Soccer Unit Plan2

1
Soccer Unit Plan

William Middle School, Longmeadow MA
September 4th - October 3rd
Emmanuel Kalamu
2
Table of Contents
Page 1 Title page
Page 2 Table of contents
Page 3-4 Unit plan
Page 5-6 Grading Policy
Page 7 Take home assignment
8 Partner Assessment
9 Sportsmanship Rubric
10-14 Lesson plan 1
15-18 Lesson plan 2
19-23 Lesson plan 3
24-29 Lesson plan 4
30-33 Lesson plan 6
34-36 Final Quiz
37 References
3
Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level__________
Unit Outcomes Reference Content to be Assessment

MA CF &
(By the end of the SHAPE
taught (include rubrics,
unit, Standards quizzes,
students will be by # etc. in “written
able to... materials” section)
NASPE: 1 Day 1: Dribbling the ball ● Peer Checklist

Psychomotor and 3 with inside and outside of
MA CF 2.1, the foot
Demonstrate the 2.2, 2.7
Day 2: Escape move and
basic skills used in
take one move when
the outfield which are
dribbling
passing, dribbling
shooting, defending Day 3: Passing the ball
and combing the skill
during gameplay Day 4: Combining both
passing and dribbling in
modified games
Day 5: Small sided

games tournament
Day 6: Test
Cognitive ● Homework
Day 1: the history of assignment:
Understand NASPE : 2,3 soccer and the soccer research an
different offensive MA CF 2.1, greats assigned player.
and defense tactics, 2.2 Video of the best ● Exit slips
and rules of soccer footwork ● Final Quiz
and apply them in
game-like situations Day 2: When to use
escape move and head
on moves when
dribbling
4
Day 3: types of passes

and when to use them.
Day 4: Positions in
soccer
Day 5: Defensive play

and strategies.
Day 6: TEST
Affective MA CF 2.7 Day 1: Importance of

NASPE: 5 teamwork and team ● Rubric
Exhibit responsible cohesion in the sport of
personal and social soccer
behavior when playing
soccer.
Day 2: passing- making
sure that everyone on
your team gets an
opportunity to touch the
ball.
Day 3: Shooting the ball-

be sportive of
classmates. Always be
constructive and help out
struggling classmates
Day 4: sportsmanship
5
Grading Policy
Effort (50%)- Student comes to class prepared every day with proper attire and footwear.
Student shows consistent effort and participation. The student follows direction and
respects others throughout the entire lesson.
Skill (25%)- Student shows the ability to perform daily badminton tasks/activities. Student
shows improvement from lesson to lesson.
Knowledge (25%)-Student correctly completes written/oral assessments with basic

knowledge of badminton.
5- Outstanding-Student excels in all three domains throughout all lessons. The student
comes to every class prepared with proper attire and follows all class expectations
consistently. Student works well with classmates and respects all. Student shows
tremendous improvement in skill ability from beginning to end of unit.
4- Good-Student excels in all three domains most of the time. Student comes prepared to at
class at least 90% of the time and follows class expectations consistently. Student respects
classmates and environment. Student shows significant skill improvement throughout the
unit.
3- Average- Student performs in all three domains at times. Student comes prepared to
80% of the time and follows most class expectations. Student behaves inconsistently, but
does show effort most of the time. Student shows some improvement throughout unit.
2- Below Average- Student does not perform in all three domains. Student fails to come to
class prepared on a consistent basis. Student is disruptive throughout most of the unit and
does not show full effort. Student does not show much improvement throughout the unit.
Student knows minimal knowledge of badminton rules and regulations.
1- No Participation- Student is unprepared to participate in multiple lessons and does not

fill out unprepared student evaluations.
6
Students are scored daily on a scale of 1-5.
5- Outstanding- Student comes prepared for class and achieves the day’s goals for the
lesson and follows class expectations throughout the entire lesson.
4- Good- Student comes prepared for class and achieves the day’s goals for the lesson and
follows class expectations throughout most of the lesson.
3- Average- Student comes to class prepared and achieves some of the day’s goals for the
lesson and follows class expectations some of the time.
OR
Student comes to class unprepared but fills out unprepared student evaluation fully and
with 100% accuracy.
2- Below Average- Student comes to class prepared and shows inconsistent effort towards
day’s goals, and fails to follow class expectations consistently.
OR
Student comes to class unprepared, but fills out unprepared student evaluation fully with
75% accuracy.
1- Unsatisfactory- Student comes prepared for class, but does not achieve day’s goals for
the lesson and does not follow the class expectations for most of the lesson.
OR
Student comes to class unprepared, but fills out some of unprepared student evaluation
with some accuracy.
0- No Participation- Student is unprepared for class and does not fill out unprepared
student evaluation.
7
Take home assignment

