Jose Speer Psu Tws Template

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name: Jose’ Speer
Date Submitted: November 16th, 2018
District where you completed

USD 250
the TWS:
Name of School Building

where you completed the St. Mary’s Elementary- Pittsburg
TWS:
Content Area of your TWS: Physical Education
TWS Unit Topic: Soccer
Grade Level of the Classroom

/ Students in Which the TWS 6th grade
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)
The community of St. Mary’s Colgan school district is primarily a suburban type of environment but has a small percentage of students from rural areas that
commute to school. The female enrollment at the school is slightly higher than males amongst the male/female population. There is little diversity at this school,
which consists of 84% of the population being Caucasian American. Any class of family is welcome to attend this school. 80% of the students that attend this
school are not economically disadvantaged.
B. Characteristics of Class (Use the following two tables to record information for the Whole Class)
Table 1.1 Class Contextual Information (limited to 1 page)

Grade level __6th_____ Content area (e.g., mathematics) ___P.E.__________ Topic (e.g., geometry) __Soccer___
Age range of students ____11-12_______ Number of male students ____6_______
Total number of students ____15________ Number of female students ___9 ______
Percentage of students receiving reduced lunch ____N/A______ Percentage of students not receiving reduced lunch_____N/A_______
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban __0___ Suburban __12____ Rural __3____
Ethnicity of students (give numbers) ___1___ African American or Black ___3___ Hispanic or Latino
___0___ Native American/Alaskan Native ___0___ White
___1__ Asian or Pacific Islander ___0___ Other (specify) __________
Language proficiency of students (give ___38___ Fluent English Proficient ___0___ English Language Learners
numbers)
Identified special needs categories ___0____ Specific Learning Disability ___0____ Speech/Language Impaired
represented (give numbers) ___0____ Hard of Hearing ____0___ Visually Impaired
___0____ Deaf ____0___ Orthopedically Impaired
___0____ Deaf-Blind ____0___ Emotionally Disturbed
___1____ Other Health Impaired ____0___ Autism
___0____ Multiple Disabilities ____0___ Mental Retardation
___0____ Brain Injury ____3___Gifted
___0____ Established Medical Disability (0-5 yrs) __0_____ Developmentally Delayed
___0___ At risk for developmental disabilities ___0____ Other (Specify)_____________

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics Specific Descriptions
Intellectual Characteristics The class is a disciplined group of students. Most of the students in the class have no problem with direction and
- Including readiness, paying attention to the instructions I ask them to do. If I see any type of difficulty with their learning it is usually
cognitive abilities, learning from not paying attention to the instructions that were given, which is rare. On their developmental levels they are
needs, developmental levels, able to perform most of what is given to them to accomplish.
etc.
Previously demonstrated This class I chose has most of the students performing above the academic standard. Taking a glance at the class I
academic performance/ felt my observation was close to the performance standard that showed. In this class I had only 2 students who
ability: showed a disinterest in P.E. and would decide whether to meet the standard or perform below it. Neither student has
% Above standard __75%_ an IEP or 504 plans.
% Meets standard __20%_
% Below standard __5%_
Social Characteristics This group of students rarely has any issues when it comes to playing in P.E. class. Most of the class plays some type
- Including emotional, of sport or participates in club sports. This class is extremely motivated when it comes to performing in class because
attitudinal, motivational, etc. most if not all enjoy the competitive nature of playing. A small handful of students in the class tend to at times not
participate to the best of their ability. These students sometimes do not have the desire to compete, which can be a
problem at times. During class I try to match teams as evenly as I can, so one team will not outperform the other.
This has shown to keep class moral and motivation at a high level, which helps me get the best out of teaching them.
Teamwork has never been an issue because all the students get along well no matter what type of athletic background
they have. Being in a middle school class this class seems mature for their age. I sometimes see emotions get high
because of the competitiveness, but it never gets out of hand to handle.
Personal Characteristics This class shows a great sense of community. I believe they get that from the community and school they are a part
- Including physical, social, of. Each student wants to be successful and help each other to achieve that. Almost all the students are involved in
individual experiences, some type of extracurricular activity, which are supported by their families and teachers. There is a small diverse
talents, language, culture, community within the school, which I can also relate too being from a bilingual home. The support from each student
family and community no matter their background shows the type of value system they have. I have seen that each student shows respect
values, etc. and support for their school and everyone involved in making it successful.

C. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
This class I teach are a great group of kids that make every day interesting. This group of students come motivated and ready to participate
every class period. Maturity can be an issue at times, but that comes with being in middle school classroom. The class could improve on being a
little more respectable and better teammates to each other when playing games in the gym. This only tends to happen when a team is performing
better than the team those students are on. On some occasions I have had to stop class and give the class warnings on this type of behavior. On rare
instances I have had to completely sit a student or two out for not wanting to comply with the rules. One thing to emphasize in P.E. is that being a
great classmate and teammate makes everything more fun. The students are very close to each other because most of them participate in
extracurricular activities together and are also friends as well. With the two students in class that struggle because of their disinterest in sports. The
other students show they are welcomed and try and get them involved as well. For our everyday routine we start of each class with a prayer since it
is a Catholic school. After that we do a 2 minute jog around the court to get the students moving around and loose to start stretching. Next, we do
some dynamic stretches to get the body ready for extreme movement since they will be using their legs a lot for soccer. Finally, after stretching I
will spit the students up into teams and have each team practice kicking and passing to each other. Next once everyone is warmed up, we do a
quick review of the rules and get a soccer game started with the remaining time left in class.

D. 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?
The first subgroup I chose was the I chose this subgroup Intellectual
boys in the 6th grade class. I chose because they seem to This group is very interesting. Half the boys in the class seem to enjoy class every time they
this group because a lot of these struggle in P.E. class come and try to improve their abilities each class period they are in. The other half of the boys
boys do not play sports and two of more than the girls do. I seem to not be interested in P.E. and it is because I think they are afraid to fail or have to
these students usually seem also wanted to see how perform to a specific standard in class.
disinterested when coming to class well they progress
for P.E. through the semester
with each other and if
they show a heightened Social
interest in P.E. The social backgrounds of these students seem to all be similar to each other. As most of them
understand what is expected of them and know the rules very well. I can say the social
interaction between all the boys seem pretty friendly. At times some of the boys will keep
SUBGROUP each other responsible. Especially the ones who do not want to participate, but it is usually in a
or respectable manner. Throughout the unit I can say I saw a slight progression between all the
FOCUS boys, even the boys who do not like to always participate in class. They were all having fun
STUDENT and I have noticed when it comes to games like Prison Ball they seem to be more active than
playing your traditional team sports.
Personal
The boys are all good students when it comes to class and can always have a good time in
class. Some of the boys do have a strong dislike for sports, but I did notice they do like team
objective games that stay away from your traditional sports. All the boys know I have an
athletic background but enjoy other stuff besides sports. I do know that this group of boys also
play a lot of video games in their spare time, which I use to strike up conversations since I
play a little bit as well. This has helped me build some common ground between us. I used this
as time for them to get to know me and that I have their best interest in mind. They have
become pretty open with me when it comes to school with classes other than P.E. which made
me happy with the progress we made.
For my other subgroup I chose the I chose this subgroup Intellectual
girls in the 6th grade class. I chose because they excel in This group surprised me quite a bit when we first started. Most of the girls in the class enjoy
SUBGROUP this group because most of these P.E. more than the boys P.E. all the time they are in there. Regardless of their skill level they always try and improve
or students play sports outside of do. Like the boys I their skills and team strategies. I think what separates them is their ability to keep trying and
FOCUS school and always are happy to be wanted to see if they not worrying about if they fail at it.
STUDENT in P.E. class no matter what they would keep excelling or
are playing that day. if they would keep

steady throughout the Social
unit. The girls are a diverse group since some come from different types of ethnic backgrounds.
The girls all have great attitudes when they are in class, which makes it easier to give
instruction to the class. Like I have said a good handful of the students play softball,
volleyball, basketball etc. I thought teaching girls would be difficult for me but finding
something in common like sports has helped me become a more effective teacher for them.
The girls seem to be pretty open with each other and me when it comes to concerns, they have
in class. The girls so far have made progress in class as they have improved on strategies
during games to defeat the other team.
Personal
The girls are always excited to come to P.E. and usually make the most of their time when in
class. Most of the girls play some type of sport. Even the girls who do not play a sport show
great interest when in class and I usually have no issue motivating them to participate in class.
To restate what I said in social, having an athletic background helps me be able to connect to
most of the girls in the class. Some of the girls that do not play are Hispanic and I am able to
connect with them because of my ethnic background of being bilingual as well.
E. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

This class had very few if any adaptations when it came to instruction of the game and gameplay itself. The main focus I have for this class is to
create scenarios that required teamwork from everyone regardless if they wanted to play or not. It helped get every student involved no matter their
ability. Being in a middle school setting there is a little bit of bickering at times if the game is not going well for one of the teams. This is where I
put teams together that I thought would be beneficial to being able to figure out the problem. Sometimes I have to stop the class and remind them
that the game takes teamwork and arguing would not solve any problems. This was to discuss the benefits of teamwork and inspire positive
sportsmanship between each team. Since most of the boys and girls in the class play sports, I knew they would understand this and lead by
example. With each class period the class demonstrated better individual skills, which transitioned into positive teamwork skills during the games
played. This class is great to work with because they were willing to listen and work on skills to benefit themselves and the classroom as well.
Class is always exciting to teach because they all are ready to learn and play. During classes I have built a strong relationship with each of the
students in it. I also believe that they are not the only ones who will take something from this class and be able to include it into their own lives as
students and athletes, but so will I as an educator and coach. This class has many things to look forward to in their future. They have many talented
athletes who will continue to improve and make the school proud. Also, this class has many gifted students in the classroom, which makes them
excited to have in class with that type of mix. As long as they continue to build relationships and utilize their teamwork skills, they will be a class
to watch for the future of the school.

