (Territory Game;
Soccer)

Name: Soccer Dribbling Lesson

Date: November 5th
Time: 10:30
Length of Period: 1 full period; 7 minutes

2. Expectation(s)
Expectation(s) (Directly from the Ontario Curriculum):
- Demonstrate the development of movement skills in a variety of physical
activities(e.g., performing such skills as on overhead serve in volleyball, a
parallel turn in down-hill skiing, or a j-stroke in canoeing);
- Apply movement principles to refine their movement skills (e.g. using all of
the joints that can be effectively used to produce maximum force, as in an
overhead clear in badminton or a slapshot in hockey);
Learning Skills:
- Students will learn and demonstrate the proper steps/technique of dribbling a
soccer ball while keeping their head up;
- Physical skills as well as knowledge and understanding will be applied;

3. Content
What do I want the learners to know and/or be able to do?
Today learners will:
- Learn to dribble a soccer ball while using the proper form and technique;
- By the end of the lesson, students will :
o Identify how to properly dribble a soccer ball (form and technique);
o Demonstrate and apply the movement skills associated with dribbling;
o Apply principles in order to refine the movement (ability to dribble with
head up and go around objects/avoid other people);
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale,
rubric)
Based on the application, how will I know students have learned what I
intended?
- This lesson is intended as an introduction type lesson;
- During the activities, the teacher will get a general understanding of what
students already know in reference to this movement skill ;
- Evaluation will be based on observations and discussions throughout the

lesson;
The teacher will be able to identify areas that need to be further explored
throughout the unit;
During the lesson, the teacher will observe as students identify and
demonstrate the proper technique of dribbling a soccer ball;

5. Learning Context
A. The learners
What prior experiences, knowledge and skills do the learners bring with
them to this learning experience?
o Learners will identify vocabulary and technique they have already
seen/practiced in the game of soccer (for example, technique and
form of dribbling);
o Students will have a general understanding of this skill based on
what they already know about the game of soccer (proper
technique and positioning of body parts);
o This will allow the teacher to get an understanding of what students
already know and where they need to go in their learning
experience;
o Students will participate in open discussions and practice
throughout the entire lesson, allowing them to be engaged in their
learning and discuss/demonstrate their prior knowledge;
o Students may reference personal experiences and stories they have
encountered and/or practiced;

How will I differentiate the instruction (content, process and/or product) to

ensure the inclusion of all learners (Must include where applicable
accommodations and/or modifications for learners identifies as
exceptional.)
o Throughout the lesson, the teacher will modify/use different
strategies in order to include all learning types;
o Accommodations will include:
Repeating instructions
Varying equipment (for example, using lighter or bigger balls
instead of soccer balls for students with disabilities or who
need extra support)
Modelling/demonstrating techniques
Writing key words on the white board
Using diagrams or images
Clearly identifying the steps of each technique
o Modifications will include:
For students with IEPs, the teacher must follow the specific
goals of the students plan
Adapting goals by varying equipment and varying practice
time

These students can also be paired with peers in order to

encourage team work and participation
B. Learning Environment
- The lesson can take place in the gymnasium or outside on the soccer field;
- All students must be in proper uniform and follow safety rules/regulations;
- Students must remember that this is an open learning environment for all;
C. Resources/Materials
- Materials:
o Soccer balls (one per student is possible)
o Cones
- Resources:
o The Ontario Curriculum, Grade 11 and 12: Health and Physical
Education, 2000
o London District Catholic School Board , Physical Education Resource
Units, 1997

6. Teaching/Learning Strategies
INTRODUCTION (~10 15 minutes)
- The teacher must always take attendance at the beginning of class;
- The teacher will ensure all students are properly dressed and in uniform
(checking that shoe laces are tied, piercings are covered, jewellery is
removed, etc.,) to ensure safety of all students;
- The teacher will then present todays expectations:
o Demonstrate the development of movement skills in a variety of
physical activities(e.g., performing such skills as on overhead serve in
volleyball, a parallel turn in down-hill skiing, or a j-stroke in canoeing);
o Apply movement principles to refine their movement skills (e.g. using
all of the joints that can be effectively used to produce maximum force,
as in an overhead clear in badminton or a slapshot in hockey);
- The teacher and students will then write the success criteria together (in a
language students can understand) in order for students to be aware of what
they will be learning today;
- For example, success criteria for these expectations may be:
o Demonstrate the proper form and technique of dribbling a soccer ball;
o Apply different principles to refine dribbling (keeping head up and
going around people or objects);
- Students are now aware of the learning expectations for the lesson and the
teacher can begin the lesson;
- Success criteria will be posted in gymnasium for students to reference during
the lesson;
MIDDLE (~50 minutes)
Set up / Organization:
- The teacher will select 2 students who can help take out the soccer balls and
cones for the lesson;

No other set up is required today;

No students will be allowed to touch the soccer balls until the teacher has
given the signal to ensure the safety of all students;

Warm up:
- Students will begin stretching from head to toe, ensuring they are properly
prepared;
- Students will then take a soccer ball and perform a light jogging activity;
- Jog and Dribble: teacher blows whistle and students begin to jog and dribble
the ball with the inside of their foot in a clockwise direction for one lap around
the gym/field;
- On a second whistle, students switch to outside of foot and change direction
for one lap;
General Discussion / Modeling / Demonstration:
- The teacher will begin by explaining the technique of shooting and model this
form;
Consolidation/Recapitulation Process: How will I check for understanding?
- The teacher and students identify shooting criteria together:
o Knees are bent and always be on the balls on your feet;
o Place ball in front of you and remember that dribbling is simply the
ability to move the ball at a reasonable pace while keeping it close to
you and under control;
o Tap the ball with the inside of your foot at a comfortable speed;
o Follow the ball and tap again;
o Continue this tap and follow motion;
o Try using the other foot;
- The teacher can model this technique several times allowing the students to
properly see the expectations;
Activity 1: Simple Dribbling
Application: What will learners do to demonstrate their learning? (Moving from
guided, scaffolded practice, and gradual release of responsibility.)
-

