Teacher Candidate: Clinton & Garet

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title ____Kicking___________________________________________________________
Unit _____Kicking _Skills_______________________________________ Day# _______1____________
Grade level(s)/Course ___9th-12th ________________________
Date taught ____October 8th 2014______________________
Textbook, Instructional Program, or Web Resource referenced to guide your instruction
Title http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=360#.VEpnVvnF9qU
Publisher
Date of Publication: 9/22/2001
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
High School 9th-12th Adapted Physical Education class of about 20. Throughout the lesson we will be using cooperative learning while the students participate in
kicking manipulation skills.
Cooperating teacher- Jon West
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
One day unit with the lesson being 45 minutes
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
All students in the classroom have IEPs and are accompanied by a peer helper or aid. The students will be broken up into two groups allowing them to get more
practice with kicking.
List any other special features of your school or classroom that will affect the teaching of this lesson.
Newly built gymnasium with two full court basketball courts with a drop down curtain that divides the two courts. Bleachers on one side which could be a safety
hazard. Noise from the other court might distract the students, but the curtain will help dampen some of the noise. By having smooth transitions and bringing the
class in close will help eliminate some of the distractions when giving instructions to promote a LRE.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total # of students___20______
# of Males____10______
# of Females____10______
Special Needs Students:
Number of
Accommodations and/or pertinent IEP Objectives
Category
Students
Students with IEPs
All the students in the class have an IEP and have either a peer or paraprofessional
helper guiding them through the class. Theres a wide variety of disabilities ranging
from Autism, Down Syndrome, Spina bifida, and emotional behavior disorder. The
20
student that has Spina bifida has an assisting specialized walker that allows her to
walk alone with the rest of the class.
English Language Learners

Gifted and Talented

504

Autism or other special needs

(Emotional-Behavioral
Disorders)

Use information here to complete the DifferentiatedInstructionand Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON

Content Strand Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Enduring Understanding and/or Essential Question
The students will apply the skill of kicking with the inside of the foot during the game of knockdown after reviewing cues taught in the beginning of class.
GLE and Symbolic Notation

DOK = Depth of Knowledge

1:4:A2 Demonstrates balance and body control while

moving at different speeds while manipulating a ball of
different sizes.

Level 2 = Basic Application of Skills/Concepts

4:1:B1 Passes and catches a variety of objects with a

partner while stationary and moving.
4:1:B3 Manipulates a ball at moderate to fast speeds,
while maintaining control of the ball in drills and game
play.

Level 2 = Basic Application of Skills/Concepts

Level 2 = Basic Application of Skills/Concepts

Student Learning Outcomes

The student will be able to implement the basic principles of dribbling, passing and shooting during a game of knockdown showing their understanding of
manipulation skills related to kicking. The students will meet their goal of 20 minutes in their target heart rate zone by the end of the class period, after the lesson
on kicking.
Academic Language Content specific terms:
Step in opposition, follow through, plant opposite foot, shooting, passing,
dribbling, inside of your foot

Process terms:
actively engaged, decision making, active listening

Prior Learning/Prior Thinking

I predict my students while kicking, will use their toe instead of proper technique of using the inside of the foot. To eliminate this, I will demonstrate the proper
technique while giving cues before starting the activity.

ASSESSMENTBEFORETHELESSON
Pre-assessment
InthebeginningoftheclassIwillaskthestudentsafewquestionsrelatingtokicking
Whatarethebasiccuestokicking?
Howdoesourwarmuptodayrelatetothehealthrelatedfitnesscomponents?
Cansomeonedemonstratedribbling?
Whataresomebasicrulesofsoccer?
Theseandotherquestionswillhelpinformmeofmystudentsabilitiesandknowledge.Thiswillgivemeabasicstartpointandwillhelpmefocus
onwhattoworkonthemost.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

1.

Skill Development
BasicSkillInstruction

TSWrefinetheirkickingskillsduringpartner
passing/dribblingdrillsafterbeingdemonstrated
bytheinstructor
2. ApplicationofSkills
TSW use the proper kicking skills during the
drills and warmup preparing them for the final
game of knockdown. This is characterized by
kicking the soccer ball with the inside of the foot
to direct the ball toward the pin in order to knock
them down.

Introduction
Total time: 10 minutes

Fitness Benefits

Life Skills
5.

3. SkillRelatedFitness
TSW practice the skills of coordination, reaction time, agility, and
speed throughout the lesson by dribbling, passing and shooting,
while participating in knockdown.

4. HealthRelatedFitness
TSW improve their cardiovascular and muscular endurance by
staying in their MVPA during hospital tag game.

Formations / Cues

Effort

6. GoalSetting
TSW set a goal as a team during knockdown to
successfully knock down half the pins before the other
team does.
7. Communication
TSWneedtocommunicatewiththeirpartnerinorderto
besuccessfulduringthedribblingandrelaygame.

Assessment

LessonObjective(s):4

Assessment of warm up will be done through

Oncetaggedputabandageon
Yougettwobandages,thirdtimetaggeddroptoaknee observation of the students participation during
Hospital tag.
Hospitaltag:everyoneisit,oncetagged
andfreeze
youneedtoputabandageon,oncetagged Everyoneitfreeforall
Steps counted on pedometers
againyouwillputanotherbandageon.Third
timetaggedyouneedtogotoakneeling
positionandfreezeinthatposition,inorder
tohealyourselfyouwillneedtotag
someonewhoisrunningaround.

Planned Transitions TSW gather around the

three point line facing towards the teacher.
The teacher will demonstrate the basic
technique of passing with the inside of the
foot. Peer helpers will grab a soccer ball and
find an open area of the gym to pass back
and forth with a partners.