II. Instructional Design
A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
During this Soccer unit students will learn a variety of skills and rules about the game of Soccer. The class will understand the history of Soccer,
the rules and regulations of Soccer, and skills and fundamentals of Soccer. On the first day of the unit a pre-test was given to see how well the
class understands the game of Soccer. Following the pre-test the class will perform a week of soccer drills consisting of a variety of skills that
pertain to the game of soccer. Next the class will see what they have learned after a week and take a post-test reflecting on the skills and rules they
have been practicing. The focus is to have the class understand the rules and regulations of Soccer. If the class shows exceptional skill and stays
active continually, I will say the class has met the standards. Staying active is key especially in the physical education setting because of the
struggle with inactivity and obesity of today’s youth. During drills I will ensure that I am able to help each student one on one if need be and just
not the class. My main focuses on soccer will be dribbling, passing, shooting, and goalkeeping/defense. I believe the most effective drill that was
utilized in class was the practicing of dribbling and passing. This drill enforced the students to focus on the delivery and power of the ball between
their feet and teammates. In Soccer, dribbling and passing are some of the most important skills of the game. This is because it combines the skills
to be a good teammate and work together on achieving the same goal of moving the ball to score. Going into the unit I expected the students to
understand the rules and regulations of the game because that has nothing to do with skill level. I understand in the United States Soccer is not
popular among a lot of people, but it is very popular and impactful around the world. I have always enjoyed watching Soccer even though I am not
very skilled at it. The one thing I had to improve with Soccer when watching it was understanding the rules of the game. The best thing about this
unit was watching the students grow and come to understand the game better while building different skill sets. This unit also helped me check my
own understanding of the game and helps establish me as a more effective educator in the classroom.
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)
The students will have a basic understanding about the rules and regulations of the game of Soccer. The class
1 will take a written multiple-choice exam and will need to have a class average of above 80% on the exam. Remember,
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. Understand, Apply
3 The students will be able to successfully use appropriate fundamental techniques during live game sessions. Understand, Apply
The students will properly demonstrate dribbling, passing, shooting and goal keeping of the soccer ball in drills Understand,
4
and in a live game. Comprehend, Apply
The students will be able to fully comprehend and apply rules and fundamental techniques when playing in a Understand,
5
live game setting that the coach will assess. Comprehend, Apply
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.

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. Foam Soccer balls were bought by the school for the
-10 minute time limit. class for Soccer use. Foam material was purchased
1 10/15 R,I 1,2 -Discussed answers after tests were 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
students.
-Use proper dribbling and shooting
techniques to score 10 goals.
Proper Shooting and Passing Form:
-Teach and demonstrate visual
examples of how to kick and pass Students were given a visual example by me over
the Soccer ball. where you should hit the ball with your foot. 3 on 2
drill is working on passing, shooting and defense.
2 10/16 I 3,4 -Use the inside of your foot when Informal
Students partnered up in groups of two for the drill
kicking or passing the ball. and each group was given an individual foam Soccer
-Partner passing drill 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. Cones were used for knockout as a
3 10/18 I 4,5 with both feet. Informal perimeter to let student know the boundaries in the
-Relay drills to focus on ball control game. Today the focus was to emphasize the use of
control on how to dribble and handle the Soccer ball.
between feet.
-Soccer tag game to emphasize use
of dribbling and ball control
Review of previous days: Students were able to choose a ball and get a partner
4 10/22 I 3,4,5 Informal
to warm up. Today is a day to review and go over all
-Proper shooting form
-3 on 2 drill to work on passing of the drills we have utilized all week to lead up to a
-Cone Drills for ball handling full soccer game. End of class was review time for
rules of the game. Went over a few questions that
-Review how to properly kick the were on the pre and post-tests.
ball and go over the rules and
regulations of the game.
Post Test of soccer knowledge:
-10 minute time limit
-Answers given after everyone
completes the test
Live game-play: 5 on 5 Final day of the unit. Class is given a post test to
-Score kept start the class off with a 10 minute time limit.
-The students played the game by Following the test, we reviewed the test and the
the proper rules and regulations of answers. We ended the unit splitting up into teams
and playing an official game of Soccer with the
Soccer.
5 10/23 R,I 1,2,3,4,5 Formal proper rules and regulations. Split the class into
-If one team scores 3 goals before 5 teams that would challenge the whole class. I
minutes is up that team wins. reinforced what I expected from them and to play by
-5 minute game the rules of the game. And at the end of the game
-If the game is tied after 5 minutes reminded the students we are all friends and to cheer
each other on.
the game goes to Penalty kicks.
-Review scenarios that happened
during game play or drill play along
with the proper way to kick a Soccer
ball.
6
7
8
Etc.
Summative Assessment:
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 L 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
D. Pre-Assessment 1. 10 Question Pre-Test The criterion to meet was a 70% during
student’s knowledge of the game of 1
(Diagnostic) 2. 10 untimed Goal Kicks this phase of the test. 10 untimed goal
soccer along with how accurate they
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
used more as positive reinforcement to
H. Formative assessment idea was to actively keep
Daily questions were used to help students who did not have any
Assessment students engaged on not only what 2,3,4,5
review and reflect what happened previous knowledge of the game of
- Informal they currently knew but what they
previously in class and drills. soccer to help give them a better
had learned previously as well.
understanding of the game.
Grading scale was assessed visually
This assessment was graded during
without 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 use of Scoring skills 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.
seen 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
L. Summative same as the pre-test assessment. remained worth 2 points each and
1. Final Post-Test 1,5
Assessment They were tested over the rules and criterion to meet during the post-test was
2. Final Goal Kicking Test
fundamentals of Soccer. an 80%. The goal kicking remained
untimed and assessed to see
improvement from the pre-test given.
Narrative for Instructional Design

