Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Taylor Mixen

4/20/2015

Subject/ Topic/ Theme

Soccer

Grade ___5th_____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will connect to the unit with a review of previous information from the first two lessons and begin to build with the skill
of shooting.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional

Be active by playing noodle tag.

Sit quietly through introduction.
Work with partners on passing (both long and short distance)
Practice their shooting skills.
Listen to the explanation of positions on a soccer field and their jobs

Listen to rules, penalties and sportsmanship for soccer before beginning practice game.

X
X R,A
X

X
X
X
X

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
referenced.
All the previous skills from previous two lessons.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

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

What barriers might this

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

9-15-14

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Teacher will vary

explanation

Use white board to draw

diagram of what is expected

Demonstration given by the

teacher

Teacher and student demo

Student and student demo

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction

Students will have

opportunities to ask
questions after each
demo

Provide Multiple Means of

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

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
use?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect 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,
mastery-oriented feedback

Walking around all

students while
performing task assess
skill level and skill
competency

Take time to offer help

to students who may be
struggling

Give feedback or
correct mistakes

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

making 3 out of 5 shots
taken on a goal

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

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection

Have students pay

attention to if they are
doing a skill wrong.

Ask students how they

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

Marker for white board

20-25 soccer balls (enough for each student)

If weather permits students will be going outside and using the soccer field (make sure soccer nets are
up, which they will be because its soccer season)
How will your classroom
be set up for this lesson?

III. The Plan

Time

Components

9:15

Motivation
(opening/
introduction/
engagement)

9-15-14

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Open gym time for 5 minutes (ask students
Students may choose to use only soccer
to practice passing, or dribbling during this
balls for open gym today
time)
Students put any equipment they were
Call students to put soccer balls under the
using back in the closet and come and

9:169:18

9:20

bleachers group up by the white board

Say Lets clap that its (insert whatever
day)
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 share.
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
Review rules of noodle tag (if you have
noodle you are it, tag people with the noodle,
student who was tagged with noodle is now
the tagger. No hitting in the head and no tag
backs)
After getting water and high fiving meet
back at white board

9:30
Development
(the largest
component or
main body of
the lesson)

9-15-14

Begin explanation of how many players are

on the field with a diagram drawn on the
board
8 players on field for 1 team: 1 attacker
(forward), 1 goal keeper (goalie) , 2
midfielders (forwards), 3 defenders
(defense) (in a real soccer game 11 per team
on field)

sit next to white board

Students clap
Students hold up t formation with
their hands
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 who were randomly chosen to

be it come with teacher to get noodle (6
students)
Students begin noodle tag when music
starts, stop when music is stopped
Students get water, high five, then meet
back at the white board

Students sit quietly and listen to the

explanation given by the teacher

9:35

9:40

9-15-14

Make connection to this from the previous

handball unit and how all the positions are
the same and zone defense from previous
basketball unit it used
Explain some basic rules- goalie the only
player who can touch ball with hands during
game play, ball starts with kickoff at the
center circle, penalties (handballs or tackling
[emphasize safety here and how we
shouldnt not be pushing/kicking other
players or tackling them] on purpose)
Ask students questions on rules just covered
then split them into 2 teams
Teams are spilt up on teachers knowledge of
their skills and evenly distributed to make as
equally matched teams as possible (give

Students raise hands if they have

questions or need further clarification

Students get the correct pinnie color for

the team they have been put on then
follow the next instructions to begin to
go out to the soccer field

Students go to designated size and

practice shooting, passing, and
dribbling for 5 minutes
Team picks 8 players to go onto the
field to begin the demo game (other
students should be spread out and
cheering for everyone and giving
encouragement

9:47

Kick off starts then the students begin

playing soccer
If the whistle is blown students should
stop play and listen to what the teacher
is correcting and take this time to ask a
questions if they have any

Students who havent played yet go on

the field and begin playing

Students stop at last whistle, and begin

to come inside and then line up

While students are lined up and quiet, ask

Students answer all the questions
questions for understanding again
successfully
how many players are on the field for our
Students leave the gym
gym class?
Closure
(conclusion,
Who is the only person allowed to touch the
culmination,
ball with their hands)?
wrap-up)
Teacher gives 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.)
The only part of this lesson I got to teach was the noodle tag, which I have done in multiple other classes, but we not gotten
any farther in this unit. Noodle tag is always a great time, and the students are always very active when we play this. I make
sure to emphasize the rules and safety again since there has been a couple occasions where someone has gotten hurt during a
tag game (Mr. S breaking his foot for turtle tag). Students are reminded that there are no head shots, you cannot throw the
noodle at someone, and that you should running the entire time.
As for the rest of the lesson it follows the same structure for the other lessons. Having this particular lesson the students need
to be more attentive than usual. Since there will be a significant amount of information presented that will be used for the
duration of the unit. I anticipate students having trouble sitting for a longer period of time than usual so I might have to
make sure they are sitting farther apart than usual. I plan to ask a lot of questions immediately after going over the material.
This lesson also could be done outside which would be ideal just so the students could practice with a real goal and be able to
play in the grass.
9:50

9-15-14

pinnies to teams)
Have students stand up and walk out to the
soccer fields. Have red team take left side
and black team takes the right side.
Tell students to take their sides of the field
and practice shooting on their goal, passing
and dribbling for 5 minutes
10-12 players will be on each team, have 8
players go on the field an take a position for
a simulated demo game for students to
understand the flow of the game
Have 2 players from opposing team come to
center circle for kick off. Rock-paperscissors for who starts with ball.
Let students play- monitor the play as the
teacher (using whistle to stop play) and make
corrections or explain further for confusion
While students are playing teacher is
encouraging all students as a group and
individually- also making sure everyone is
cheering their teammates on
After 3 minutes of students on, blow the
whistle and have those students that are not
on the field and havent played yet
If time permits, rotate players in again
Blow whistle and gather students in and
begin to go back inside, and then line up