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PSU

TEACHER WORK SAMPLE


TEMPLATE

Your First and Last Name: Ramsey Hamilton

Date Submitted: 4/30/18

District where you completed


USD 404
the TWS:

Name of School Building


where you completed the Pittsburg-St. Mary’s Colgan Middle School
TWS:

Content Area of your TWS: Physical Education

TWS Unit Topic: Soccer

Grade Level of the


Classroom / Students in
MS 5th
Which the TWS Unit Was
Completed:

Pittsburg State University Teacher Work Sample 1


I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
COMMUNITY
I am student teaching at St. Mary’s Colgan in Southeast Kansas inside the town of Pittsburg, Kansas. The town of Pittsburg has more than 20,000 people living in
it. The town has a high level of poverty as well. Compared to the national average of 12.4%, 22.5% of people in Pittsburg are living below the poverty level. The
average income in Pittsburg is $24, 221 while the national average is sitting at $41,994. St. Mary’s Colgan is a small school compared to the other schools in the
district but they are competitive when it comes to sports and (P.E. Race, Gender here)

DISTRICT
St. Mary’s Colgan is a great school and it is located in a great school district. It is not the only high school located in USD 240 with Pittsburg High School also
located in the town of Pittsburg. The total number of students from PreK-12 grade is 531. There are 302 PreK-6 grade students and they are located in their own
separate building while just across the street is where the 7-12 grade center is located holding 229 students of its own. X
SCHOOL
The enrollment of the high school is 229 total students. 50.2% of the student population at St. Mary’s Colgan is male and 49.7% of the population is female. The
high school consists of 55% male and 45% female. 98.17% of the high school students are students without a disability and 1.83% of the students are students with
a disability. 13.7% of the students are listed as economically disadvantaged. 85.54% of the high school is White while Hispanics, African Americans, and other
account for 7.31%, 0.91 and 5.94% of the remaining student population. Each student is required to wear a school uniform that is bought by the guardian of the
student or students.

Table 1.1 Class Contextual Information (limited to 1 page)


Grade level __5__ Content area (e.g., mathematics) __Physical Education__ Topic (e.g., geometry)___Soccer ___
Age range of students __10-11__ Number of male students ___15___
Total number of students __15__ Number of female students ___0____
Percentage of students receiving reduced lunch __________ Percentage of students not receiving reduced lunch______________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban __X__ Suburban ______ Rural ___X___
Ethnicity of students (give numbers) ______ African American or Black __2__ Hispanic or Latino
______ Native American/Alaskan Native _13__ White
______ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give _15__ Fluent English Proficient ______ English Language Learners
numbers)

Pittsburg State University Teacher Work Sample 2


Identified special needs categories __1__ Specific Learning Disability _______ Speech/Language Impaired
represented (give numbers) ______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities _______ Other (Specify)_______________

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Pittsburg State University Teacher Work Sample 3


Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics Specific Descriptions
Intellectual Characteristics
- Including readiness, Almost all of my students are in attendance every time we meet for class. The class has all males so sometimes they
cognitive abilities, learning can get pretty loud but for the most part they are easy to handle. I do not have any students with special needs in this
needs, developmental levels, class but I do have one student who has a pretty severe case of Obsessive Compulsive Disorder and Attention Deficit
etc. Disorder and is on an IEP. He is not as bad in P.E. as he is in the classroom mainly because he has to sit down in the
classroom setting. In the gymnasium however he never stops moving. He has a para-educator that works with him
part time in the afternoons.

Readiness was an issue I faced early on in the semester with this group and that is one of the main reasons I chose
them. I had to sit them down a few times during games when they would act out and it took me awhile to gain there
respect but about halfway through the semester we got on the same page and we have been doing great ever since.
We have outbursts every now and then but they know when enough is enough.
Previously demonstrated
academic performance/ This class has close to 90% of the students at or above standards. Although looking at the class I felt fewer students
ability: would be below the standard. In this class only 1 student has an IEP both of which are learning disabilities in the
% Above standard 30% classroom.
% Meets standard 60%
% Below standard 10%
Social Characteristics
- Including emotional, This class is extremely motivated for the most part. About 60-70% of the class plays sports but all of them are
attitudinal, motivational, etc. motivated in P.E. They all want to beat each other and it can be a good thing some days but some days it can be bad
because they tend to take the games too serious. I try to pair up the students in the class with other classmates that
they might not get along with to make them use teamwork to work through the situation they are in. The class can be
very emotional at times if things do not go their way. I have tried to teach them all semester that it is just a game and
that they can do better the next time they are up. They have slowly got better at controlling their emotions and being
good teammates and I think they will continue to get better the more they mature.

Personal Characteristics
- Including physical, social, The community plays a huge roll in the schools success and the students all come from lower to middle class
individual experiences, households. Every single student in the class has English as their primary language and I can relate to almost all of
talents, language, culture, the class because we come from the same background. A majority of my class is involved in extracurricular activities
family and community after school and my cooperating teacher told me that the parents of the class are supportive of the group and
values, etc. everything they do.

Pittsburg State University Teacher Work Sample 4


B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)

This class I have is a very interesting group to say the least. They are a very competitive group and they have a lot of growing up to do but
th
what 5 grade group of boys does not. The areas they really need to work are on are sportsmanship and being good classmates and teammates. When
we play games they tend to bicker at each other if the game is not going their way. I have had to set the class down multiple times because of bad
sportsmanship with each other. The biggest thing in P.E. and in sports is having fun and being a good teammate and classmate. They have slowly got
better at it but a few of them still need some work. This group is a close group you can tell by interacting with them. With only 15 of them in the
entire grade they all know each other pretty well. We mainly have two students who struggle with a few of the games in P.E. One of the two is the
student on an IEP and the other student is one of the few who is not interested in sports. The rest of the class does a good job with these two students
by making sure they know their role in the games and they help get them involved as much as possible. When the class shows up we start every class
with a Catholic prayer. Next, we do a 5 minute run/walk circuit to warm up the classes legs and to get the blood flowing. Following the running we
do a few static stretches to get their bodies even more ready for the games. After stretching, the class will do a drill ort two to get a good feel for the
soccer balls and how to use them. Finally, if everything goes as planned we split up into teams that I hand pick and we play a game or two of soccer
depending on how much time we have left.