II. E.

The lessons were sequenced in this manner because of the emphasis of understanding the rules of soccer.
This helped smoothly transition into the different skills needed in soccer. Being aware of the rules of the
Why are the lessons sequenced in this
game helps the student apply their skills more effectively and helps the game flow smooth. Playing a soccer
manner? game without rules and skill sets needed for soccer will just cause chaos in the classroom. I consider that
the students were properly informed and supplied with the tools needed to succeed in this Soccer unit.
II. F.
The use of a visual demonstration was the most effective learning strategy during this unit. Students who
had no previous knowledge of the game of Soccer were given visual examples of how to play the game.
This then set them up to incorporate what they saw and utilize it into their game to help develop their skill
What learning strategies were incorporated
sets. As stated earlier a majority of the class besides a few students had little knowledge of the game soccer.
into this unit? Giving the class a visual representation of the skills was the most important learning strategy. Also
partnering students up together who they had never previously worked with together allowed for open-
ended classroom learning, which was key for this unit.
The use of instructional drills presented to the students helped give them a better understanding of Soccer.
Each class period I could see the students got more comfortable with their skills and knowledge of the
How do the instructional strategies/activities game. Students who previously did not know much about the game showed progress of understanding
address the learning objectives for this unit? towards the end of the unit. During the time of the post-test the students seemed to understand the game
well and they transitioned well into live games. Each game flowed smoothly with little to no error in the
game.
II. G.
Problem solving, and critical thinking will be used during in game situations. Students will use skills taught
How will critical thinking and problem during drills and incorporate those skills during games. For example, dribbling is important during the
solving strategies be implemented? Give game. A dribbler will come across a defender who will try to steal the ball from them. During this moment
specific examples of use. is when the dribbler will know how to properly defend their ball or pass it to a teammate, which was
learned during passing drills or 3 on 2 drills.
II. I.
This unit’s technological strategies are used mainly by the teacher to look up any additional information
How will technology be integrated within the needed to help with Soccer. Youtube was primarily used to look up proper techniques as well as advice on
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.
II. J.
How does the unit demonstrate integration of Students will increase their ability with the game of Soccer and be able to build social skills with peers
content across and within content fields? within the class. Students will work on cardio which will elevate heart rates during the games and drills.
Explain the reading strategies that will be The use of reading strategies will not be needed for this unit. Only during the reading of the pre and post-
used throughout the unit. Give specific test given to the class.
examples. (Remember that using text is not a
reading strategy)
II. K.
One adaptation used was the use of smaller foam Soccer balls instead of regulation sized soccer balls. This
What specific adaptations or differentiated helped students control the ball more effectively because the ball was smaller, and it was foam. So, if they
activities were used to accommodate hit the ball incorrectly it would not hurt the students. Also, foam balls were safer during drills and games
individual learning needs for the whole class? because we had students get hit with the balls and having foam balls reduced harm or damage to the
students.
There were no specific adaptations used to differentiate individual learning. During drill work or games, I
What specific adaptations or differentiated would give the subgroup of students advice on what to do and what not to do. Small foam balls were used
to help with the control of the ball and for the safety of students. For my focus group I would separate the
activities were used to accommodate
boys and girls and see how well each group worked together and when they were mixed together. The girls
individual learning needs for the identified seemed to play harder and do better when grouped together, which I assume is from playing sports together.
sub-groups / students? For the boys it was opposite. No matter what team they were on most of the boys who liked play did well.
The ones who were not interested still played, but no change in behavior.
Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: During first day of the soccer unit I had the class take a pre-test that asked questions about the history of soccer and the basic
skills that are involved in soccer. This class had never taken a written assessment in a P.E. class before today. After I told the class it
was not for a grade, but to see what they know they seemed a little more relaxed. A good majority of the class has no knowledge of
soccer. A positive about the class is most of the students do have experience with playing sports. Once we got started on passing and
shooting, I noticed certain students in the group that had a quick understanding of the game. Following this the students partnered up
with each other to begin our goal shooting test. During this test the students would be passed a ball by their partner and dribble down
the court and shoot the ball into the mat from 10 feet out. After the students attempt, they would grab their ball and dribble back to
their partner and repeat the same process. A record of the goals made, and goals missed by each student were taken down by me. Both
tests took up most of the class period. Next, I had the class come together and review what we learned today. We went over the types
of skills we would be working on throughout this unit and the foundational rules that are in soccer. So far class instruction flows
smoothly because of the implementation of school uniforms, which gives me more time to teach class and not have to give students
time to change.
Day 2: Todays lesson consisted of more practice over passing and shooting. The class practiced the correct way to perform these skills
around the court. Starting off with these skills are important because these are the main skills used in the game of soccer. I believe
working on these skills will give the students a solid grasp of the game. For the drills I started off with a review on where to contact
the ball when passing or shooting. When kicking the ball, you should use the inside of your foot to do this. This helps manage the
control of the ball and where you want it to go. Once I explained the skills and demonstrated them, I had the student’s partner with one
another. During this time, they practiced dribbling the ball on the court and shooting at the goal. After performing the shooting drills, I
had the students move on to passing drills with each other. During this time the students used the sidelines of the volleyball court as
spacing and worked on passing to their partner. I also kept emphasizing the use of the inside of your foot when passing to increase the
precision of each pass. Towards the end of class I split the students up and we went to work on the 3 on 2 drill against each other.
With this drill it helped incorporate all the skills the class has worked on so far. Dribbling, passing and shooting are used a lot in this
drill. A new skill introduced in this drill was defense and goalkeeping. During this drill the group of 3 students would be on offense.
The offense does have an advantage over the defense, but this requires them to use strategies as a unit to pass the ball and find an
opening to score. On the defensive side they were outnumbered, but this helped them work on there defense and use of hands for
goalkeeping. This drill was great because every student got involved and was able to be every position in the drill. For the drill the
goalkeepers had a goal box to stay in and no offensive personal could go in it.

