Teacher Candidate: Clinton Stephens

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title ______Dribbling and Passing_________________________________________________________
Unit ________Soccer_____________________ Day# ________2___________
Grade level(s)/Course _______9th 12th ____________________
Date taught October 29th 2014
Textbook, Instructional Program, or Web Resource referenced to guide your instruction
Title http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3924#.VEqLhfnF-So
Publisher
Date of Publication: 11/16/2002
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
High School 9th-12th Adapted Physical Education class of about 20. Throughout the lesson we will be using cooperative learning while the students participate in
kicking manipulation skills.
Cooperating teacher- Jon West

Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
One day unit with the lesson being 45 minutes

Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
All students in the classroom have IEPs and are accompanied by a peer helper or aid. The students will be broken up into two groups allowing them to get more
practice with dribbling, passing and stopping.

List any other special features of your school or classroom that will affect the teaching of this lesson.
Newly built gymnasium with two full court basketball courts with a drop down curtain that divides the two courts. Bleachers on one side which
could be a safety hazard. Noise from the other court might distract the students, but the curtain will help dampen some of the noise. By having
smooth transitions and bringing the class in close will help eliminate some of the distractions when giving instructions to promote a LRE.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total # of students___20______
# of Males_____10_____
Special Needs Students:
Number of
Category
Students
Students with IEPs

20

# of Females_____10_____
Accommodations and/or pertinent IEP Objectives

All the students in the class have an IEP and have either a peer or paraprofessional
helper guiding them through the class. Theres a wide variety of disabilities ranging
from Autism, Down Syndrome, Spina bifida, and emotional behavior disorder. The
student that has Spina bifida has an assisting specialized walker that allows her to
walk alone with the rest of the class.

English Language Learners

Gifted and Talented

504

Autism or other special

needs (EmotionalBehavioral Disorders)

Use information here to complete the DifferentiatedInstructionand Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON

Content Strand Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Enduring Understanding and/or Essential Question

The students will build on the skills of kicking and dribbling during the variety of activities throughout the course of the lesson after demonstrating and reminding
students.

GLE and Symbolic Notation

DOK = Depth of Knowledge

1:4:A2 Demonstrates balance and body

control while moving at different speeds
while manipulating a ball of different sizes.

Level 2 = Basic Application of Skills/Concepts

4:1:B1 Passes and catches a variety of

objects with a partner while stationary and
moving.

Level 2 = Basic Application of Skills/Concepts

4:1:B3 Manipulates a ball at moderate to

fast speeds, while maintaining control of the
ball in drills and game play.

Level 2 = Basic Application of Skills/Concepts

Student Learning Outcomes (objectives) Specific, Measurable, Attainable, Realistic, Timely

The student will be able to apply previous knowledge of dribbling and passing during poly stop, non-stop and poly snake
advancing their understanding of manipulation skills related to kicking. The students will meet their goal of 20 minutes in their
target heart rate zone by the end of the class period, after the lesson on kicking.

Academic Language Content specific terms:

Process terms:

Step in opposition, follow through, plant opposite foot, shooting, passing,

dribbling, inside of your foot

actively engaged, decision making, active listening

Prior Learning/Prior Thinking

I predict my students while passing and stopping, will use their toe instead of proper technique of using the inside of the foot. To eliminate this, I will demonstrate
the proper technique while giving cues before starting the activity.

ASSESSMENTBEFORETHELESSON
Pre-assessment
InthebeginningoftheclassIwillaskthestudentsiftheyrememberthepropertechniqueofpassinganddribbling
Whatarethebasiccuestokicking?
Howdoesourwarmuptodayrelatetothehealthrelatedfitnesscomponents?
Cansomeonedemonstratedribbling?
Whatisonerulethatweexpressedlastclassthatwillkeeptheballundercontrol?
Theseandotherquestionswillhelpinformmeofmystudentsabilitiesandknowledge.Thiswillgivemeabasicstartpointandwillhelpmefocus
onwhattoworkonthemost.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

1.