Pittsburg State University Teacher Work Sample 5


C. Sub- Groups/Students Information
Describe this Why was this
subgroup/student using subgroup/student What was learned about this subgroup/student?
information from Table 1.1 selected?
Intellectual
I chose this subgroup This group of two is almost opposite when it comes to intellectual. My student on an IEP is
because they struggle the very outgoing and will not stop talking or stop moving a lot of the time while the other student
most with P.E. than any who struggles is very quiet and reserve and really does not like to do much in P.E. mainly
of the other students in because I think he is afraid to fail in front of his classmates.
my class and I wanted to Social
see how well they
The social background of these two students is also very different. One student who is on an
The first subgroup that I chose is progressed over the
IEP knows the rules and regulations and is social with the rest of the class although it is not
SUBGROUP the two students who struggle in semester and they did a
always good. The other student keeps to himself and is shy and quiet. As the semester went on
or P.E. One of the students is on an great job. They both
the shy student opened up a lot with his classmates and I. One of my last days of student
IEP and the other is a slow learner came out of their shells a
FOCUS in P.E. I chose these two students bit during games once
teaching was the happiest I had saw him all semester during a game called Triple Trouble. He
STUDENT got three of his classmates out and then he got out and he had the biggest smile on his face.
because I wanted to see how well they figured out the rules
Socially they have both made positive progressions.
they would progress over the and how to play the
course of the semester. They are games the proper way. Personal
both males and both white. These two students personally are both good kids. Neither one of them had a strong interest in
sports before the semester began but I believe over he course of the semester that changed.
Both of them are avid video gamers after school at home so I would talk about video games
when I first started teaching them hoping it would open them up and let them know I care
about them and I think it worked. They both have opened up with me about different things in
their lives.
SUBGROUP Intellectual
or I also chose a student from the In choosing a focus The focus student was excited to get into class and learn. He was light years ahead of his
same class to focus on who was student I wanted to see classmates when it came to the rules of Soccer. His dad is intellectual when it comes to sports
FOCUS ahead of the learning curve in P.E. I how he’d react to going and it rubs off on his son. This started out as a problem because he would not take the drills
STUDENT chose this student because they back to the beginning serious because they were not challenging to him like the rest of the class. I had to pull him
really struggled with failure during stages of a sport he was aside and tell him there is always someone out there working and that no matter if he knows
games and activities in class. This already very adhered to how to do the drills the right way or not he still needs to give maximum effort during drills to
student and I have a great playing. By choosing this show his classmates how you are supposed to prepare for soccer.
relationship. I have had to sit him individual I was able to
out a few times because he reacted see his learning style and
to failure with anger. Over time he comprehension levels in
got better at controlling his a classroom unit in Social
emotions and I would challenge which he already was The focus student is a social student to say the least. He has a lot of friends in the class and a
him to work on it. confident in that he lot of the boys look to him during P.E. When he would act out during games during defeat the
would succeed in. class would follow him and all usually start arguing amongst them selves. Like I said before
they are an immature group and have a lot of growing up to do when it comes to
sportsmanship and if the focus student would make big strides in controlling his emotions
during P.E. I believe his classmates would follow.
Pittsburg State University Teacher Work Sample 6
Personal
This student is an exciting and energetic student to have in class. It is exciting
watching him compete and perform on a daily basis. When he has a hard time
controlling his emotions is when class can be a long period. His bad energy can rub
off on the class and they usually tend to follow him.

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

For this class there were minimal adaptations that needed to be made during instruction and game time. My main focus for this class was teaming
them up with the right individuals. They all got along outside of P.E. but if their team was losing during P.E. they started blaming it on each other. I
specifically tried to put them on teams that I knew they would argue and fight just so they had to figure out the situation as a team without blaming
each other. Like I said before, I had to sit this class down during game play a few times because of arguments and poor sportsmanship with each
team. I tried to encrypt teamwork and sportsmanship into each and every one of their brains because in a majority of P.E. games and in sports
teamwork is required and teamwork can either make or break you during those games or sports. The longer the semester went on they slowly
developed better teamwork skills and it was awesome seeing that happen. This class was honestly a great group of students to work with. They all
came to class excited and ready to learn and play. I established some great relationships with the students in this class and I believe that each and
everyone of them will be able to take something with them from what I taught them in class and incorporate it in their lives and in their P.E. and
sports careers. This group of students has a lot of potential moving forward in school. They have a bunch of athletes and smart students in the class if
they can learn how to play together as one unit and stay loyal to each other I think they can achieve anything in school that they want to achieve.

Pittsburg State University Teacher Work Sample 7


II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)

During this Soccer unit the students will learn a variety of different things about the game of Soccer. The class will have a better understanding of the
history of the game, rules of the game, and fundamentals of the game. A pre-test was given on the first day of the class to get a better understanding
of how well the class knows the game of Soccer. After the pre-test given the first day the class will go through a week long process competing and
performing various drills and games of Soccer. After a week the class will take a post test to see how much was learned during the week of the unit. I
want the class to focus on the rules and regulations of the game of Soccer but if the class is having fun and being active during drills and games then I
believe the class has passed with flying colors. It is important to keep our youth as active as possible with the way obesity has really became a factor
in today’s society. Getting our young students outside or out of the house to play and be active is critical. I will not only be helping the class overall
but I will help each student one on one during drill work and games. The main focus will be on defense, goal keeping, dribbling, passing and
shooting. The most effective drill I believe this class did was a 3 on 2 drill. This drill forced them to focus on distribution of the ball to teammates. In
the game of Soccer, passing is the most important aspect of the game. We worked a lot on passing to teammates because that also incorporates
teamwork. I really did not expect each and every one of them to be unbelievable soccer players but I did expect them to know the rules and
regulations of the game. Soccer is not a popular sport in America but it is the biggest sport in world. Growing up I did not have a good idea of the
rules of Soccer and I did not think the game was a fun as it was. The older I got and the more I watched it the more I loved it. Giving this class a pre
and post test about Soccer was awesome because I believe they all learned something about Soccer that they did not know before we started the unit.
I had a lot of questions to start off the unit about the game and how it is supposed to be played which is great because it showed me they were excited
about the game.

