Springfield College Daily Lesson Plan

Name: Dylan Sheehan

minutes

Date: 9/9 9/15/14

School: Southampton Road Elementary Lesson #: 6-10

SHR Gym
Class Size: 25
Unit/Theme: Soccer/pass

Time: 40
Facilities:

Grade: 4th and 5th

Generic Level: Control

Equipment: 25 soccer balls, 40 small cones, 10 hotspots, 10 hula-hoops, 10
bowling pins
Focus of Lesson: Soccer pass
Student Performance Objectives (SPO): (NASPE #___; MA CF #___ )
By the end of the lesson, students should be able to:
(P): Perform a pass using the inside of the foot to a partner so that the
partner does not have to move during the activities. (NASPE 1; MA CF
2.17)
(C): Identify why it is important to make an accurate pass during gameplay
when asked by the teacher in the closure of the lesson. (NASPE 2; MA CF
2.17)
(A): Students will be able to express enjoyment during the lesson by having
fun and working well with other students by following directions and staying
on task. (NASPE 5; MA CF 2.7)
Teacher Performance Objectives During the lesson the teacher will:
Actively scan the gym to be sure that all students are paying attention and
are on task
Notice well-behaved students and active participators throughout the lesson
and point them out to encourage all students to follow suit.
Check for understanding before the students begin each activity by asking
questions about what was just said and utilizing student demos.
Special Considerations What are the safety concerns? What is
unique about the students in this class?
Make sure students stay in their own personal space.

 Make sure students are properly using equipment.

For student who is in a wheelchair, we will use either a foam hockey stick or
a pillow polo stick so that she can actively participate in all activities.
References:
Ready-To-Use P.E. Activities for Grades 5-6. By Joanne M. Landy & Maxwell J.
Landy
http://www.cwu.edu/~jefferis/unitplans/sportedsoccer/soccer_ia.htm
TIM
E

1.
2.
3.
03:00
4.

5.

3:005:00

5:005:30

SEQUENCE OF LESSON

ORGANIZATION

REFLECTION

Introduction- The instructor

will share the following
information:
Name: Mr. Sheehan
Focus of the day:
Dribbling/Passing a soccer
ball
Start and Stop Signals: Start
signal- Ready Go. Stop
signal- 3, 2, 1, freeze OR
when music stops
Safety- Use equipment
properly and safely. The ball
should not be going higher
than waist level; students
should dribble with their
heads up
Lesson Purpose To dribble
the ball under control & to be
able to make a pass to a
nonmoving target.
Review This week we are
going to review dribbling and
trapping a soccer ball and
learn how to pass a soccer
ball.
Dribbling
-Keep ball in front of your
body
-Flat part of foot

Good Q & A on
reviewing dribble
and trap.

Trapping
-Stop ball with top of foot
(flat)
Transition: Students will get

Warm up worked

5:3010:0
0

q
10:0
012:0
0

12:0
020:0
0

20:0
020:3
0

20:3
028:3

soccer ball by team spots and

find a space in general space.
Warm Up Activity
Statues and Dribblers
Half of the students will be
statues and half of the
students will be dribblers.
Students will dribble between
the statues legs. Students
will switch on teacher
command.
Informing Today we are
going to work on the pass.
Passing (Inside of foot
kick)
- Non kicking foot next to ball
- Draw kicking foot back (like
a putter in golf!)
- Contact ball with inside of
foot
-Follow through to target
*Can you pass the ball so
that your partner does not
have to move?
Activity #1 Builders and
Bulldozers
In this activity, random
bowling pins will be set up
throughout the work area in
hula hoops
The first time, there will be
two groups moving around in
general space in this activity
without soccer balls. One
group, the Bulldozers (two
color squares) will go around
to the pins, and will kick the
pins (buildings) so that they
fall over. The Builders
(other two color squares) are
to rebuild fallen pins by
running over to them and
picking them back up. All
students will have to knock
over the pins so that they
stay in the hula-hoops.

out, students were

active and dribbled
with control.

**Make sure to
specify DIRECT
PASS, not just pass.
We will soon be
doing a lead pass.

Changed the
activity so that
there is a lead up
without a ball.
Safety adjustment
Pin must stay inside
the hula-hoop when
kicked. Check for
understanding
Should we kick the
pin as hard as we
can? With what
force should we kick
the pin?

Good concise
instruction
maximum OTRs.
Make sure that
same rule for the
pin applies when
passing the soccer
ball.

28:3
029:0
0

29:0
037:0
0

The second time, there will

be two groups moving around
in general space in this
activity. One group, the
Bulldozers (two color
squares) will go around to the
pins, and try to pass the ball
into the pin (buildings) so
that it falls over. The
Builders (other two color
squares) are to rebuild fallen
pins by dribbling over to
them, trapping the ball, and
picking them back up. All
students will have to be
dribbling under control
throughout the activity. The
pin must stay in the hulahoop.
Ext. Have Bulldozers pass
from further away or closer
depending on success.
Activity #2 Partner Pass
Students will be passing and
trapping with a partner while
stationary.
Ext.
Partner Pass through Cones
Teaching by Invitation:
Students will pass through a
target (2 cones) and see if
they can pass the ball
without their partner having
to move IF THEY WANT. The
students are in charge of how
far apart the cones are.
Transition: When I say 3, 2,
1, freeze, students will put
the soccer ball in between
their legs and wait for my
instruction
Activity #3 Partner Pass
Through Different Cones
Students will now be
travelling around trying to

Had good
extensions pass
and trap with the
left foot only, trap
with the left foot,
pass with the right,
etc.
Cone targets
worked out well
students really
enjoyed it.
Motivational
Objective See how
many traps you can
get in 30 seconds.

Make sure to tell

students to stay
with their partner
so they dont lose
them.

pass the soccer ball in

between different cones.
Once a student receives a
pass, he will dribble to one
side of another set of cones
while the partner waits to
receive the pass on the other
side.
37:0
0-37:
30
37:3
040:0
0

Ext. See how many complete

passes you and your partner
can make in 1 minute.
Transition: Students will
place soccer balls back where
they found them, and I will
ask students to pick up one
bowling pin and put it back.
Closure: What skills did we
use in that last activity?
Was it important to make an
accurate pass to knock over
the pin?