Skill Development
BasicSkillInstruction

TSWrefinetheirkickingskillsduringpolystop
andnonstopdrillsafterbeingdemonstratedby
theinstructor
2. ApplicationofSkills
TSW apply previous knowledge of dribbling and
passing while incorporating these skills during
the variety of activities throughout the lesson

Introduction
Total time: 10 minutes

Fitness Benefits
3. SkillRelatedFitness
TSW practice the skills of coordination, reaction time, agility, and
speed throughout the lesson by dribbling around and stopping ball
on poly spot during poly stop
4. HealthRelatedFitness
TSW improve their cardiovascular and muscular endurance by
staying in their mvpa during poker warm up.

Formations / Cues

Life Skills
5.

Effort

6. GoalSetting
TSW set a goal of successfully completing six passes back
and forth with their team members and sit down before any
other team
7. Communication
TSWneedtocommunicatewiththeirpartnersinorderto
besuccessfulinpassingbackandforthduringnonstop

Assessment

LessonObjective(s):3,4
Pokerwarmup:TSWstarttogetherinthe
centerofthegymwithadeckofcards.Each
cardhasaspecificmeaningwithapicture
correlatingtotheactivity.TSWpickacard
andthatcardwillhaveanumberandasuit.
TSWdotheactivitycorrelatingtothesuit
andhoweverymanywilldependonthe
numberonthecard.Theactivitiesthatthe
studentswillbeperforminginclude:
Skippinglaps,Imastar,Squatsand
crunches.

Spades=Squatsmuscularstrength
Diamonds=ImaStarFlexibility
Clubs=Crunchesmuscularendurance
Hearts=Skippinglapcardiovascularendurance

Assessment of warm up will be done through

observation of student participation in poker
warm up activities.
Which activity works on cardiovascular
endurance? List some other activities that work
on this
What activity works on flexibility?
Which activity works on muscular endurance?

Planned Transitions Have students stand toe

to toe with a partner and have those partners
join with another group of two. Have peer
helpers grab one ball for their group.

Main Activities /
Total time: 20 minutes
Lessonobjective(s):1,2,3,4,6,7
1. Nonstop:studentswillpassball
aroundinagroup,afterafew
minutesthegroupwillgetlarger
andaddingextrasoccerballs.
2. Passconnection:studentswillget
intothreeteams,theywillhaveto
passtheballbackandforth8
consecutivetimesandsitdownasa
team.

Formations / Cues
1. Nonstop:studentswillstartoutingroupsoffour,
passingballwhileinasquareshape.After
completingthisforaminutestudentswilljoin
anothergroupoffourtoformacircle.Studentswill
tryandkeeptheballwithinthecirclemakingsure
theyareallpayingattention.Extrasoccerballswill
beaddedperiodicallyduringthisactivity.Finally
thestudentswillgettogetherasonebiggroupwith
fiveballsbeingpassedatoncewithinthecircle.
2. Passconnection:therewillbesixconessetup,
studentswillbeaskedtostandbehindacone
makingsuretherearethreestudentsateachcone.
Thethreestudentsacrossfromtheirconewillbe
theirteammates.Oncethewhistleisblownitisthe
teamsgoaltocomplete8consecutivepassesback
andforthbetweenthecones.Oncethestudent

Assessment
Askstudentstocheckpedometerstoseeifthey
arewithintheirmvpa
What part of the foot do you contact the ball
while passing?
How do you ensure that your partner is paying
attention?
How do you direct the ball to the intended target?

Planned Transitions students will line up on

the baseline and peer helpers will grab one
ball for their partner.
1. Red light green light: students will
try and make it to the other side of
the court while following directions
2. Poly stop: students will dribble ball
around poly spots when they hear
music they need to find a poly spot
and spot their ball on that spot. Once
music starts again they can start
dribbling around the gym.
3. Poly snake: one person will lead and
the rest of the class follows them as
they weave around the poly spots,
creating a snake chain.

Planned Transitions TSW put the soccer

balls away in the bag and make a half circle
around the three point line.

