Lesson Plan Title: Soccer #1

Date: February 27th, 2018

Subject: Physical Education Grade: 9
Topic: Dribbling and Passing

Materials:
- Soccer balls (try to have enough for each person or at least one per two people)
- 15-20 pylons

Safety Considerations:
- Ensure students are wearing appropriate footwear and that their shoes are tied so they
don’t trip.
- There will be no tackling allowed. This will prevent injuries.
- Move benches or other obstructions out of the playing area

Management Strategies:
- A whistle will be used to gather the student’s attention between drills. All students
need to keep their ball in front of their feet while the teacher is talking. No student
should be fidgeting with the ball.

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

 Psychomotor:
- Must be able to keep control of the ball using only the feet.
- Should be able to move the ball from one foot to the other.
- Should be able to run while maintaining control over the ball.
- Should be able to pass a ball to the feet of their partner.

 Affective:
- The student should have confidence in her ability to move around while controlling a soccer
ball with her feet.
- Should feel as part of a team.

 Cognitive:
- The student should be thinking about what part of the foot should be used to contact the ball
while dribbling.
- Should be thinking about which direction they are moving around the pylons.

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

- Assess how well they can maintain control over the ball while dribbling through the pylons. If
they are successful at maintaining control adjust the difficulty levels of the drills. If they need
more practice then keep the drills as they are.
- Assess how fast they can move while maintaining control over the ball while dribbling. From
here decide if the class should work on speed of drills while maintaining control.
- Assess how their skills are going before moving onto the next progression.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

- I will evaluate the students by asking them questions based off information we reviewed
throughout the class about dribbling and passing.
- Students will receive a mark for participation based on Mount Royal PE standards.
- There will be no other formal summative assessment for this lesson
Stage 3- Learning Plan

Activity Sequence

Change out 5 min

Open Gym 10 min

Motivational Set 5 min

Warm Up 5 min

Introduction to Dribbling 2 min

Dribbling Practice 10-15 min

- On the spot – both feet and one foot
- While walking/jogging
- Cone circuit

Dribbling Tag Game 5-10 min

Introduction to Passing 2 min

Passing practice: 10-15 min

- Pass to a Partner
- Pass on the go
- 3-player weave

Closure 1 min

Change Out 5 min

Time: 61 minutes
Motivational/Anticipatory Set

Since this is the first lesson of the unit I would try to get them excited about soccer in general.
Ask who all has played soccer (on a team, in school, for fun).
I will also ask if anyone knows some of the skills involved with soccer.

Warmup:
Dynamic stretching to loosen up the muscles.
- Run around gym twice
- Students will go across the width of the gym while doing stretches such as arm circles, arm
swings, lunges, leg extensions, butt kicks, and high knees.

Main Procedures/Strategies:
Skills/Concepts Learning Activities Teaching/Observation Point

Dribbling Practice: Cues:

Introduction to - On the spot – both feet and one foot - Gently tap the ball
dribbling – see how many times you can get in using the inside (or
a row, how fast can you go outside) of the foot
- While walking/jogging – follow lines between the laces and
on the floor, change directions big toe
- Cone circuit – speed up each time you
- Keep the ball close to
go through
your feet when
#1: Dribble in a straight line at a running pace
keeping control of the ball. dribbling
#2: Dribble through the pylons. - Keep eyes and head up
#3: Dribble in a circle going from one pylon to to watch where you
the next. are going
#4: Dribble between the two pylons without
having the ball touch them.
#5: Dribble towards the pylon and cut the ball
across the body
#1

#2

#3

#5

#4
 Adaptations/Differentiation:
- For students who have advanced soccer skills they will be challenged to incorporate different
dribbling moves, such as a figure 8, into the circuit.
- For students with mobility issues making the playing area for all drills smaller will assist them
in being successful. As well, focusing on getting touches on the ball instead of speed is
important.
- Students who have learning disabilities and have a hard time grasping the idea of using the
different sides of the foot can be told to use whatever part they feel comfortable with. If this
becomes simple for them then slowly begin to incorporate direction on using different sides
of the foot during the drills.

Closing /Summary of lesson:

- After the final drill observe and discuss with the class who feels more comfortable moving the
ball between both feet and who can keep a fast pace while dribbling and maintaining control
over the ball.
- Discuss with the class what part of the foot felt more comfortable to dribble with.
- Discuss what skills became easier to do with practice and if some things started to become
automatic (that they didn’t have to think as much about what they were doing).

Lesson Plan Title: How to pass a ball and how to receive a pass

Date: February 28th, 2018

Subject: Soccer Grade: 9
Topic: Passing and Receiving
Materials:
- Enough balls for each student
- 48 pylons
- Enough pinnies for half of the class

Safety Considerations:
- Ensure students are wearing appropriate footwear and that their shoes are tied so they
don’t trip.
- Students should be wearing shin guards for better protection.
- If playing outside, ensure there are no holes in the playing area that students could trip
over.
- There will be no tackling allowed. This will prevent injuries.

Management Strategies:
- A whistle will be used to gather the student’s attention between drills. All students
need to keep their ball in front of their feet while the teacher is talking. No student
should be fidgeting with the ball.
- Students will get a ball and return a ball by forming a single person line. One person at a
time will grab and return the ball to the bag.
- Groups will be determined by numbering students off from 1 to however many groups
are needed. They will be told ahead of time which area to go to depending on the
number given to them.

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

 Psychomotor:
- Must be able to keep control of the ball using only the feet.
- Should be able to pass the ball using the inside of the foot and having the toe pointed to the
sky.
- Must be able to run and pass at the same time.
- Must be able to run and receive a pass at the same time.

 Affective:
- Feel confident in their passing abilities to a partner.
- Feel confident that they can control a pass coming to them.
 - Feel part of a team.