Day 3: For class today, we warmed up and went straight into a quick review about the skills and drills we have performed so far. With
this time the students were able to ask any questions they had regarding these skills as well. There were not many questions asked
except for when they would start playing a real game. I took this as a positive sign that they were excited about the unit and ready to
continue building their skill set. After the review session we moved on to ball handling skills because it is one of the most important
skills in the game to have. I believe getting the students comfortable with using their feet is important since a lot of sports are not as
unique as soccer and most of the students do not play soccer outside of school. The skills we used today were passing and shooting
which was incorporated with partner dribbling. During this drill students partnered up and were instructed to dribble down the court
using either their left or right foot. Once at the end they would attempt a shot at the goal. Regardless of a make or miss they would
grab their ball and dribble back down the court with the opposite foot they did not use first. Finally, when they made it back down,
they would smoothly pass the ball to their partner. When the partner received the ball, they would perform the same drill their partner
did. This continued until each group went through a couple times and would sit down and hold their ball once they were finished.
Next, I kept the students in their same groups and they would be working on their dribbling skills. I set up cones from the side they
finished on to half court. The objective of the drill was to dribble the ball weaving in and out of the cones without hitting them. Once
they got to half court, they would dribble back through the cones again then pass it to their partner and repeat. To end the class, we
played Soccer Tag which everyone seemed to enjoy quite a bit. The game is played all over the court. The games start off with 3-4
students who are taggers. The focus is to work on dribbling while under control and tag other students with their ball. When a student
got tagged with a ball, they would become a tagger as well. The game would continue until one person was left or I stopped the game.
This game was fun because it kept the class active and competition at a high level.
Day 4: During today’s class we started off review with the types of skills we have practiced. I always start off class with some
question about the unit to get them thinking about the rules and skills of the game. A question I asked was “Is the goalkeeper the only
one who can use their hands during gameplay? If yes, when can a player on the field use their hands that is not the goalkeeper?” Next,
we continued with warm ups to get them ready for class drills. Today was used as review to get them thinking about the tests for next
time. The post test will consist of the shooting and written test just like the pre test. During this time, we went over the drills we have
practiced over the course of this unit. We discussed and performed the 3 on 2 drill and shooting drill. I chose these drills because they
focus on teamwork skills the students will be utilizing in a real game of soccer. They performed the drills exceptional and displayed a
great understanding of team strategy and confidence in their skills, which what I was looking for. Towards the end of class I divided
the students into 3 teams. This was the start of the official gameplay of soccer. I had about 10 minutes left in class, so I was able to get
a couple of games in. Next, before they lined up, I got the group together to start thinking about certain situations in soccer and how
they are handled when we play the game. Today’s goal was to see how much each student has progressed throughout the unit and
what they need to review before class next time. Not only was I happy to start the soccer games, but so were the students. This makes
it exciting to have them when they come back.
Day 5: On the final day of the unit I started the class off with some review of questions and scenarios they may see on the test. These
questions incorporated the rules of the game and the types of fundamentals they performed in this unit. The test was no different than
the pre test they took at the beginning of the unit. Each day we were in class we reviewed some of the questions on the test and
performed all the skills they would encounter on the test. Before we started, I went over with the class that to pass the test they needed
an 80% or better. The hand-written test seemed to go well because most of the students were finished within a few minutes. Since the
testing was fast, we quickly moved on to warm ups to get them ready for their shooting test. After the warm up we moved to the goal
kicking test, which I did not time. The class had a significant improvement from the first time they did it and seemed excited about
that. I think testing went well today because they wanted to get back to playing a full game which is what you want from your class. It
also makes me feel a sense of accomplishment when they improve in both areas as well. Following testing I divided the students back
into the groups they were in last time and continued the soccer games. Each game played was 5 minutes and if the game was tied at
the end of regulation then we would go into a shootout. During a shootout one person would kick while an opposing player would be
the goalkeeper and keep the shooter from scoring. If the first person to shoot scored a goal the shooter would switch with the
goalkeeper and the person who was goalkeeper would become the shooter to make the kick or their team would lose. In short, the
team that scores a goal and in return stops their opponent from scoring is the winner. Shootouts are really exciting for me because I get
to see everyone in the class get involved with cheering their teammates on. During the shootout I try to pick a student from each team
that did not get the ball that much or involved in the game that much. This strategy helped each student get involved with their team
and it was great seeing them having fun as well. It was rewarding for me as well to see the whole class having fun with each other and
I know it was fun for everyone else too.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
My focus in the classroom is to come to P.E. every day with an open mind to learn and positive attitude. If each student in the class can learn
something new when in class, then I am doing right by the students. Having expectations and rules set in place for the students gives them a guide
of what I want in the classroom daily. The classroom rules are stated below:
CLASSROOM RULES
1. Class is a learning zone. So, come ready to learn and with a positive attitude.
2. Enter the classroom and sit on the base line quietly until told otherwise by the teacher.
3. When I am teaching a lesson or speaking to the class, I should be the only person talking.
4. Bad attitudes will not be tolerated. In class you will show sportsmanship to your team and the opposing team when playing.
5. No horseplay in the gymnasium or climbing on the bleachers unless given permission.
6. If you have a question raise your hand before asking it.
7. Honesty is required when we are playing.
8. Treat others the way you want to be treated.

