Lesson Plan Title: Soccer #3

Date: March 13th, 2018

Subject: Physical Education Grade: 9
Topic: Offense and Defense
Essential Question: How do you perform the basic skills of soccer with proper technique and how can
you apply them to a game of soccer?

Materials:
- Soccer balls (try to have enough for each person or at least one per two people)
- Pylons
- Pinnies

Safety Considerations:
- Ensure students are wearing appropriate footwear and that their shoes are tied so they don’t
trip.
- There will be no tackling allowed. This will prevent injuries.
- Move benches or other obstructions out of the playing area.
- Teach proper technique to avoid injury.

Management Strategies:
- A whistle will be used to gather the student’s attention between drills. All students need to
keep their ball in front of their feet while the teacher is talking. No student should be fidgeting
with the ball.

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
 Psychomotor:
- Must be able to keep control of the ball using their feet, thigh, chest, and head.
- Students will be able to defend the ball.

 Affective:
- The student should have confidence in her ability to defend an offensive player.
- Should feel as part of a team.

 Cognitive:
- The student should be thinking about getting open into space as an offender.
- Students should be thinking about how to properly defend a player.

Broad Areas of Learning:

Building Lifelong Learners - Students who are engaged in constructing and applying physical education
knowledge naturally build the knowledge and abilities to continue learning in this area of study.
Throughout their study of physical education, students will develop a holistic balance in the attitudes,
understandings, skills, tactics, and strategies necessary to learn in various movement activity settings.
Students will develop skills in transferring this learning to a variety of contexts thus supporting them
as lifelong learners.
Building a Sense of Self and Community - In physical education, students will experience multiple
opportunities to grow in all aspects of their lives, while learning to share these understandings as they
support others in achieving a balanced self. In striving for this balance, students will better be able to
contribute to the development of healthy individuals, families, and communities.

Building Engaged Citizens - In physical education, students will experience opportunities to initiate,
plan for, and lead positive change that will enhance the personal well-being of self and others.
Students will reflect on the various influences that affect decisions and engage in opportunities to
initiate and guide social, cultural, and environmental activities that will benefit all citizens.

Cross-Curricular Competencies:
Developing Thinking - Learners construct knowledge to make sense of the world around them. Their
understanding develops through thinking contextually, creatively, and critically. In Grade 9 Physical
Education, students will create, examine, express, analyze, and apply deeper understandings of skillful
physical movement, active living, and relationships and the interconnectedness of the three. Students
will begin to think contextually about movement and how it applies to, and varies during, different
experiences.

Developing Identity and Interdependence - The ability to act autonomously in an interdependent

world requires an awareness of the natural environment, of social and cultural expectations, and of
the possibilities for individual and group accomplishments. It assumes the possession of a positive
self-concept and the ability to live in harmony with others and with the natural and constructed
world. To achieve this competency requires understanding, valuing, and caring for oneself;
understanding, valuing, and respecting human diversity and human rights and responsibilities; and
understanding and valuing social and environmental interdependence and sustainability. In physical
education, Grade 9 students will develop and implement plans to grow physically, socially, mentally,
and spirituality. This will extend to supporting the growth of others in both cooperative and
supportive ways.

Developing Literacies - Literacies are multi-faceted and provide a variety of ways, including the use of
various language systems and media, to interpret the world and express understanding of it.
Literacies involve the evolution of interrelated skills, strategies, and knowledge that facilitate an
individual’s ability to participate fully and equitably in a variety of roles and contexts – school, home,
and local and global communities. To achieve this competency requires developing skills, strategies,
and knowledge related to various literacies in order to explore and interpret the world and to
communicate meaning. Grade 9 students will use literacies to support their deeper understanding of
self – physically, emotionally, mentally, and spiritually.

Developing Social Responsibility - Social responsibility is how people positively contribute to their
physical, social, and cultural environments. It requires the ability to participate with others in
accomplishing shared or common goals. This competency is achieved through using moral reasoning
processes, engaging in communitarian thinking and dialogue, and contributing to the well-being of
others and the natural world. In physical education, enhancing socially responsible skills will be an
area of focus as students reflect on their own behaviour and make plans to grow in ways that will
strengthen their ability to make connections to others.

Outcome(s):
 PE9.6 - Design and implement, collaboratively, plans to use effective tactics and strategies
(while considering rules and skills when participating in a variety of movement activity
situations) to enhance performance and enjoyment of self and others in each of the
following:
 target games (e.g., bowling, curling, golf, archery, bocce ball)
 striking/fielding games (e.g., long ball, softball, slo-pitch)
 net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
 invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse,
floor hockey, rugby, ultimate frisbee, double ball, team handball)
 low-organizational, inventive, and cooperative games (e.g., capture the flag,
prisoner's base, speedball, kick the can, bombardment, dodgeball).

PGP Goals:
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners
1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- Assess how the students understand the concepts of offense and defense. If they need more
practice, then keep the drills as they are.
- Assess how their skills are going before moving onto the next progression.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- I will evaluate the students by asking them questions based off information we reviewed
throughout the class about offense and defense.
- Students will receive a mark for participation based on Mount Royal PE standards.
- There will be no other formal summative assessment for this lesson.
Stage 3- Learning Plan

Activity Sequence
Change out 5 min
Open Gym 5-10 min
Motivational Set 1 min
Warm Up: 5-10 min
- Let students choose game
- Ideas: chain tag, freeze tag, turtle tag, triangle tag
- Dynamic stretching
Review of Last Class: 1 min
- Trapping with body
- Shooting
Passing Drill 5 min
4 Corner Passing 8-10 min
3 vs. 3 scrimmage 20 min
Closure 1 min
Change Out 5 min

Time: 61 minutes
Motivational/Anticipatory Set (introducing topic while engaging the students)
Ask their positives of the day.
Get students excited about soccer by telling them they get to play a scrimmage today.

Main Procedures/Strategies:
Warmup:
- Choice of game
- Students will go across the width of the gym while doing stretches such as arm circles, arm
swings, lunges, leg extensions, butt kicks, and high knees.

Skills/Concepts Learning Activities Teaching Point

Passing Drill Groups of 4-6 – player at front passes, follow pass Pass on target
Trap ball with foot
xxx xxx
4 Corner Groups of 4 – in a square Players getting open
Passing 1 defender, 3 offenders Defenders taking away
Defender tries to steal the ball to become an offender a pass
Switch turns for defense
Only 1 player per side of square
Can go along open side
Can only run along lines
x
x x
x
3 vs. 3 4 teams, 2 surfaces
Scrimmage No goalie, switch after 6-7 minutes
 Adaptations/Differentiation:
- For students who have advanced soccer skills they will be challenged to incorporate different
skills in a game-like setting
- No students have mobility issues or learning disabilities
- Students can change pace in the drills to make it harder or easier

Closing of lesson:
- Review cues of offensive and defense

Personal Reflection:

My first lesson was interrupted by having to move the wrestling mats out of the gym from the wrestling
provincials on the weekend. I had to adjust my lesson and take away some of the drills. I got to do my
full lesson with the afternoon class though. I think this lesson went well. The students had difficulties
understanding the concept of getting open. There were only 5 girls in the afternoon class so I had to
adjust drills accordingly.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)