In class, the teacher will have a list of famous soccer players that you must choose
from. Once you have been assigned a player, you have to go home and research the
play. The list of what information you need will be listed below. If you want to research a
player that is not on the list please talk to me first and we can work something out.
Information needed
● First and last name of the player
● When and where was the player born
● What Position they play
● Professional teams, they have played for including world cup/ national teams
● Championships worn
● Provide a picture of the player
List of players
Messi, Cristiano Ronaldo, Ronaldinho, Pele, Diego Maradona, David beckham,
Xavi, Neymar, Luis Suarez, Zlatan Ibrahimović, Alex Morgan, Hope Solo, Abby
Wambach,Mia Hamm, Carli Lloyd, Nadine Angerer, Marta Vieira da Silva, Christine
Sinclair, Gareth Bale, Arjen Robben, P
aul Pogba, Mesut Özil, Luka Modrić, Samuel
Eto'o, Didier Drogba, Yaya Touré, Emmanuel Adebayor
8
Partner Assessment Checklist
Name_______________________________ Assessor ___________________________
Check off yes if you observe your partner doing it while dribbling and no if your partner
misses a skill.
Head Up YES NO
gently push the ball forward

with either inside or out of
the foot
keep the ball close and

under control
stay on your toes

9
Name____________________________________
Sportsmanship Rubric
Rarely Sometimes Always
Student was
supportive of all
team members and
the other team’s
players During
game play.
Student played fair

and tried their best
regardless of the
score during game
play
Student was
respectful to the
teachers, peers,
and equipment
throughout the
whole class
10
SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Emmanuel DATE: 9/6/18 TIME: 1:

SCHOOL: Williams middle school LESSON: #1 FACILITIES: Field CLASS
SIZE: 24 GRADE: 6th GENERIC LEVEL: UNIT/THEME: Soccer/
dribbling FOCUS OF LESSON: Dribbling
EQUIPMENT: 24 soccer ball, 16 cones
STUDENT PERFORMANCE OBJECTIVES (SPO)- Use the NASPE Standards and GLOs and the
MA CF standards to inform these:
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
By the end of the lesson, students should be able to:
(P): dribble the soccer ball through cone while maintaining control using 3 of the skill cues learned in
class when asked by the teacher. National Standard: (S1.M9.6: MA CF 2.1, 2.2, 2.7)
(C): Identify at least 4 different way to break into open space while dribbling when assessed at the end of
the lesson. National Standard: (S2.M3.6:MA CF 2.14)
(A): Cooperate with a teammate when placed in groups at all time during the whole lesson (National
standard S4.M4.6 MA CF (2.15 )
STs informed these objectives.

TEACHER PERFORMANCE OBJECTIVES – Indicate which P
During the lesson the teacher will:
1. Create a safe learning environment by keeping our back to the surroundings behind us and having
witness 100% of the time.
2. Provide at least two pieces of positive specific feedback and one piece of positive corrective feedback
to each student by the end of class.
3. Explain each activity clearly by asking at least two questions to students to check for understanding
after giving directions or providing information.
11
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
1. Because it is my first day, I will take some time to introduce myself and have the students
introduce themselves to me as a way to form a rapport
2. Go over safety and rules to be followed when in class in order to keep all students safe at
all time.
REFERENCES:
https://www.shapeamerica.org//standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education
.pdf
12
LESSON PLAN 1
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

This Is the time given to students to
0-5:00 use the locker rooms to change. And
take attendance.
Introduction: I will introduce

myself to students. Talk about
● My name
● School
● Background
5:00-10: ● Basic rules
00 Have students introduce themselves
Lesson Focus: Introduction to

soccer and dribbling and traveling
with the ball.
Safety: keep your head up at all

times
Stay away from bleacher and stay
within boundaries.
Stay within your own personal
space.
Stay on your feet at all times.
(Show set induction video for the
graders to introduce soccer.
6th
Skill cues of dribbling