Cooldown /
Totaltime:5minutes

passestheballtotheothersidethestudentwill
followthepassandlineupbehindthatline.
Keepballonground
Keeppassesundercontrol
Followthroughtotarget
Calloutteammembersnametoensuretheyare
payingattention
1. Studentswilllineuponbaselinepeerhelpers
willgrababallfortheirstudent.
Redlightstudentswillstopball
Greenlightstudentswilldribbleball
Onceallthestudentshavemadeittotheother
baselinewewillstartoverandgobacktothe
otherbaseline.Ifthestudentdoesnt
successfullytheyhavetopickuptheirballand
takefourstepsback.
2. Oncemusicstartsstudentswilldribbleball
aroundpolyspotslaidthroughoutthegymtrying
nottotouchthem.Oncethemusicstopsthe
studentswillhavetosuccessfullystoptheirball
onapolyspot.
3. Studentslineuponbaselinethepersononthe
rightsidewillstartandtherestoftheclasswill
followthemthroughoutthegymfollowthe
leader.Ifthemusicstopsthestudentshaveto
stoptheirsoccerballandthepersonintheback
willdribbletheirballtothefrontofthelineand
becometheleader.

Teacher observation during the three activities to

check if students are using the proper form of
dribbling with the inside of the foot.
What do you do if teacher yells out red light?
Our goal is to finish at what line on the
basketball court?
When the music stops what do you do?
What are you trying to avoid while dribbling
throughout the gym?
Who becomes the leader when the music stops?
Observation
Successful tapping of ball on poly spot in a
timely manner.

Formations/AssessmentStrategy

Lessonobjective(s):
Pickupequipmentandmeetathalfcourt
(circleup)

Askquestionstocheckstudentsunderstandingoftheactivities
Whatactivitiesdidyouparticipateintodaythatworkedoncardiovascularendurance?
(Thepokerwarmupworkedonthefivehealthrelatedfitnesscomponents.Theactivitythat
workedoncardiovascularendurancewasskippinglapswhenaheartwasdrawn)
Howdidweensureourpartnerswerepayingattentionwhilepassingtothem?
(Callingoutpartnersnamesandcheckingtoseeiftheyarelooking)
Whatpartofthefootdoyouusewhilepassinganddribbling?
(Theinsideofthefoot)
Whatisactivelistening?
(listeningandansweringquestionsthatarepresented)
Pedometerchecking

Assessment at the end of the lesson - Assessment will take place throughout the entire lesson. Students will learn the proper skills used to kick and dribble a
soccer ball and will have the opportunity to practice those skills. Observation will take place by the instructors to see they understand the steps to perform the
task. Students will be assessed through question and answer at the end of the lesson. Students will be assessed on activity level by observation and by the use of
pedometers.

Formative- pedometers
Summative- 0 to 4 scaling rubric
4-Student fully participates with maximal effort (20 +)
3-Student fully participates with good effort (13-19)
2-Student participates but with minimal effort (6-12)
1-Student participates with poor effort (1-5)
0-No participation (0)
Equipment needs
20Soccerballs,10cones,20polyspots

Safety Considerations
When passing the ball make sure to keep the ball on the ground at all times.
Call partners name to make sure they are paying attention when passing to
them.
When dribbling around gym make sure to keep your eyes up so you dont
collide with another student.

DifferentiatedInstruction
Modifyequipmenttakingairoutofsomesoccerballstomakeiteasierforcontrollingandpassing
Modifytaskkickingastationaryballinsteadofmovingball

Modifyinstructionstudentwilldemonstratedribbling,passingandstopping.
Usingmultiplesizedsoccerballstofitstudentsneeds
Studentwithwheelchairwillholdballintheirlapwhileparticipatinginalldribblingactivities.
Duringpassingactivitiesstudentsinwheelchairwillrolltheballoftheirlapstointendedpartner.

ClassroomManagement/DemocraticPractices
To create a positive learning environment students will be placed with peer helpers. Students have peer helpers that they are comfortable with that are
with them throughout the year. While giving instructions students will be brought in close so they can hear and view the demonstrations given during
class. Peer helpers will hold on to the soccer balls when teachers are giving directions. When music starts it signals the start of the activity, when
music stops it signals that everyone should freeze.

Activity Formations and or field diagrams:

Poly Stop

Pass connection

Possible Community Resources: Indicate how students can use the information taught to be used in their own time in and around the
community.

Supplemental materials

# of Crunches
# of Im a Star
Skip # of Laps
# of Squats