FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name: Micah Gerike Lesson Number:
Subject Area: Physical Education Grade Level:
Date: Start time: End time:
Essential Questions:
1.)
2.)
3.)

How does overall fitness affect a soccer players performance?

How can mental awareness affect the way the game is played?
What aspect of soccer needs the most focus?

Topic/Concept/Skill:
The topic of this lesson is improving fitness and agility.
Related Standard:
NASPE Standard 1 Demonstrates competency in many movement forms and proficiency in a few
movement forms.
Background:
The students are in this class in order to improve their personal fitness. They are either required
to be in it because of a sport or because it was their decision. Everyone in this class knows that if
they arent giving their best, they are only hurting themselves. They have a set warm-up routine
that they do on a daily basis. (Warm-up routine attached)
Main Objective of Instruction:
In order to improve ones agility/fitness level, the student will be able to complete the Coopers
Drill and other various drills with the use of individual strategies (Synthesis) after I explain the
different drills (Application). Their goal is to finish the drill in one minute and thirty seconds.
Teacher Materials/Resources:
14 cones (8 minimum), stop watch/timer,
Student Materials:
The students will need to be dressed in active attire. (Shorts, t-shirt, tennis shoes)
Anticipatory Set (Introductory Approach):
The lesson will begin once the students enter the gym. They will proceed to do their normal
warm-up. After completing this, I will begin to explain the different routines that they will be
completing (attached to packet). My method for keeping their interest will be to explain the
benefits that these routines have for specific sports.
Basketball: Shuffling for defense
Soccer: Endurance and sprinting
Baseball/softball: Upper body strength and sprinting

Instructional Procedures (Whole Group):

Step 1: Bring the students in close so that they can all hear the instructions. (Verbal)
Step 2: Make sure that all of the students can see the demonstrations. (Visual)
Step 3: Explain what the Coopers Drill is. (Attached) Demonstrate for ELL students. (Kinesthetic)
Step 4: Explain what popcorn sprints are. (Attached) Demonstrate for ELL students (Kinesthetic)
Step 5: Tell the students that they will be timed during the Coopers Drill and that their goal is
1:30.
Step 6: Tell the students that individual strategies can be used to complete the Coopers Drill
(Synthesis).
Step 7: After everyone has done the Coopers drill twice have them walk to half court and back.
Step 8: Remind them of what Popcorn sprints are and have them pair off by counting (1,2,1,2)
(Interpersonal)
Step 9: After everyone has done 2 rounds of popcorn sprints have them walk a lap.
Step 10: Bring the students in for closing.
Step 11: Tell the students about their online homework.
Step 12: Be sure to talk with the ELL students separately in order to make sure they know what
to do for their homework.
Provisions for Individual and/or Group Differences:
All of the students are capable of performing the required exercises. However, there are a few
ELL students that require physical demonstrations of the exercises in order to fully understand
how to perform them.
There are also separate instructions for the ELL and IEP students for their homework. (See
Independent Practices)
Closure:
After walking a lap, remind the students why they just did what they did. The exercises were
designed to help the students improve their agility. By improving their agility, they will be able to
perform better in their specific athletic events. Remind them about their written work.
Evaluation of Learning:
The goal for the students is to complete the Coopers Drill in under 1:30. They have two attempts
to do this. If they are unable to do this, they are not punished. This lesson is about selfdetermination/motivation. It is up to them to do it. Their grade will be based on if they finish the
exercises or not. Not by how well they are done. The written work is explained in the
Independent Practice section.
Independent Practice:
The students will be required to read an online article of their choice about a sport they are
interested in. They will then need to have a one page typed review of the article that includes a
short summary, and healthy tips that they found beneficial from the article.
IEP: Since the student has difficulty with reading comprehension, they will be required to read the
article and write about 3 things that they thought were interesting.
ELL: The student understands English, but has difficulty forming complete sentences they will do
the same assignment as everyone else. (Read the article, find health tips) However, they do not
have to write a full page, they need only to have a list of the tips they thought were helpful.