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)

1 The students will have a basic understanding about the rules and regulations of the game of Soccer. They will Remember,
take a written multiple choice exam and will need to have a class average of above 80% on the exam. Understand, Apply
The students will be able to demonstrate the proper shooting technique by making 5 out of 10 goals while
2
kicking a soccer ball from at least 10 feet away from the Soccer net. Apply, Understand
3 Students will be able to successfully use proper fundamental techniques during live game-play daily sessions. Apply, Understand

Pittsburg State University Teacher Work Sample 8


Students will correctly demonstrate dribbling, shooting and passing of the soccer ball in drills and in a live Apply, Understand,
4
game against one another. Comprehend
Students will be able to fully comprehend and exhibit rules and fundamental techniques while playing in a live Apply, Comprehend,
5
game-play setting that will be assessed by coach at hand. Understand
etc

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
 Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
 Benchmark 2 – The student will demonstrate movement concepts, principles, strategies, and tactics that apply to the
performance of physical activities.

 Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
 Benchmark 4 – The students will be able to comprehend and comply in an orderly manner while using skills taught to participate
in a game-like setting.

 Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-
expression and/or social interaction.
 Benchmark 5 – Students will be able to increase heart rate to that of an actively engaged level and use teamwork to find
success in the task being offered.

Pittsburg State University Teacher Work Sample 9


Pre-Assessment:
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pre-Test of knowledge of the game
of Soccer.
-No time-limit. Foam Soccer balls were bought by the school for the
class for Soccer use. Foam material was purchased
-Discussed answers after tests were
1 2/26 R,I 1.2. Formal for the safety of the students. Pads on the walls on
turned in. each ends of the court were used as goals for the
Soccer Shooting pre-test students.
-Allowed 10 untimed shots from
more than 10 feet away.
Proper Shooting and Passing Form:
-Teach and show visual examples of
how to kick the Soccer ball and how Students were given a visual example by myself
to pass the ball. over where you should hit the ball with your foot. 3
-Use the inside of your foot when on 2 drill is working on passing, shooting and
2 2/27 I 3.4 Informal
defense. Students partnered up in groups of two for
kicking or passing the ball.
-Partner passing drill the drill and each group was given an individual
foam Soccer ball.
-Partner Shooting drill
-3 on 2 drill to end the day.

Ball Handling Drills:


-Visual example given on how to
properly dribble the Soccer ball.
-Partner dribbling drills.
4 cones were needed for each group for cone
-Cone drills to work on dribbling dribbling drills. A ladder was brought by myself for
with both feet. the class to use to work on quick feet. Cones were
3 2/28 I 4.5 -Ladder drill to work on quick feet Informal used for knockout as a perimeter to let student know
as well as ball handling. the boundaries in the game. Today the focus was on
getting a better feel for how to dribble and handle
-Chicken Soccer game to get a better
the Soccer ball.
feel for dribbling.

Review of previous days:


-Proper shooting form Students were allowed to choose a ball and get a
-3 on 2 drill to work on passing partner to warm up. During drills I switched up the
-Cone Drills for ball handling partners so they were interacting with a different
Pittsburg State University Teacher Work Sample 10 Today is a day to
classmate than previously before.
-Ladder Drill for quick feet and ball
4 3/1 I 3.4.5 Informal review and fine tune all of the drills we have worked
handling on all week leading up to the games. At the end I
-Review how to properly kick the reviewed some rules of the game with the class and I
Table 2.1 – Instructional Design – Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
Each question was worth 2 points
The rationale for choosing these two
creating a 20 point quiz graded to a key.
pre-assessments was to find out each
Pre-Assessment 1. 10 Question Pre-Test The criterion to meet was a 70% during
students knowledge of the game of 1
(Diagnostic) 2. 10 untimed Goal Kicks
soccer along with how accurate they
this phase of the test. 10 untimed goal
kicks were assessed on how many went
were at kicking a soccer ball.
in the goal out of 10.
This section was not formally graded but
The rationale for choosing this
Daily questions reflecting on what used more as positive reinforcement to
assessment idea was to actively keep
Formative Assessment we went over from the previous help students who did not have any
students engaged on not only what 2,3,4,5
- Informal day and previous drills we went previous knowledge of the game of
they currently knew but what they
over. soccer to help give them a better
had learned previously as well.
understanding of the game.
I used this grading scale with my eyes
This assessment was graded during
instead of a rubric. If students played the
live game play. If the teams played
game by following the proper rules and
by the rules and showed proper
Formative Assessment the correct sportsmanship they were
sportsmanship to their team as well 2,3,4,5
- Formal Reinforced Skills Scoring awarded an additional point to their
as the opposing team they were
teams overall score. This type of grading
awarded an additional point to their
is informal more than formal but can be
overall score.
scene as formal to some.
The grading was the same as the pre-test
and questions remained the same to see if
The assessment chosen here was the
they had learned material. Each question
same as the pre-test assessment.
remained worth 2 points each and
Summative 1. Final Post-Test They were tested over the rules and
1,5 criterion to meet during the post-test was
Assessment 2. Final Goal Kicking Test fundamentals of Soccer. The goal
an 80%. The goal kicking post-test also
kick test was 10 kicks untimed just
remained untimed and was a test to see
like the pre-test.
how much they improved from the pre-
test given.