 Cognitive:
- Think about using the inside of the foot when passing and receiving the ball.
- Think about keeping the toe pointed up when passing the ball.
- Think about moving to open space for a pass.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- Assess if the students are able to pass the ball to the intended partner and if that partner is
able to maintain control. If they are successful in passing and receiving the ball then limit the
amount of touches they can take on the ball to make it more difficult.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- A discussion about the key points to passing and receiving the ball will be had to see what
students remember from the lesson.
- Discussing when they were successful or unsuccessful with passing and receiving and why will
allow me to assess if the students understand the importance of a good pass and receiving
the ball well.
Stage 3- Learning Plan

Activity Sequence
Time: 65 minutes

Motivational Set 3 minutes

Warm Up 10 minutes

Passing in a line 3-5 minutes

Passing in a line #2 5 minutes

Keep Away 8 minutes

Cone Game 8 minutes

Four Corners Passing Game 8 minutes

Baseline Passing Test/Scrimmage 10 minutes

Closure 3 minutes

Time 65 minutes
Motivational/Anticipatory Set
To get students excited about the class I will talk about the importance of passing. Passing allows the
ball to be moved up the field at a faster pace. As well, passing the ball often leads to the team
scoring. Being able to receive the ball from a pass will allow you the opportunity to dribble, pass the
ball to another player, or shoot the ball.

Warmup:
Begin with a dynamic warmup to loosen muscles. Have the students complete arm circles, arm
swings, lunges (front and side), quad stretch, and hamstring stretch. Make them go at least half the
distance of the gym doing each stretch.

Have the students play a variation of dribbling tag. In this version all students except for two will have
a ball. The two that don’t have a ball are “it”. The students with the ball are trying to keep the ball
away from the it players. If one of the it players kicks their ball away they must retrieve their ball and
do 15 toe touches on the ball before they can resume play. Change up which players are it
throughout the warmup.
- Toe touches: standing in one spot. Touch the ball with one foot and then the other foot.

Main Procedures/Strategies:
Skill/Concept Learning Activities Teachin
 Have students form groups of 4 to 6. Then have them form two lines facing each other. With -Keep g
Passing in a one ball between the group have them pass the ball to the other line. Once the student has studen
line passed the ball they follow their pass and enter the other line. opport
ball.
-To pas
should
foot.
-When
X studen
X toe poi
-When
X
ensure
X
the ins

Have students line up the same as the previous drill. This time student #1 are going to pass -Have s
Passing in a to the line opposite of them to student #2. Then as student #1 is running to the other line taking o
line #2 student #2 is going to pass the ball back to them and begin running to the opposite line. pass bu
Student #1 is going to pass the ball back to student #2 as they are running and finally student passing
#2 is going to pass the ball to the person in the line they are running to. -Focus
where
X not dir
X

X X

X
X
Split teams into groups of four. Each group will be placed on a square and have one ball. -Move
Keep away Have three students stand on the lines of the square (that is outline by pylons) and one the squ
student stand in the center of the square. The students that are standing on the outer edges pass.
of the square are playing keep away from the student in the center. The students must pass -If a stu
the ball back and forth to each other. They are not allowed to dribble around the square. As of the s
well, students on the outside cannot stand on the same side of the square at the same time. period
out so
X
turn try
-Make
X X X dribblin
 Have students form pairs. They will stand on opposite ends of the gym with a row of pylons -Ensure
Cone game between them. The groups will race against each other to knock down all of the pylons in focused
their row. techniq
correct
-If they
and it i
others
move t
X X X X X
everyo
cannot
anothe
X X X X X

Have two to three playing surfaces depending on the number of students. Within each -Studen
Four corners playing surface make squares in each corner of the playing surface using pylons. Put the the squ
passing students in teams of three to four players and give half of the teams pinnies. Put two teams -You ca
game per square. The object of the game is to pass the ball to your teammate when they are passing
standing in one of the squares placed in the four corners. The ball cannot be dribbled into same s
the square, it must be passed. Once a player passes a ball to another teammate in a square be a dif
they earn a point. Once a point is scored the other team gets possession of the ball.

O X
O

X
X
O

Students must pass the ball between the cones at varying distances. They must attempt to
Passing Skills pass to each set of cones once. A count of how many successful passes out of 10 will be kept - Have
Baseline Test for future skill testing. The passing will involve standing in one place and passing (5 passes), proper
as well as, dribbling the ball and passing (5 passes). (i.e., to
passing
foot).
-Focus
are tryi
-Try to
the bal
you can
passing
 X

While students are waiting to complete their baseline skills test they will play a mini game of -Remin
Scrimmage soccer on the other side of the gym. Split the students into teams. Depending on how many the ins
students there can be subs on the side but ensure the students are subbing on and off of the their fo
field. ball.
-Includ
rules. F
team m
times b

Adaptations/Differentiation:
- For students who have advanced soccer skills will be given tougher instructions for the drills.
For example, I would give them a limited number of touches on the ball before they pass it.
As well, I would expect them to pass the ball to moving targets with accuracy.
- Students who have mobility issues will be given a smaller playing area for all drills and games.
This will allow them to still be active but not have them worry about how they are going to
get around such a large playing surface.
- Students who have learning disabilities or are having a hard time grasping the skills involved
in passing and receiving can be given more time to practice if they would like. They will also
not be given a maximum amount of touches on the ball. The goal for them is to be able to
gain control and to pass with accuracy.

Closing /Summary of lesson:

- At the end of the lesson we will discuss the key points mentioned at the start of the class
about passing and receiving a ball. I will try to grasp their confidence level with both skills.
We will discuss if they feel their passing and receiving skills improved throughout the class.
Finally, we will discuss why it is important to move around for a pass and not just stand in one
spot.