These rules are set to have a smooth class setting if they are all followed properly by each student. The classroom will not tolerate bad behavior
and will first be handled by giving the student a warning. If the problem persists, I will have the student sit out of game play for a limited time. A
third misbehavior by the student will result in a demerit, which is counted as a strike towards the student. If a student has 3 demerits in one day,
they go to the principal’s office and then further punishment is then given by the principal. Once a student gets a demerit, they understand how
serious that is and their behavior seems to straighten up real fast.
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 with prayer. Following the prayer, students will run and walk laps for 2 minutes along with a dynamic warm-
up to get loose and ready for activities in class. After students are warmed up, they all go back and sit on the baseline and get ready for instruction.
This is followed by verbal and visual examples on what to expect from the lesson that day.
C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
This soccer unit was a great in getting the students out of their comfort zone and interacting with their peers. I believe these lessons helped the
students develop a better understanding of teamwork, which students their age can benefit from. This class showed they were able to handle the
instruction I sent there way and tried their best every day in class. Teaching this unit was exciting for me because it was one of my first lessons that
I also learned things along with the students. Soccer is not the most likeable sport around this part of Kansas, but I believe the students learned to
appreciate the game and learned to try things out before disregarding it. The types of drills I used throughout the unit helped with a lot of
interaction between the students. They learned the importance of communication when being on a team. A good example of this is 3 on 2 drill,
where communication is key to score a goal. Every class I divided up the students with someone they have not partnered with before. Switching up
the partners daily really helped the students interact with everyone in the classroom. Teamwork was a main focus of mine during this unit because
not everyone in the class plays sports or are part of a team. Watching the progress of how the class interacted in team strategies when playing and
bringing all different backgrounds together was great to see. Most if not all the time every student was engaged during instruction time which
made class easier for me to teach. For being one of my bigger classes these students always came to class with a good attitude and were always
ready to learn. During class they always interacted well together. There was not too much bickering or fighting between the students. The class
learned that communication was key when playing, so if anything went wrong, they would talk it out most of the time. Like I have said before
communication was a big focus for me. I always tried to keep the class active because I know they were sitting all day and when they got to P.E. I
wanted to capitalize on the energy and excitement they had for class. During the semester I always had feedback when talking to the students. NO
matter on the skill level I wanted everyone to know they could improve on their skills. Even for the students who struggled at times that if they
tried their best that is what is important. This class progressed greatly throughout the semester with their attitude towards the game and the skills
they developed over the unit.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
This was an area I emphasized a lot during the class unit. Communication was important during drills and during the full soccer games. P.E. was
always in a gym setting so having a lot of voices talking at once could pose a problem. When it came to playing, I understand that everyone gets
excited, but I emphasized that yelling would not be tolerated in the gym. Every class was different when it came to this. In this class for this unit
there was only one male student that liked to frequently yell in class. For the most part the males and females of the class followed this rule well
and had no problems with it. Soccer is a team sport so communication between the students was important to use when they were playing a soccer
match. Coming from an athletic background teams that use communication skills tend to be more successful when playing together. This was a
point I tried to emphasize in every class. I know they all liked to talk, so I had them work on talking while playing instead of hearing me talk all
the time. Behind this I also encouraged the use of communicating positively with each other. Do not say something that you would not want
someone to say to you if you messed up is what we talked about. This unit did help each student interact with someone different every day, which
made them communicate to be successful in the game. This strategy also helped build their own communication skills they can take to the
classroom with them.
Narrative: Analysis of Assessment