Pittsburg State University Teacher Work Sample 11


Narrative for Instructional Design
II. E.
The lessons were sequenced in this order due to the importance of understanding the rules of the game
before you can get the skills of the game down. Knowing the rules of any game you play before actually
Why are the lessons sequenced in this
playing the game helps with the game flowing smoother. Without knowing the rules and fundamentals of
manner? the game it is impossible to play a proper game of Soccer. I believe the students were equipped with the
proper information they needed to succeed in the game of Soccer.
II. F.
I believe a visual demonstration was the biggest learning strategy during the lesson. Students who had no
previous knowledge of the game of Soccer were given visual examples of how to play the game and then
they could use those visual demonstrations and incorporate them into their game to help develop their skill
What learning strategies were incorporated
sets. As stated earlier barely any of the class besides a few had any knowledge of the game of soccer so
into this unit? giving the class a visual representation of the lesson was the most important learning strategy in my
opinion. Partnering students up together who they had never previously partnered with allowed for open-
ended classroom learning as well as made them work together as a unit.
I believe the instructional drills that were presented to the students helped give them a better understanding
of the game of Soccer. Each day students got more confident with the game. Students who did not have
How do the instructional strategies/activities
much previous knowledge of the game slowly progressed the longer the week went. By the time the post-
address the learning objectives for this unit? test and live games rolled around I felt like every student was comfortable with the game and they could
have played their own game by the rules outside of class.
II. G.
Problem solving and critical thinking will be used during in game situations. Students will take skills taught
How will critical thinking and problem during drills and incorporate those skills they previously learned and use them during games. Such as ball
solving strategies be implemented? Give handling during a game is huge. When a defender tries to steal the ball from an individual the defender will
specific examples of use. know how to properly dribble around the defender or pass the ball to a teammate learned during passing
drills or 3 on 2 drills.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
There are no reading strategies for this unit except for the reading of the pre and post-test given to the class.
examples. (Remember that using text is not a
reading strategy)
This unit’s technological strategies are used mainly by the teacher to look up any additional information
needed to help with Soccer. Youtube was primarily used to look up proper techniques as well as advice on
How will technology be integrated within the
any additional games or drills used during class. Students can use technology on their own to get a better
unit? Explain both teacher use and student understanding for the game. No technology will be offered during instruction time. I used technology once
use. during the unit. A student thought they were using the proper form when it came to shooting so I took a
video off my iPhone to show them what they were doing wrong and to let them get a visual of their form.

Pittsburg State University Teacher Work Sample 12


How does the unit demonstrate integration of Students will increase ability with the game of Soccer as well as interacting with peers and classmates.
content across and within content fields? Students heart rates will increase as well as cardio will be present during the games and drills.
II. J.
One adaptation was we used smaller foam Soccer balls instead of regulation sized soccer balls. This helped
students control the ball better because the ball was smaller and it was foam so if they hit the ball
What specific adaptations or differentiated incorrectly it would not hurt the students feet like a regulation sized ball would do. Also, the foam balls
activities were used to accommodate were safer during drills and games because we had students get hit with the balls and having foam balls no
individual learning needs for the whole class? harm or damage were done to the students.

What specific adaptations or differentiated No specific adaptations were used to help individual learning. During drill or games I would give the
subgroup of students or different students advice on what to do and what not to do. Like I stated earlier,
activities were used to accommodate
foam balls were used to help with the control of the ball and for safety of the students. For my focus student
individual learning needs for the identified I put him on different teams to make him work well with his teammates. Having him on different teams was
sub-groups / students? frustrating for him but overall it made him a better Soccer player and better teammate.

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 13


III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
The first day of the soccer lesson I had the class take a short ten question pre-test that asked questions ranging from history of the
game to the basic fundamental aspects involved in soccer. Students had never taken a test during a P.E. setting so it was different for
them. After I told them the test was untimed and was not for a grade they lightened up a bit. After all of the written test were turned in,
I explained to the class that next we would do another untimed test and this time we were testing how many shots they could make in
the goal at the other end of the court. Like I stated earlier, a majority of this class has some background in sports. Even though a
majority of them knew nothing about the game of Soccer they all adapted to the game fairly quickly. I could quickly tell after watching
them shoot shots which ones were had a better understanding of the game than others. The students were partnered up with another
student in the class and to begin one student would dribble down and take a shot at the goal from behind 10 feet. After one shot they
would dribble back down and pass the ball to their partner and then the partner would do the same thing they did. I recorded the makes
and misses of each and every student. The two pre-tests took a majority of the class time up and at the end of class I brought the
students together and we started going over the basic rules and fundamentals of soccer until the next class showed up to the gym.
Having the students wear school uniforms really saves time so the class does not have to go change in locker rooms they come to class
already to go.
Day 2:
The second day’s lesson was over the proper shooting and passing form for the game of soccer. I wanted to start out with the shooting
and passing units because soccer is a sport that is not played much by kids in the United States so working on handling with their feet
has never been done by almost all of my class. Giving them a better feel of how to kick and pass the ball on the first day starting the
unit out only made the rest of the unit easy so they could have a better feel for the drills and gameplay. To start out I reviewed from the
previous day of how to properly hit the ball along with where you should make contact with the ball on your foot. You should kick the
ball with the inside of your shoe or cleat. This helps control the ball where you want it to go. You should never hit the ball with your
toes because you could possibly jam or break them. The students partnered up after instruction and took turns dribbling the ball down
the court and shooting shots at the goal. After the shooting drill we moved on to a partner passing drill. Students stood across from
their partners about 15 feet away and they worked on passing the ball to their teammate. Using the inside of your foot to pass to your
teammate helps with the accuracy of the pass. After the students got comfortable at 15 feet away I had them back up to 20 feet.
To the end the class students spilt up and performed a 3 on drill against each other. This drill worked on dribbling, passing, shooting
and defense. With 3 people starting on offense and 2 starting on defense the drill gave the offensive people an advantage but it forced
them to work together as a unit by passing the ball around to find an opening in the defense. From the defensive side they were out
numbered so the offense usually got off a lot of shots against them. This was good for the defenders and especially the goalies. Every
student got a chance to play goalie where they were allowed to use their hands to block shots that the offense tried to shoot at the goal.
Every goalie was required to stay in the goalies box and none of the students on offense are allowed in the goalie box.
Day 3:
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At the beginning of day 3 we used the first 5-10 minutes to warm up and review any questions students had from previously learned
drills from the previous day. During review any students who had questions or just needed extra guidance were able to ask and receive
one on one teaching. A few questions were asked but a majority of the students had an understanding for the most part of the drills and
techniques they were taught. Following the review we continued to work on our ball handling skills because in soccer ball handling is
one of the most important aspects of the game. As I stated before soccer is not practiced in the United States like it is in other countries
so getting the students comfortable with handling the ball with their feet was one of my biggest focuses of the lesson. The first drill
was a partner dribbling drill that had passing and shooting incorporated in it. Students were partnered up and would dribble down the
length of the court only dribbling with their left foot. Once they got to the other end, they would take a shot at the goal from 10 feet
away (behind the free throw line) once they took a shot they would dribble back down the court using only their right foot. When they
got to the other end they would stop at the free low line and give their partner a good nice and easy pass. Once their partner received
the pass they would follow what their partner previously did. Each group would go twice when they were done they would quietly
hold their soccer ball in line until every group was finished. The next drill they stayed in their groups and each group would have a set
of cones in front of them. Their job was to weave the foam soccer ball in and out of the cones without hitting the cones. They would
go to half court and back then it would be their partner’s turn. Following that drill the class played a fun game of chicken to work on
their ball handling. Chicken is a game played on one side of the court. The point of the game is to kick the other person’s ball outside
of the court and they were out. The person that could keep their ball inside of half court and not let anyone kick it was the winner. The
class really liked this game and it helped raise the competitiveness within the class. Everyone waolved which was awesome.