● Head up at all times
● gentently push the ball
forward with either inside
or out of foot
● keep ball close and under
control
● stay on your toes
Transition
Students will be split into groups
and head to activity space.
10:00-15
:00 Activity 1
In group of 5 students will practice
there dribbling skills. Students will
13
make two line facing each other 10

feet away from each other. one line
will have 2 students and the other
line will have 3 students. One side
will start of with the ball and dribble
it to the student across from the and
then join that line. While dribbling,
the student can use either the inside
or the outside of the foot and
maintain control of the ball.
Extension up:
● Have student only use one
side of the foot
● alternate feet continuously
while dribbling
● increase the space between
the lines
15:00- ● limit the amount of touches.
22:00
Extension down:
● decrease the space between
the lines
Activity 2
Within the same groups, teacher
22:00-33 will place the cones between the two
:00 groups and the student will have to
dribble around the cones. the pattern
will be the same as the first activity
but cones will be added
Transition: Teacher will ask

student to bring it in. teacher will
33:00-36 assign teams. students will grab
:00 pinnes and procced to game play.
Activity 3
students will play Fishy fishy cross
36:00- my ocean while dribbling soccer
40:00 balls. instead of player being tagged
while crossing the ocean, the sharks
have to still the ball. Two sharks
14
will start off the game. Once the

players/ fishies lose their ball, they
will become seaweed. they can
defend but they cant move from
their spot
Closure
What are the skill cues of dribbling
Exit slip.
Locker room
15
NAME: Emmanuel DATE: TIME:

SCHOOL: Williams middle school LESSON#: 2 FACILITIES: Field
CLASS SIZE: GRADE: 6th GENERIC LEVEL:
UNIT/THEME: Soccer FOCUS OF LESSON: Escape move and take
on moves
EQUIPMENT: 25 cones, 30 soccer ball
(P): Perform an escape move while dribbling at least 3 out of 5 times when facing a defender during
the first activity NASPE: (S1.M9.6 MA CF 2.1 )
(C): Identify the difference between take on moves and escape moves and when to use then in a
game when asked by teacher on the exit slip. National Standard: (S2.M3.6:MA CF 2.14)
(A): Cooperate with teammate when placed in groups at all time during the whole lesson (National
standard S4.M4.6 MA CF 2.15
TEACHER PERFORMANCE OBJECTIVES – Indicate which P STs informed these objectives.

withitness 100% of the time.
16
in this class?
1. Because it is my first day, I will take some time to introduce myself and have the students
introduce themselves to me as a way to form rapport
all time.
REFERENCES:
.pdf
17
LESSON PLAN 2
TIME SEQUENCE OF LESSON ORGANIZATIO REFLECTIONS

N
This Is the time given to students to use the
0-5:00 locker rooms to change. And take attendance.
Intro:
Last time we worked on dribbling the ball.
Today we are going to add some skill to it and
5:00-8:0 work on take one moves and escape moves.
0 Signals : ready go, whistle means stop
Safety:
● Keep your head up at all times
● Do not cross the streets
● Stay away from the football equipment
Skill cues
● Stay with in the cones.
● When dribbling keep your head up so
you don't bump into other people
● keep ball close to you and away from
other students.
● Stay on your feet
Lesson Focus
● Take on moves: Move use to beat a
defender 1 on 1
● Escape moves: Moves used to escape
from a defender or chance direction
Skill cues
● Take on moves/ Drag
○ Put your dribbling foot on top of
the ball.
○ Drag the ball to the opposite
side of your body
○ Keep your head up
● Escape move/Pull back
8:00-14: ○ Put your dribbling foot on top of
00 the ball
○ Drug the ball backwards
○ turn and face the new direction
of the ball
○ keep head up
Transition: student will each grab a soccer
ball and head to open space
Activity 1
18
14:00-23 ● Warmup
:00 ○ Each student will grab a soccer
ball and dribble within the class
space(stay inside the cone).
Student should work on keeping
their head up in order to avoid
other students.
Activity 2
● Agility course. Working on changing
directions while dribbling. Students will
get in groups of two. Students will be in
line and they will have to dribble up to a
cone. once at the cone, student will
perform a pull back and return back to
23:00-33 the start of the line and give the ball to
:00 the next student in line.
● Part 2: Student will dribble up to the
cone. once at the cone, student will drag
the ball and go around the cone.
Extension: the cone will be replaced by a student
to play defence
33:00-36
:00 Activity 3: students will play Fishy fishy
cross my ocean while dribbling soccer balls.
instead of player being tagged while crossing
the ocean, the sharks have to still the ball.
Two sharks will start off the game. Once the
players/ fishies lose their ball, they will
36:00-40 become seaweed. they can defend but they
:00 cant move from their spot. While playing,
students will be practicing the new learned
skills.
Transition: Students will grab a soccer ball

and cone and bring them in before we leave
Closure: What is the difference between take

one move and escape moves and when are
they used.
40:00-45
:00 Looker room time
19
NAME: Emmanuel Kalamu DATE: TIME:

SCHOOL: Williams Middle school LESSON#: 3 FACILITIES: Outside
UNIT/THEME: soccer FOCUS OF LESSON: Passing
EQUIPMENT: 25 cones, 30 soccer ball, 30 Pinnis
(P): Perform at least 5 successful passes using the inside of their foot during the second activity.
(National Standard S1.M4.6 MA CF 2.8)
(C): Identify at least 3 different passes and when you can use them during the game when asked by a
teacher at the end of the lesson. (National Standard S2.M3.6 MA CF 2.14)

20
in this class?
1. Make sure the field is safe and free of any material that would harm the students
all time.
REFERENCES:
.pdf
21
LESSON PLAN 3

This Is the time given to students to use
0-5:00 the locker rooms to change. And take
attendance.
Intro:
Last time we worked on escape moves and
5:00-8:00 take on moves.
● Does anyone know what a take on
move is and when it is used?
● When would you use an escape
move
Signals: ready go, whistle means stop
Safety:
● Keep head up at all time
● Stay within given space
● Do not cross the street
● Stay away from football
equipment
Skill Cues of Passing
● Non-kicking foot next to
the ball
● Contact ball in the middle
● Use the inside of the foot
● Follow through so your
kicking foot goes to your
target
● Use a firm kick so it gets to
your target
Types of passes:
● Direct pass: straight pass to a
teammate
● Give and go: A pass to a teammate
8:00:00-1 and then return to the original
3:00 passer. Used to get around
defenders
● Take over: Simple tap to a player
running the other direction. Used
to change the direction of where
the ball is traveling
22
Transition: The student will each grab a

soccer ball and head to open space
13:00-28: Activity 1:
00 ● Warmup
○ Each student will grab a
soccer ball and dribble
within the class space(stay
inside the cone). Students
should work on keeping
their head up in order to
avoid other students.
Transition: Student will stay in warm up
area
Activity 2: Square activity

● The student will be in groups of 4
and head to open space. In the
group of 4 students will split into 2
and line up 5 yards across each
other. students will perform direct
passes. Once a student passes the
28:00-38: ball they will run to the other line.
00 ● Give and goes: One student will
stand in the middle of the between
the 2 lines. The students will
perform give and go passes. After
everyone had performed 3 give
and goes, the student will switch
with eh person standing the the
middle.
● Overtake: Student will have 2
38:00-40: students on each side standing
00 across each other. The student with
the ball will dribble to the other
side while the student across them
runs toward the passer. The passer
40:00-45: will pass the ball to the other
00 student who is running in the
opposite direction to perform an
overtake pass.
Activity 3: In their groups, students will pick

one person to be in the middle. Students
will play keep away inside given Square.
23
Students can only pass the ball and not

dribble. Whoever loses the ball will then be
in the middle. Every 3 minutes, the student
in the middle will rotate to a different
groups
Transition: Student will pick up a piece of

equipment while they return to the meeting
spot.
Closure: Exist slip
Lockers time
EXIT SLIP
List 3 passes we learned and when the can be used
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
24

UNIT/THEME: soccer FOCUS OF LESSON: Dribbling and passing
(P): Dribble and pass the ball with control at least 10 times during all three activities
(C): Identify all the 4 basic positions in soccer when asked by the teacher at the end of the lesson
(A): Cooperate with teammate when placed in groups at all time during the whole lesson (National

25
in this class?
all time.
REFERENCES:
.pdf
26
LESSON PLAN 4

attendance.
Intro:
Last time we worked on escape moves and
5:00-8:00 take on moves.
● Does anyone know what a take on
move is and when it is used?
● When would you use an escape
move
Safety:
● Keep head up while
dribbling
equipment
Skill Cues of Passing
● Non-kicking foot next to
the ball
● Contact ball in the middle
● Use the inside of the foot
● Follow through so your
kicking foot goes to your
target
● Use a firm kick so it gets to
your target
Skill cues of dribbling
● Head up at all times
● gently push the ball forward
8:00:00-1 with either inside or out of the
3:00 foot
● keep the ball close and under
control
● stay on your toes
Lesson Focus
● Combine all the kills we have
learned to play modified games.
27
Transition: the student will each grab a