Main Activities /
Total time: 20 minutes

Formations / Cues

Lessonobjective(s):1,2,3,6,7
1. Partnerpassing:studentswillfind
openareawithapartnerandpass
backandforth.

Teacherwilldemonstratetheproperformusingthese
guidelines.
Passbackandforthundercontrolusinginsideofthe
foot.
2. Walkingandpassing:studentswill
Whenpartnerpassesthesoccerballstopitbyputting
walkwithapartnerwhilepassing
theballbackandforthundercontrol. yourfootonthetopofthesoccerball.
Controltheballthenpassitbacktopartner.
3. Dribble:studentswillwalkand
dribbletheball,stop,thenpassto
theirpartner.

Whenwalkingandpassingleadpartnerandusesame
stoppingtechniquetocontroltheball.
Keepballundercontrolbytappingtheballforward
usingshortsteps.

Assessment

Correct form will be observed through

observations, which is characterized by kicking
the ball with the proper form based on the
scaling rubric.
Questions to check understanding
What part of the foot do you use to contact the
ball?
Do we want the ball to be flying in the air?
How do we make sure our partner is paying
attention?

Keepballundercontrolbytappingtheballforward

Planned Transitions TSW line up in a group

usingshortsteps.
behind a set of cones. Each line only has one
Studentswillcontroltheballthroughcones,once
soccer ball.

Questions to check understanding

How do you signal that your team has completed
the relay?

throughalltheconespasstothenextpartnerinline.

1. Dribble down and back through

Cones pass to next student in line
2. Relay Race: First team to have
everyone dribble down and back and
sit down wins.

Pedometers
Keepballongroundwhenshooting/passingatthepins Haves students check how many steps they have
Peerhelperswillretrievesoccerballsandrollthemback accumulated so far.
tothestudents.
Questions to check understanding
Knockdown: Two teams will be shooting at
How does a team win?
their own set of 10 pins. The team that knocks
What is the goal of this game?
down all 10 pins first win the game.
Termsthatwillbeexplainedduringthesedrillsand
How do we keep the ball under control?
games.
How do you direct the ball in the direction you
want it to go?
(Stepinopposition,followthrough,plant
oppositefoot,insideofyourfoot)
Cooldown /
Formations/AssessmentStrategy
Planned Transitions Split up class into two
groups, each group will have their own pins
to shoot at.

Totaltime:5minutes
Lessonobjective(s):
Pickupequipmentandmeetathalfcourt
(circleup)

Questionstodiscusswhileathalfcourt
Whatpartofthefootdoyouuseforpassinganddribbling?
Howdoesonestopaball?
Whatactivitydoyoufeelgotyourheartrateelevatedthemost?
Pedometercheckingandrecording

Assessment at the end of the lesson - Assessment will take place throughout the entire lesson. Students will learn the proper skills used to kick and dribble a
soccer ball and will have the opportunity to practice those skills. Observation will take place by the instructors to see they understand the steps to perform the
task. Students will be assessed through question and answer at the end of the lesson. Students will be assessed on activity level by observation and by the use of
pedometers.

Formative - pedometers
Summative 0 to 4 scaling rubric
4-Student fully participates with maximal effort (20 +)
3-Student fully participates with good effort (13-19)
2-Student participates but with poor effort (6-12)
1-Student participates with minimal effort (1-5)
0-No participation (0)

Equipment needs
20Soccerballs,20cones,10Pins

Safety Considerations
During hospital tag watch out for others and keep head up to avoid
collisions.
During the other activities need to keep ball on ground, when passing
keep
Pay attention while passing and receiving the soccer ball

DifferentiatedInstruction
Modifyequipmenttakingairoutofsomesoccerballstomakeiteasierforcontrollingandpassing
Modifytaskkickingastationaryballinsteadofmovingball
Modifyinstructionstudentwilldemonstratebasicdribbling,passingandshooting.
Students with wheelchairs will hold onto ball while going through cones and tossing the ball with his/her hands to partner during activities.

ClassroomManagement/DemocraticPractices
To create a positive learning environment students will be placed with peer helpers. Students have peer helpers that they are comfortable with that are
with them throughout the year. While giving instructions students will be brought in close so they can hear and view the demonstrations given during
class. Peer helpers will hold on to the soccer balls when teachers are giving directions. When music starts it signals the start of the activity, when
music stops it signals that everyone should freeze.

Activity Formations and or field diagrams:

Relay game

Pinball game

Possible Community Resources: by practicing the skills of passing, dribbling and shooting will prepare them for any extracurricular activities
like: Special Olympics soccer, or any other activity outside of school.

Supplemental materials:
LESSON PLANNING CHECKLIST
Does the plan logically lay out what you will say and do?
Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson?
What strategies will you use?
Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work
time; listening behaviors, moving from one place to the next, etc.)?
If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs?
Have you specified how you will ensure students understand the academic language needed to succeed during this lesson?
What content-specific vocabulary will be introduced and how will you introduce it?
Do you plan for guided work so that students must use the ideas/skills they learn?

 Do you plan for students to independently work with or apply the ideas/skills?
Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)?
How will you collect evidence of students thinking and learning (formative assessments) during the lesson?
Did you address all of the components within this template?
Did you add or hyperlink supplemental materials? (i.e. student worksheets, checklists, rubrics, station instructions)

Instructor Reflection:
1. As I reflect on the lesson, to what extent were students/clients productively engaged? (Brief description of how they were or were not
productively engaged.)