Day 4:
To begin class I asked the students a question that was asked on the pre-test and waited for a correct response. Everyday I start off
class with a question or a few questions to ask the class so that they are prepared for the post-test. One of the questions I asked was
“Are you allowed to use your hands in soccer? If yes when can you use them?” Following that question I usually would ask a question
about the rules of the game such as “How long is a official game of soccer?” After questions we did our daily warm-up to get their
blood flowing. Day 4 was used as a review day to get ready for the written and shooting post-test. We reviewed our shooting drill,
cone drill and 3 on 2 drill. All 3 drills went smooth just as I expected and the class performed the drills with more confidence then they
did the first day they performed them. Since we had a couple of minutes left over after the drills I split the students up into teams of 3
and we started playing an official soccer game. After a few minutes I stopped the game and I told them we would finish the game and
start new ones next class period. Before they left class we reviewed some questions that they had and I went over some situations that
happened during game play so they would understand the proper way to play the game. My main focus for this day was to see the
drills and game go smoother than previous days. The kids came to class excited to learn new drills and games as well as perform the
games of soccer. I rewarded them by starting a game earlier because they were efficient on the drills with their partners.

Day 5:
On the fifth and last day we started off reviewing a few questions that were on the tests and a few fundamental questions as well. The
post-test was the exact same test as the pre-test given earlier in the week and I reviewed everyday a few of the questions that would be
on the test. I told the class that each of them had to make better than an 80% to pass the test. The test did not take long and they
finished earlier than they did when they took the pre-test. I could tell none of them were stressed over the test and they all seemed

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pretty confident that they did well which was great. After the post-test the class went through a quick warm-up to get their blood
flowing to help prevent injuries during class. Following the warm-up the students partnered up and began their untimed goal kicking
test. Also like the post written test the class did a great job and a lot better at the goal kicks than the first time. They were efficient with
this drill and it did not take as long the second time as it did the first time. Every student improved on both tests which made feel like I
accomplished something as a teacher but we were not done just yet. Following the post-tests the class split up into their teams that I
had previously picked for them and we continued our game of soccer. Each game was 5 minutes long and the final minute was sudden
death so if the game was tied in the last minute and someone scored the game would end after the goal and their team would win. If
the game was tied at the end of regulation then we would go into a shootout. One person would kick while an opposing player would
be the goalie and try to defend them from scoring. If the first person to shoot scored a goal then they would switch with the goalie and
the person who was goalie would have to make the kick or their team would lose. Basically whoever scores a goal and stops their
opponent from scoring is the winner. I love watching games go into shootouts because all of the students gather around the goalie and
shooter and cheer them on. Everyone gets excited when it comes to a shootout and there is usually a lot of screaming and yelling going
on during this time. I tried to pick a person from each team who did not get that involved in the game or did not have the ball during
the game that much. This made them come out of their comfort zone and almsot all of them handled it well. It was great for them also
having their classmates cheer them on and I felt like it made a lot of the kids days getting to play soccer in front of the rest of their
peers and classmates.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The main objective in my classroom is to come to class everyday with a positive attitude and ready and to learn. If each one of my students can take
something new with them that they learned then that is a win in my book. By having a set of rules and standards for the students to follow will give
them a god idea of what I expect from them on a daily basis in the classroom. The classroom rules are stated below:

CLASSROOM RULES
1. Come to class with a positive attitude ready to learn.
2. Sit on the base line and be quiet and respectful to your teach and your peers.
3. While I am teaching the lesson or speaking to the class I should be the only person talking.
4. The class is a TEAM. When we play games in the class you show sportsmanship to your team and the opposing team.
5. No horseplay in the gymnasium or climbing on the bleachers unless given permission.
6. If you have a question when I am explaining the lesson raise your hand before asking it.
7. Honesty is required during game play. If you get out be honest no lying or cheating.
8. The “Golden-Rule” is probably my biggest rule in the class. Treat others the way you want to be treated.

Even though I only have 8 rules I believe if these rules are executed properly by the individuals in the class no matter what setting you are in your
class will flow much smoother. Bad Behavior in the gym is first handled by giving the student a warning followed by telling the student not to make
the same mistake they did. If the problem occurs again The student will sit out of game play for a time limit chosen by me which is usually 3-5
minutes. If the students misbehaves a third time the student is either given a demerit which is 1 strike given to the student. If a student has 3 demerits
in one day they go to the principals office and then further punishment is then given by the principal. I have been fortunate to have good students this

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semester and I have only had to give out a handful of demerits to my students. Once a student gets a demerit they understand how serious that is and
they usually start to behave better afterwards.

