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Lesson Planning Form for Accessible Instruction Calvin College Education Program


Taylor Mixen

Subject/ Topic/ Theme


Grade ___5th__________

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson to the 5th grade soccer unit so it will be setting the expectations for the rest of the unit. The first day covers the first and most important skill to
play the sport of soccer, and based on observations of how the 5th grade class is completing the skills and how well they are completing the skills.
cognitiveR U Ap An E C*

Learners will be able to:



Run /jog for a duration of 7 minutes without walking/stopping.

Sit quietly while an explanation of the skill of dribbling and passing is explained.
Work with a partner on dribbling and passing skills.
Successfully dribble a soccer ball from side line to side line of the basketball court in the gym.
Successfully pass the ball with a 2 touch from side line to side line of the volleyball court (10 times, not


Common Core standards (or GLCEs if not available in Common Core) addressed:
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of zone defense, team work and communication from the basketball unit will be
Knowledge of multiple forms of contact with the ball (thighs, feet, chest, head) from the handball unit
will be referenced.
Pre-assessment (for learning):

Outline assessment
(applicable to this lesson)

Formative (for learning):

Formative (as learning): observe and give feedback to students during activities
Summative (of learning):

What barriers might this

lesson present?
What will it take
emotionally, etc., for your
students to do this lesson?


Provide Multiple Means of

Provide options for perceptionmaking information perceptible

Teacher will vary


Use white board to draw

diagram of what is

Demonstration given by
the teacher

Teacher and student


Student and student demo

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Students will have

opportunities to ask
questions after each demo

Provide Multiple Means of

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students can chose where

they stand on the line

Choose their partners

Choose the soccer ball

they want to use

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to

Provide options for language,

mathematical expressions, and
symbols- clarify & connect

Students can count passes

in their native language

Count how many times

they have traveled up and
down the court in their
native language

Provide options for expression and

communication- increase medium
of expression

Students are encouraged

during the entire duration
of the lesson and to
encourage their partners
as well

Expression of thanks to
partner at the end of all
activities with a high five

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Walking around all

students while
performing task assess
skill level and skill

Take time to offer help to

students who may be

Give feedback or correct


Provide options for comprehensionactivate, apply & highlight

Offer multiple ways to

dribble and kick the ball,
depending on dominant
hand and foot and
distance from body.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Short term goals of

completing the amount of
passes and times to
dribble up and down the

Progress monitoring by
teacher and studentsstudents keep track of
their own numbers, use
them to encourage

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &

Have students watch for

if their passes are going
to their partner, if not
going straight correct to
how they can kick

With passing if student

has trouble controlling
the ball suggest keeping it

Also ask students how

they think their progress
is or how they think they
can fix a problem they
are having

20-25 soccer balls (enough for each student)

Marker for whiteboard

Gym will require no set up since students will be using lines that are already on the floor for the
basketball and volleyball courts.
How will your classroom
be set up for this lesson?

III. The Plan




Describe teacher activities

student activities
for each component of the lesson. Include important higher order thinking questions and/or
Open gym time for 5-10 minutes
Students may choose to use equipment
from the closet, they just be doing
Call students to clean up and group up by
something active (no standing around and
the white board
Say Lets clap that its (insert whatever

Students put any equipment they were


(the largest
component or
main body of
the lesson)


Get students attention by saying 3,2,1,

time out please- wait until all quiet
Share good news- alternate calling on
boys and girls to share good news from
their day, their weekend, or anything in
their life. Given roughly 30 seconds to
share. Ask follow up question to story.
Clap with students at the end of each good
news story shared. Have 4-6 students
Objectives for the day are written on white
board- call on and have student read out
loud one objective, alternate boy/girl to
read objectives
First objective- students will run/jog for 7
minutes, tell students to start walking until
music starts they begin running
Encourage all students, encourage the
students who are not running even more
At the end of the run tell students they can
get water if they want it and to give 3
other students a high five and tell them
good run, good job
After getting water and high fiving meet
in the center circle
Begin explanation of dribbling and
Dribbling is used to move the ball up and
down the field, it must be kept close to
your body, alternate kicking the ball
between two feet while running, very
gentle kick with the inside of the foot
Teacher demonstrate this skill (saying all
the key points to dribble), then have
student demonstrate the skill
Teacher asks where do you kick the
ball, how hard do you kick the ball,
do you kick the ball with both feet
Students told to pair with another student
and get a ball then have partners stand

using back in the closet and come and sit

next to white board
Students clap
Students hold up t formation with their
Students that are called on share their
good news well classmates should be
sitting quietly and listening, students clap
after fellow student has shared good news
Students can raise hand to read an
objective off the board
Students stand and begin to walk waiting
for music, once music starts students
begin running
Students get water, high five, then meet in
the center circle

Students sitting in circle listening to

explanation of dribbling and passing

Students then pick a partner, get a soccer

ball and stand across from their partner on



across from their partner on the basketball

side line. Partner dribbles ball to partner
across gym, gives ball to partner then jogs
back to starting position
If students are having trouble finding
partners tell them to meet in the lost and
found to get a partner, if odd number
group of three or teacher pairs with left
Teacher walks around, correcting students
on form, encouraging hard and good
work, if students are doing well give them
a challenge, like going faster
After 4-6 minutes, 3,2,1, time out ask
students to put ball under foot
Teacher gives instruction for next task of
passing. Passing, standing on volleyball
side lines (30 feet). Stop and pop
technique where you step with nondominant foot, point that foot at intended
target, bend opposite foot back at knee,
pop by kicking ball with swinging
motion through the ball, kicking ball at a
medium speed with the inside middle of
the foot, follow though the ball
Ask questions for understands, what part
of the foot do to kick the ball with, how
hard are you kicking the ball
Demo as teacher
Ask 2 students to volunteer and demo
Tell students to begin (each student should
do 10 kicks to partner, doesnt have to be
consecutive), if students finish all 20
passes tell them to start kicking with their
non-dominant foot
Teacher walks around, correcting students
on form, encouraging hard and good
work, if students are doing well give them
a challenge, like kicking with nondominant foot
After 4-6 minutes students should be close
to and/or done with 10 passes
3,2,1 time out tell students to give
partner high five and thanks for being
your partner today, put soccer ball away
and line up and wait for teacher

While students are lined up and quiet, ask

questions for understanding again
when dribbling how close do you keep
the ball to your body
When dribbling how hard to you kick the

the basketball side line. Partner dribbles

ball to partner across gym, gives ball to
partner then jogs back to starting position

Student stop when told, place ball under

foot and listen to further instruction

Students will raise hand if they want to

Students move to volleyball court side
lines, still across from partner, use the
stop and pop method, kick back and
forth. Aiming for partner, trying to get 10
kicks per person (20 total)
Encouraging partners the whole time

Stop when 3,2,1, time out is said, give

partner high five and thank them for being
your partner for the day, put soccer ball
away, go line up.

Students answer all the questions

Students leave the gym

When passing where do you contact the
ball on your foot?
when passing, how hard do you kick the
As teacher give small report using thumbs
up system. Based on listening, paying
attention and how well they followed
direction. (when students are lined up,
quiet and listening, tell them how their
listening skills were, show their actual
soccer skill was, how well they followed
directions) with a thumbs up, thumb in the
middle, thumbs down

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)