13:00-20: Activity 1:
00 ● Warmup
Transition: Student will stay in the
warm-up area
Activity 2: Knockout
Students will dribble around as we
did in the warm-up. While dribbling
20:00-28: the have to try to know other
00 students soccer balls out of bounds
while also avoiding getting there
ball kicked out. The last person with
the ball wins. Once your ball is
knocked out you have to retrieve
your ball put it to the side and come
back in without a soccer ball to
knock players soccer ball out.
Extension up: Decrease the size of
28:00-36:
the playing field.
00
Activity 3: Ghost Busters

This game is just like fishy fishy cross my
ocean. 2 students will be selected to be the
Ghostbusters. The students will stand in the
middle of the field. The rest of the student
will stand on the baseline. Students are to
drill the ball from one side of the field to the
other. The Ghostbusters have to try to
knock the soccer ball away from the
students using their own soccer ball. Once
your soccer ball is knocked out of your
possession, you become a ghostbuster. last
person crossing wins
28
36:00-39: Activity 4
00 In sideline soccer, teams become goalies
along their respective sidelines, using their
best goaltending skills. Imagine the set-up
as big lines of goalies stretching across the
40:00-45: entire length of the sidelines – for each
00 team. Meanwhile, the first 5 players from
each team enter the playing area from the
front of their line to play some soccer
(choose 2-3 balls to use all at the same
time). Whenever a goal is scored on a team,
just put the ball back into play and keep
going – no need to stop the play for
anything! After 2 minutes blow the whistle
and the 5 players from each team that was
on the playing area will go to the back of
their team's line of goalies and 5 new
players who were at the front of the line
enter in as players.

spot.
Closure: Exist slip
Lockers time
29
EXIT SLIP
List 4 of the basic position in soccer and their roles
______________________________________________________________________________
_______________________________________
______________________________________________________________________________
_______________________________________
______________________________________________________________________________
_______________________________________
______________________________________________________________________________
_______________________________________
______________________________________________________________________________
_______________________________________
______________________________________________________________________________
_______________________________________
30

UNIT/THEME: soccer FOCUS OF LESSON: Game play
STUDENT PERFORMANCE OBJECTIVES (SPO)- Use the NASPE Standards and GLOs and t he
(P): Perform at least 3 successful passes using the inside of their foot during the second activity.
(National Standard S1.M4.6 MA CF 2.8)
(C): Identify at least 3 different passes and when you can use them during the game when asked by a
teacher at the end of the lesson. (National Standard S2.M3.6 MA CF 2.14)
TEACHER PERFORMANCE OBJECTIVES – Indicate which PSTs informed these objectives.

witness 100% of the time.
31
in this class?
all time.
REFERENCES:
.pdf
32
LESSON PLAN 5

attendance.
Intro:
● We are going to put everything
5:00-8:00 together and start getting into
gameplay. We are going to play
small sided games of four vs four
Safety:
● Keep head up at all time
equipment
Transition: The student will each grab a

8:00:00-1
3:00 Activity 1:
● Warmup
Transition: Student will stay in the
13:00-40: warm-up area
00
Activity 2: Gameplay
● Students will be put into
groups of four and sent to
there field. Students will
play 5-minute games.
Every 5 minutes students
will rotate to the next
33
field to play a different

team.
● Extensions
○ Students must
complete 3 passes
40:00-45: before scoring a
00 goal
○ The students must
switch the field at
least once before
scoring

spot.
Lockers time
34
Soccer End of the Unit Quiz
10/3/2018 6th Grade Soccer Quiz

1. First name *
2. Last name *
3. Class *
Mark only one oval.
6.19
6.20
6.21
6.22
6.23
4. 1) When you are trying to run fast and dribble, what part of the foot do you use? *
Mark only one oval.
Toes
Laces
Outside of the foot
Inside of the foot
5. 2) What is the role of the defenders? *
Mark only one oval.
Stop the attack of the offensive players
Clear the ball away from the net
Push up to the attack position when the ball is moved forward
All of the above
6. 3) The attacks don't have to play defense at all. *
Mark only one oval.
True
False