Like I stated before, students are assigned uniforms to wear so they come to class prepared and ready to learn. When students show up they wait on
the baseline until everyone is quiet and we can begin. When everyone is quiet we do the Catholic Prayer together to begin. Following the prayer,
students will run and walk laps for 5 minutes along with a dynamic warm-up to get the blood flowing and muscles warmed up. After students are
warmed up they all go back and sit on the baseline and this is the time when I explain the lesson or unit for the day to them. Following a visual and
verbal examples the class will begin the P.E. activity for the day

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
The soccer lesson I believe was a great way to get the students to interact with one another. The class needed a lesson that involved teamwork and I
believe this lesson was perfect. I enjoyed this lesson because the sport of soccer is not popular in Kansas so I truly believe every student learned
something new and took it with them when they left. The daily drills students performed daily involved having a partner to do the drills with which
was great for teamwork. Switching up the partners daily really helped the students interact with each and every student in the class. Like I stated
before, this class really struggled at the beginning with interacting with each other in a positive manner but after sitting them out of gameplay a few
times and explaining to them the importance of teamwork and being respectful to one another they progressed and it was awesome to see that. I will
say that during teaching time each and every student was engaged for the most part. This class came to class motivated and ready to learn each and
everyday. Outside of P.E. this class interacted great together but during P.E. when things went wrong this class would try to blame each other so
putting them in situations where they had to interact with each other ad problem solve together was one of my biggest goals for this class. I realized
quickly that students need to get into P.E. and they need to start moving and being active quickly. Students are sitting in desks all day doing school
work so when they get to P.E. they want to get active. Throughout the entire semester I used a lot of positive feedback to students and especially to
the students who needed the most feedback. I wanted my students to pay the game with confidence not having to worry about getting in trouble for
not doing something the incorrect way. I believe this class progressed over the coarse of the semester and the overall skills and knowledge of the
game of soccer improved.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)

Student communication was huge during game play and when they would have a partner during drill work. With P.E. being in the gym you can hear
almost every students voice at the same time. So one of my rules was no screaming or yelling in the gym. The male students really did not struggle

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with this problem as much as my female students but different classes varied. With soccer being a team sport the student communication aspect is
important. In any game or sport the team that usually is most successful is the team that communicates and plays together as a team. I really tried to
preach this to my class because they all really struggled with this. I gave the class examples of when communication is key in games and in drills. I
really encouraged them to use positive communication with one another. If a classmate messes up during a game give them positive feedback so they
will have confidence the next time they do the drill. I think getting kids out of their comfort zone and making them interact with classmates that they
do not usually interact with is a great strategy to help with communication.

Narrative: Analysis of Assessment


E. Pre-Assessment

(FINISH THIS) On the first day when the class was given the written pre-test a majority of the students had
no background knowledge in soccer. These students struggled with the written test very much so. The class
average was a 54.6 on this test while the subgroup average was at 45%. Exactly as I expected the focus
Overall analysis of results.
student had a score of 80%. The second part of the pre-test was the goal-kick part of the test. the class
average at the beginning was a 35%, subgroups being 15% and focus student shooting a 8/10 for an 80% for
the pre-test. During the subgroups free-throw shooting two students received a 0/10 with the highest
subgroup student shooting 4/10.

(FINISH THIS) knew in the pre-test that most of the students would struggle on a handful of questions. The
questions were ones I wanted to discuss and go over throughout the unit and they’d be able to do more
proficient on a post test. My original goal was for the class to score at least a 60% on the test with that being
Discuss the results in reference to
six questions I felt all the students would be able to answer. Although this average wasn’t met I felt
the learning objectives.
confident in the students being able to find success on the final post-test. Also my goal for the free throw
shooting pre-test was to see where they were at in shooting form and ability my beginning goal was for the
students to make 40% out of ten free throws.

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The pre assessment was mainly used to see how much background knowledge about the game of soccer
students had. Having a variety of questions ranging from the history of the game to the basic rules of the
game really helped give the students a better understanding for the game. I was able to see which students
Describe how pre-assessment data had a background with the game of soccer and which ones had no background. My pre-assessment before
was used to proceed with instruction starting the lesson is that a majority of the class would struggle with the sport since it is not a popular sport
for all students. in Kansas but I was quite impressed with the skill level of my class. Over half of the class passed the goal
kicking assessment which I was proud of. Having a pre-assessment really helped with establishing which
students would need more one on one help and which students did not need as much. Giving students a goal
kick pre-test showed me the students who would need help with kicking technique and ball handling skills. I
think overall the pre-assessments went well and the students enjoyed them.

One area I feel I could differentiate the test administered would be to ask the students just knowledge-based
questions about the rules of the game and not just different players or teams in soccer. Having basic rule
What is the plan to differentiate for
questions would allow students to get a better understanding of the game. I think the goal kick test
all learners?
administered was a great test that did not have to be changed at all. Having students kick the ball from more
than 10 feet away from the goal really challenged each student to make accurate shots.

F. Formative Assessment
The formative assessment used in this unit was based on in-game situations and mainly just me watching
each student progress over the period of the lesson. In P.E. the grades are only pass/fail based on
Overall analysis of results. participation. Every student in this class participated and gave maximum effort during drill work and game
play in my opinion. Students were tested by how well the progressed when it came to shooting, passing,
dribbling and playing defense in a game of soccer. Each student progressed the longer the unit went on.

I believe the learning objective was met for each and every student. If students did not have a good grasp on
Discuss the results in reference to
the task at hand I would work one on one with the students who needed help or the entire group would
the learning objectives.
continue the drill at hand until each and every individual had it mastered.
Are students learning what was
Yes, students are learning what they are supposed to be learning. By the end of the lesson I could have left
intended they learn?
the class and they would have known how to continue without playing a game of soccer by the rules
required to play. That gave me clarity that they were learning what they were supposed to be learning.

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With there only being 15 students in the class I could work one on one with students if I needed too. I could
help them while at the same time keeping an eye on the rest of the student’s behaviors and their skill during
drills. Another adaptation would have been to have another teacher or assistant in the class to help run the
Discuss any adaptations based on the unit or lesson. This would have the students not only get a better understanding for the game but it would
results of formative assessments. also be a different point of view for the students to learn the game of soccer from. Having an assistant
would also help with classroom management. Students also look up to high school athletes un the school so
having them in the class would motivate the students to want do better in drills and games. I felt like pairing
the students up really helped with peer interaction but they could also learn how their peer played the game
and they could adapt their game likewise.
Identify differentiation needed to
help all students meet the goals and The differentiation I used was the smaller foam soccer balls. This helped student control the ball more when
objectives of this unit. kicking and dribbling as well as with the safety of each student.

G. Summative Assessment

The disaggregated data from the assessments showed just how much the focus student was superior within the unit
What did the disaggregated data of compared to the subgroup that struggled in the beginning but progressed throughout the unit. The pre-test highest
the assessment reveal? score went to the focus student as he scored an 80% on it and progressed to a 100% on the final evaluation. During
this same test the highest grade for subgroup was a 60% but in return for the final evaluation all but one student
increased their scores by 20%. This proved that the students were gaining knowledge.