E. Pre-Assessment
During the first day of class the students were given a written pre-test. Most of the students had no
understanding of the game of soccer. There were some students who struggled with the written part quite a
bit. The class average was a 54.66% on the pre test. The second part of the pre-test was the goal-kick. The
class average for this part was a 39%. For the sub group the results differed a bit. For the test the boys as a
Overall analysis of results.
whole they averaged a 50% on the written part and a 31.66% on the goal-kick. The sub group of boys
averaged a 46.66% on the pre test and a 36.66% on the goal-kick. The girls averaged a 57.77% on the
written part and a 44.44% on the goal-kick a group. The subgroup of girls averaged a 56.66% on the written
part and a 40% on the goal-kick.
The class performance on this pre-assessment was what I expected. The average was a 54.6% for the class.
Discuss the results in reference to My expectations for the class was to perform around or above a 50%. Going forward I will continue to
the learning objectives. work on the objectives I set for them and continue to assess their progress.

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
had a background with the game of soccer and which students had no background. My pre-assessment
Describe how pre-assessment data
before starting the lesson is that a majority of the class would struggle with the sport since it is not a
was used to proceed with instruction
popular sport in Kansas, but I was quite impressed with the skill level of my class. Over half of the class
for all students.
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.
A way I could differentiate the test would be to talk about the regulations and rules of the game instead of
the types of kicking and passing styles there are in the game. Utilizing basic questions about rules would
What is the plan to differentiate for
allow students to get a better understanding of the game. The goal kick assessment was great because it
all learners?
showed the physical skills they had and needs no change. Challenging the students with backing them up
for the goal kick was useful when testing their shooting ability.
F. Formative Assessment
Over the course of the unit I watched each student progress in each lesson and used the formative
assessment used in this unit was based on in-game situations. The class grades in P.E. are only pass/fail
based on participation. In this class every student participated and gave all their effort during drills and it
Overall analysis of results.
even elevated once we got to the game. Each student was assessed on how well they improved when
performing the skills of shooting, passing, dribbling and goalkeeping in soccer. The class as a whole
improved each day they were in there.
The learning objective was met by each student in the class. Any trouble a student had in class was met
Discuss the results in reference to with one on one instruction from myself. Same goes if the group had difficulty understanding the skill or
the learning objectives. topic in front of them. I would take time until each student could master that skill.
Are students learning what was Yes, the students are learning what they are supposed to be learning. The class gave me clarity when they
intended they learn? could understand the rules and regulations of soccer and continue a game without me having to guide them
the entire time. This showed me that they understood the material and applied it to the game.

With their 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
unit or lesson. This would have the students not only get a better understanding for the game, but it would
Discuss any adaptations based on the
also be a different point of view for the students to learn the game of soccer from. Having an assistant
results of formative assessments.
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 to 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 The type of differentiated instruction I used was the use of the smaller foam soccer balls. This helped with
help all students meet the goals and student safety first and being able to control the ball in dribbling and shooting.
objectives of this unit.
G. Summative Assessment
The disaggregated data from the assessments showed how superior one sub group was from another sub
group in the class. Each group struggled in the beginning of the unit during the pre-assessment. The pre-
assessment showed the subgroup of girls scored higher in both areas over the boys. Over the course of the
What did the disaggregated data of
unit the boys kept improving and ended up scoring equal if not better than the girls. During this same
the assessment reveal?
assessment the highest grade for girl’s subgroup was a 80%. For the final assessment this student increased
their score by 20%. This helps prove that students in the class were retaining and using what they learned to
improve their understanding.
The results show that all the students met all the objectives relevant to the lesson. Most of the class
struggled in the beginning of the unit, but over each class lesson increased until the end of the unit. After
Discuss the results in reference to
reviewing each test that was given in class and seeing an increase in scores that shows me each student
the learning objectives.
retained understanding and met the expected objectives. The post assessment of the goal kick showed a
great increase from the pre-assessment.
In my opinion I believe each student learned what they were supposed to learn. Every student in the class
could start and play a full soccer game without using me as a guide to lean on. With the way the class
Did all students learn what was
progressed with their test scores and communication skills shows they can work out any challenge they
intended they learn? Explain.
come across. The personal objective I had for them was the communication skill which I think they met
from visual assessments.
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.
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.