35
7. 4) Midfielders can only stay on the center of the field. *

Mark only one oval.
True
False
8. 5) What move would you use to beat a defender 1 on 1 in order to move down the field? *
Mark only one oval.
Take on move
Escape move
Power move
Switch the field
9. 6) To dribble away from a defender into open space you use? *
Mark only one oval.
Power move
Take on move
Escape move
Switch the field
10. 7) The field that soccer is played on is known as the pitch. *
Check all that apply.
True
False
11. 8) When passing the ball to someone close to you what part of the foot do you use? *
Mark only one oval.
Inside
Outside
Toes
All of the above
12. 9) When receiving the ball, you want to use? *
Mark only one oval.
Inside of the foot
Outside of the foot
Chest
All of the above

36
https://docs.google.com/forms/d/1IaO1FSbj9U0UQ25zxO-hktLl6GIZG8_gJHVpxqF-BaY/edit 3/3
13. 10) When making a short direct pass, where do you strike the ball? *
Mark only one oval.
On the side
In the middle
Towards the top
All the above
14. Bonus
Mark only one oval.
Option 1
37
References
https://youtu.be/NCaS743Pw2E
https://youtu.be/626Pcuu_XKw
https://www.youtube.com/watch?v=InvqGXICwsQ
https://www.youtube.com/watch?v=GePlbCsGniA

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Soccer Unit Plan

Page 1 Title page

Page 2 Table of contents

Page 3-4 Unit plan

Page 5-6 Grading Policy

Page 7 Take home assignment

10-14 Lesson plan 1

15-18 Lesson plan 2

19-23 Lesson plan 3

24-29 Lesson plan 4

30-33 Lesson plan 6

34-36 Final Quiz

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

Unit Outcomes Reference Content to be Assessment

NASPE: 1 Day 1: ​Dribbling the ball ● Peer Checklist

Day 5: ​Small sided

Day 3: ​types of passes

Day 5: ​Defensive play

Affective MA CF 2.7 Day 1: ​Importance of

Day 3: S​​hooting the ball-

Knowledge (25%)-Student correctly completes written/oral assessments with basic

1- No Participation- Student is unprepared to participate in multiple lessons and does not

Students are scored daily on a scale of 1-5.

Take home assignment

Partner Assessment Checklist

Name_______________________________ Assessor ___________________________

gently push the ball forward

keep the ball close and

stay on your toes

Student played fair

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Emmanuel DATE: 9/6/18 TIME: 1:

​ STs informed these objectives​.

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Introduction:​​ I will introduce

Lesson Focus: ​Introduction to

Safety:​​ keep your head up at all

Skill cues of dribbling

make two line facing each other 10

Transition: ​Teacher will ask

will start off the game. Once the

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Emmanuel DATE: TIME:

TEACHER PERFORMANCE OBJECTIVES – ​Indicate which P ​ STs informed these objectives​.

TIME SEQUENCE OF LESSON ORGANIZATIO REFLECTIONS

Transition: ​Students will grab a soccer ball

Closure: ​What is the difference between take

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Emmanuel Kalamu DATE: TIME:

​ STs informed these objectives​.

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Transition: ​The​ ​student will each grab a

Activity 2: Square activity

Activity 3: ​In their groups, students will pick

Students can only pass the ball and not

Transition: ​Student will pick up a piece of

Closure: ​Exist slip

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Emmanuel Kalamu DATE: TIME:

​ STs informed these objectives​.

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Transition: the ​student will each grab a

NASPE: 1 Day 1: Dribbling the ball ● Peer Checklist

Day 5: Small sided

Day 3: types of passes

Day 5: Defensive play

Affective MA CF 2.7 Day 1: Importance of

Day 3: Shooting the ball-

Name_____ Assessor _

STs informed these objectives.

Introduction: I will introduce

Lesson Focus: Introduction to

Safety: keep your head up at all

Transition: Teacher will ask

TEACHER PERFORMANCE OBJECTIVES – Indicate which P STs informed these objectives.

Transition: Students will grab a soccer ball

Closure: What is the difference between take

STs informed these objectives.

Transition: The student will each grab a

Activity 3: In their groups, students will pick

Transition: Student will pick up a piece of

Closure: Exist slip

STs informed these objectives.

Transition: the student will each grab a

Transition: Student will pick up a piece of

Closure: Exist slip

TEACHER PERFORMANCE OBJECTIVES – Indicate which PSTs informed these objectives.

Transition: The student will each grab a

Transition: Student will pick up a piece of