The results in reference to the learning objectives were that all students met the objectives of the lesson. Although a
Discuss the results in reference to lot of the class struggles in the beginning there was a positive increase from the start of the unit to the end. After
the learning objectives. reviewing the tests administered to the class and seeing a positive increase in their grades it shows me that each
student the met the required objectives. In the goal kick test students progressed rapidly from the pre-test to the post-
test.

I personally believe that all students learned what they were intended to learn. I believe each and every student could
Did all students learn what was
administer an official game of soccer on their own outside of the gym if needed too. I think the sportsmanship and
intended they learn? Explain. teamwork of each and every student also progressed over the course of the semester which was a personal objective
of mine as a teacher as well.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

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Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data


Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment


Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Most of the class had never dribbled a soccer ball before in their lives. One of my main goals was
Kicking that every student would end this lesson confident and comfortable kicking a soccer ball. I wanted
them to be able to kick a soccer ball with proper form and technique as well as kicking it without
injuring themselves. Both of the goals were achieved and it was awesome to see how accurately
each students kicking ability progressed over the course of the lesson. Having the goal kick pre-
test was another indicator for success identified and each student was successful.
Objective 2:
In soccer knowing the rules could be difficult. Seeing how not many students in class had every
Soccer Rules watched an official soccer game before giving them a better understanding of how the game was
played was crucial for their knowledge for the game. Having a pre and post-test of rules and
fundamentals was key in seeing how each student was successful when it came to the game of
soccer. Watching students during the game without having to help them was another identified
success. If a ball would go out of bounds students automatically knew that it was a throw in for the
team who did not touch the ball before it went out of bounds. At first students did not know this
rule but the more game and drill time went on it came natural to them which showed me they had a
better grasp for the rules.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
I felt like with more time to work on each individuals skill set would really help with each students success of the game. I also felt like if my school
would have had more soccer related equipment it would have helped with drill work. If the school would have had official size soccer goals it would
have made the games a lot more fun for the students in my opinion. Students were using the pads under the baskets on each side of the court as goals.
Although these were not bad back up goals having actually official sized goals would have helped the students get a better feel for a real game of
soccer. I believe having practice jerseys would have helped the students differentiate who was on their same team and who was on the opposing team.
In an official game of soccer each team has their own color of uniforms which helps establish who is and is not on their team.

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B. Narrative description of Least Successful Activities and future implications
Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1:
Passing was a struggle for this class. This class really struggled with teamwork as I stated before
Passing so incorporating passing during drill work was important for this class. The 3 on 2 drill was a great
drill to help them work on passing. I explained to them that there were only 2 defenders so there
would always be someone open to the pass the ball to. The class progressed but I felt they could
have done a better job distributing the ball to one another.
Objective 2:
During the pre-test on the first day not many students knew who Pele which was an indicator that
Background Knowledge of Soccer they did not know many of the athletes in the sport of soccer. Quizzing them before or after class
throughout the lesson was something I tried to do so they could all have a better understanding of
the game and the past and present players that have played it. A lot of them did not even know the
mascot of the soccer team in Kansas City which surprised me. Giving them a better understadnign
of the game and players was huge for their progress in the game.
Discuss at least TWO things to do differently in the future to improve students’ performance.
One strategy to use would be to place multiple balls in a game of soccer. I incorporated this in the games at the end of the lesson and I wish I would
have done it at the beginning. I had too many students standing around not being active during game play so throwing in another ball into the game
really caused the students to be more active. I wish I would have taken the students outside more for drill work and games. Outside by the playground
was a football field which is the regulation size for soccer. Getting them outside in the sun getting Vitamin C and getting to play on a regulation sized
field would have only benefited each student and their health.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Mike Watt (St.
Drills were set up following
Mary’s Colgan None
2/22 Face to Face Ideas for drills for the soccer unit. the ideas Coach Watt
Head Baseball Necessary
provided me with.
Coach)
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Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Foam soccer balls were
Chuck Smith To have access to equipment in the received for the unit as well
None
2/24 (Colgan Golf Face to Face gymnasium as well as turning on as light in the gym to be able
Necessary
Coach) the lights for the gym. to perform the everyday
lesson

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

Even though I was confident that I would create a successful unit for the class having Coach Watts advice on drills and games really helped make my
unit even better. Seeing how Coach Watt has been a P.E. teacher for over 30 years his knowledge of the students and games is far more greater than
mine, I was able to get some small drills and proper technique ideas from Coach Watt that I would not have been able receive had I not contaced him.
The second administrator I came into contact with was Coach Smith. Coach Smith recently retired as Colgan’s Head Football for more than 30 years.
Now the Head Golf Coach, Coach Smith had access to the gym equipment as well as the lighting for the gym. Having the equipment room unlocked
and having the lights on really is what made this lesson click. If it were not for Coach Smith the students and I would not have been able to perform
the unit. Listening to the coaches and teachers before you is how you can really become a better P.E. teacher in my opinion. Listening to their advice
and past experiences can really help you prepare for your same experiences. Communication is key when being a P.E. teacher. Each Coach and
teacher has to be on the same page and communicating any problems or advice can take new teachers a long way in the teaching world.

D. Narrative Reflection on Future Professional Development (limited to 1page)

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Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: Recording kids soccer technique and then showing them a video of their
technique would be great for each student to progress with the game of
I believe the classroom technology and equipment could be improved. soccer. Unfortunately with the lack of equipment in the gym this would
be way too time consuming to get done in one class period.

Aspect 2: Having someone to help a P.E. teacher with knowledge of the lesson
would help one on one teaching with the students. The P.E. teacher could
Having another P.E. teacher or an assistant present. have more time to focus on each student instead of the class as a whole.
This would help students progress at the task at hand at a more rapid
pace.

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REFERENCES

www.youtube.com

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APPENDIX A

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APPENDIX B

Ramsey Hamilton
Lesson Plan
Professor Roberts
21st of February, 2017

Soccer Lesson Plan


Learner and Environmental Factors
Grade Level: 5th Grade
Time: 1 class period of 40minutes
Content Area: Soccer

State or Local Standards

Standard 1: The student demonstrates competency in motor skills and movement patterns needed to perform a 
variety of physical activities

Standard 2: The student demonstrates understanding of movement concepts, principles, strategies, and tactics as
they apply to the learning and performance of physical activities.