This activity will allow students to practice and refine the skill on their own;
Each student will have a soccer ball and will practice the proper form of
dribbling;
Students will line up at one end of the gym/field;
At the sound of the whistle, they will dribble the ball with their right foot only,
to the other end and back;
They will then repeat with their left foot;
The goal is to practice bending the knees, tap and following the ball at a
comfortable speed;
Afterwards, they can practice with the inside of their foot, then with the

outside of their foot;

Students must make sure they have enough space to ensure safety;
Students will practice each step of the movement, dribbling the ball at a
gentle and controlled speed;
They can then practice and a faster speed and while keeping their head up;
Students will repeat this drill while teacher circulates and helps students to
refine techniques;
The teacher also models during this time to allow students to compare and
visualize the proper form of dribbling the ball;

Activity 2: Dribbling through cones

- Students will now get into pairs in order to demonstrate their learning with a
peer;
- Ask students to stand at one end of the gym/field;
- Set up cones in a line for each group of students;
- Students will take turns dribbling the ball in and out of the cones, focussing
on control and keeping their head up;
- During this time, students are actively engaged in their learning while
refining and adapting the skill of the partner;
- Students can peer evaluate and correct their partners technique in order to
properly practice;
- The teacher will also circulate to help correct and perfect the skill;
- The teacher can use the following cues in order to help students perfect
dribbling:
o Knees bent, body slightly forward
o Be on your toes
o Gently tap soccer ball
o Tap with inside
o Tap with outside
o Tap and follow
o Head up
o Controlled taps
o Increase speed
- The teacher will also take this time to evaluate the students by observation
and by taking notes;

Activity 3: Game of Keep the Ball

- During this activity, each student will need a soccer ball;
- The teacher will clearly identify boundaries of the game (with cones or using
the lines in the gym);
- The purpose of the game is for students to dribble the ball with control, while
trying to keep it away from other players;
- The game begins at the sound of the whistle;
- Students must dribble the ball in the playing area;
- While dribbling, students must try to knock out other students soccer balls
(by kicking it out of the playing area), while keeping control of their own ball;

If a ball gets knocked out of the designated dribbling area, that student must
retrieve their ball and they are eliminated;
Once more players get eliminated, the teacher can make the playing area
smaller until only 1 player remains;
The player who is able to control their ball the longest and remains until the
end of the game wins;
Once students have finished, they must discuss with a partner what they
need to do in order to improve their dribbling technique;

Cool down:
- Students will participate in a light jog around the gymnasium (5 times
running, then 3 times walking);
- Students will stretch out muscles used during the lesson;
- It is important that all students stretch/cool down in order to allow the
heartrate to return to normal;
CONCLUSION (~10 minutes)
How will I conclude the lesson?
- Students will gather back around the teacher in order to discuss the learning
objectives set at the beginning of class;
- The teacher may ask students the following questions:
o How do you feel now that you have practiced dribbling?
o What modifications did you use to adjust your dribbling technique
and/or speed?
o How did you refine your dribbling technique while playing the game
keep the ball? Did you have to adjust your speed or keep your head
up?
o Did you vary your dribbling speed based on how many players
remained?
- This is an open discussion where teacher and students can share thoughts
about the lesson and where they think they need to go in the next lesson;
- Final questions and thoughts are openly discussed;
- The teacher will use observations and discussions to plan following lessons
for the unit;
Clean up:
- Students who helped take out the soccer balls will be asked to do the clean
up;
- It is important to note that these students must always rotate as all students
should get a turn to set up/clean up;

7. My Reflections on the Lesson: What do I need to do to become more

effective as a teacher in supporting student learning?

I believe it is very important for the teacher to always be guiding the

students throughout conversations, discussions and exploration phases;
The teacher must always be actively engaged and encouraging students to
do the same;
The teacher must also be open to different ideas and demonstrate techniques
several times during the lesson;
It is important for the teacher to be prepared;
o Prepare the activities, prepare posters and visual aids that will be used;
o Prepare notes and photocopies as well as extra information for
students who need extra support (visual aids, typed notes of the
specific techniques);
o Teacher must also be well organized in order to set a good example for
the students;
Throughout the lesson, the teacher should also note what the students
already know in order the plan the following lessons for the unit;

8. Students who cannot participate in the lesson:

- Students who cannot participate during the lesson (for reasons such as
injuries) will be provided with alternative activities in order to keep them
active and participating;
- They will participate in class discussions and engage in demonstrations of the
skills;
- It is important that they are present so that they can acquire the skills when
they are able to return to the activity;
- For example, a student with a broken foot will not be able to practice
dribbling;
o The student will be present during demonstration and discussion;
o While other students are practicing the skill, this student can bike or
perform another form of activity that is keeping he/she active
(depending on the requirements from doctor);
o It is important that the student is still engaged and participating in any
possible form;
- Students with special needs and/or IEPs will also actively participate, but will
require certain adaptations and/or modifications (listed in section 5 of the
lesson plan);
- It is important to make these adaptations/modifications based on the
students plan and while communicating with the resource teacher;
- For students with special needs it is also important to consider the following:
o Lighting
o Music or loud sounds
o Behaviour
o Class size
o Team building
o Accessibility
- In addition, it is always important for the teacher to communicate with the

student and /or parents who are not able to fully participate during class.