Standard 3: The student participates regularly in physical activity.

Lesson Performance Objective/Student Learning Outcomes (SLO)


My students will know how to kick, pass and shoot a soccer ball. They will also have a good idea of some basic
rules of the game. My students will be able to compete against classmates in a game of soccer played by the
rules.
Materials:
1. Soccer ball or balls for drills
2. Goals or pads used at nets in the gymnasium 
3. Cones for drills 
Student Grouping(s)
Pair students up into partners, 18 students in class so there will be 9 groups of 2 students to start out. Next, I will
put the students in 5 lines to do a shooting drill.
Anticipatory Set
During the Soccer unit students will first learn the basic rules and regulations of soccer along with how to shoot,
pass and dribble a soccer ball.
Instruction
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1. To start off class, the students will do their Catholic Prayer lead by one of the student’s in class.
2. Daily warm up to get the classes blood flowing and warmed up before activity. 
3. I will teach the class the techniques and rules of Soccer. 
4. I will partner the class up and they will conduct dribbling, passing and shooting drills. 
5. Following drills, the class will play a game of 3x2 in Soccer. 
6. To end the lesson, the class will come together for a time of closure and I will quiz the students on the game of Soccer. 

Check for Understanding


Give the students feedback during drill time and let them know what they are doing well at or help them get
better at a skill they need help with.
During instruction, demonstrate dribbling and passing to the class so they can get a visual idea of what to do.
Application/Guided Practice/Independent Practice
First we will let the students get a better idea of how to soccer ball by doing some dribbling drills. Next, they
will partner up and learn how to pass accurately as well as with stopping the ball. Then, with the same partner
they will take turns shooting the ball at a target. Finally, they will split up into teams play a game against each
other.
Closure
Here I will have the class come together to end the day and ask them closure questions. If they have any 
questions about the game of soccer then this is the time they should be asked. I will ask them previous questions
that were went over at the star of class. 
Assessment/Evaluation
1. Do you kick the ball with the inside or the tips of your feet?
2. Can you use your hands in the game of Soccer? If yes, when can you use them?
3. How long is a professional Soccer game?
4. Explain what a goalie 
5. Explain a throw in
6. Explain the out of bounds areas 
7. Explain what a goal kick and corner kick are

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APPENDIX C

Name:____________________ ___/20

Soccer Pre-Test

1. How long is a professional soccer game?


a) 30 Minutes c) 80 Minutes
b) 50 Minutes d) 90 Minutes

2. How many players start the game on the field?


a) 3 c) 11
b) 8 d) 9

3. Do you kick the ball with the inside of your foot or your toes?
a) Toes b) Inside of foot

4. What is the mascot for the soccer team in Kansas City?


a) Chiefs c) Royals
b) Jayhawks d) Wizards

5. You are allowed in the goalies box if you are on the opposing team. True or False?

6. Half-time of a soccer games is at:


a) 100 Minutes c) 45 Minutes
b) There is none d) 70 Minutes

7. What country has won the most world cups?


a) Texas c) Antartica
b) United States d) Brazil

8. Pushing and shoving are aloud in the game of Soccer. True or False

9. When a goal is scored how many points is the team that scored rewarded?
a) 3 c) 4
b) 7 d) 1

10. You can use your hands in soccer. True or False

Pittsburg State University Teacher Work Sample 32


Pre-Assessment Answer Key

1. D – 90 Minutes

2. C – 11

3. B – Inside of your foot

4. D – Wizards

5. False

6. C – 45 Minutes

7. D – Brazil

8. False

9. D – 1

10. True

Pittsburg State University Teacher Work Sample 33


Name:____________________ ___/20

Soccer Post-test

1. How long is a professional soccer game?


c) 30 Minutes c) 80 Minutes
d) 50 Minutes d) 90 Minutes

2. How many players start the game on the field?


c) 3 c) 11
d) 8 d) 9

3. Do you kick the ball with the inside of your foot or your toes?
b) Toes b) Inside of foot

4. What is the mascot for the soccer team in Kansas City?


c) Chiefs c) Royals
d) Jayhawks d) Wizards

5. You are allowed in the goalies box if you are on the opposing team. True or False?

6. Half-time of a soccer games is at:


c) 100 Minutes c) 45 Minutes
d) There is none d) 70 Minutes

7. What country has won the most world cups?


c) Texas c) Antartica
d) United States d) Brazil

8. Pushing and shoving are aloud in the game of Soccer. True or False

9. When a goal is scored how many points is the team that scored rewarded?
c) 3 c) 4
d) 7 d) 1

10. You can use your hands in soccer. True or False

Pre-Assessment Answer Key

Pittsburg State University Teacher Work Sample 34


1. D – 90 Minutes

2. C – 11

3. B – Inside of your foot

4. D – Wizards

5. False

6. C – 45 Minutes

7. D – Brazil

8. False

9. D – 1

10. True

Pittsburg State University Teacher Work Sample 35


Student Pre- Goal Kick Pre- Post- Goal Kick
Name Assessment Assessment Assessment Post-
Assessment
Student 1 30% 6/10 80% 8/10
Student 2 60% 5/10 90% 9/10
Student 3 50% 3/10 90% 9/10
Student 4 60% 2/10 100% 9/10
Student 5 40% 1/10 80% 8/10
Student 6 60% 2/10 80% 8/10
Student 7 70% 6/10 100% 9/10
Student ^ 50% 3/10 90% 9/10
Student 9 80% 8/10 100% 10/10
Student 10 50% 4/10 90% 10/10
Student 11 30% 1/10 80% 7/10
Student 60% 4/10 80% 9/10
12^^
Student 13 50% 3/10 100% 10/10
Student 14 70% 6/10 80% 8/10
Student 15 60% 5/10 90% 7/10

KEY:
Focus Student = ^
Sub Group Students = ^^

Average Prelim Scores vs Average Final Scores

Administered Testing Average Differences


Type
Pre-Test 54.66% (F)
Post–Test 82.67% (B)
Goal-Kick Pre 54.03%
Goal-Kick Post 82.67%

Pittsburg State University Teacher Work Sample 36


Pittsburg State University Teacher Work Sample 37