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: Any sport can be difficult when it comes to knowing the rules. Soccer is not the most popular
game around this area, so most students probably have had no exposure to an official soccer
Rules and Regulations game. It was important to emphasize the rules to the class and give them a better understanding
of the game. The pre and post assessments of the rules and regulations were important when
determining the success, they would have in soccer. One way to determine if they succeeded in
this area was watching the students play in a game. For example, if a ball was touched with
someone’s hands other than the goalkeeper, the students knew to stop and perform free kick. In
the beginning students did not know it was a free kick, but a throw in instead. As game time and
drills went on the students showed me, they had a better understanding of certain situations and
rules in the game.
Objective 2: Most of the class had never dribbled a soccer ball before and thought I was talking about
basketball dribbling. A primary goal I had for dribbling and kicking was that every student would
Kicking be able to use proper form and be confident when performing this skill. The importance of using
proper technique was to play the game correctly, but to also perform these skills to prevent
injuries. These goals were met because of the hard work the students put in the drills and their
ability progressed greatly over the unit. The goal kick assessment was another way of
determining the success of their kicking skills.
Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
One thing to help each student succeed at the game would be to have more time to perfect and build on the skills they have already learned. For the
most part I had all the necessary equipment needed to do all the drills and plenty of soccer balls for the students. It would have been more
beneficial for the students if we had goalies to use instead of the mat pads on the wall. I think pennies or practice jerseys would have been great to
have so the students could differentiate who is on their team and on the opposing team. Having game regulated jerseys and goals I think would
enhance the experience of the unit and their ability to learn the game more in depth.
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: Taking the knowledge, they learned throughout the unit and quizzing them during the lesson is a
strategy I applied to have a better understanding of the game. What surprised me was how the
History of Soccer students in the class could not name a single soccer player, even a mainstream player from ESPN
like Ronaldo. Being from Pitt State they thought the championship game in Kansas City was a
football field and not the home of a professional soccer team there. This did give me a better
understanding of what I needed to work on with this class and how to improve it.
Objective 2: This skill caused quite a bit of difficulty for this class. One issue with passing was every time a
student wanted to pass, they thought they had to kick the ball as hard as they can. A drill I really
Passing tried to emphasize was the cone drill with dribbling down and back and passing off to their
partner. Another drill I utilized to give them a real game look was the 3 on 2 drill where they
would be pressured a little to make a good pass to a teammate. Overall the class improved their
passing skills, they just need to understand you do not have to kick the ball with full force to send
a pass.
Discuss at least TWO things to do differently in the future to improve students’ performance.
One thing I would have liked to do was take the students outside to play the game. I believe this would have been beneficial with exposure to the
sun which provides them with vitamins they need and getting some fresh air as well. A strategy I could have used was to cut the court in half and
have more games going on at once, so students would not be standing around and could participate more. Utilizing this strategy would have helped
me reduce the students that were not getting involved in the game very much.
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. Mary’s
Game was set up using idea
10/18 Colgan Baseball In person Idea for a soccer game using passing N/A
provided by Coach Watt
Coach)

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Add rows as needed
C. Narrative Reflection on Impact of Communications (limited to 1 page)
Having Coach Watt as a cooperating teacher was beneficial on the advice, he gave me on games to make the unit flow better. I was happy with the
soccer unit I put together but felt like I could use a game that would better emphasize the skill of passing and shooting. Coach Watt has been
teaching and coaching for 30 plus years and his understanding of the students and games he has played helped improve my lesson a great deal with
the students. The Soccer Tag game I discussed with him is a game I will use in my future classes as well. Collaboration with teachers and coaches
is crucial in becoming a successful P.E. teacher to me. Listening to their advice and using my own experience can help you become a more
effective educator for students needs. Like I have emphasized in my classroom and utilize this in my own career, communication is important as a
P.E. teacher. As educators we are all part of a team. Solving problems and listening to each other can make becoming a new teacher less stressful.
D. Narrative Reflection on Future Professional Development (limited to 1page)
Identify at least TWO aspects of instruction that could be What specific professional development opportunities/activities will
improved. Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: In today’s world videos have become a great learning tool in business,
athletics, labor, and etc. So why not utilize videos in the classroom? I
Better use of technology in the classroom think recording students performing a skill and replaying it back for
them to watch can be beneficial on what they need to improve. This
may be a little too time consuming because of the lack of time in the
classroom, but a solid idea.
Aspect 2: An assistant in the classroom can be beneficial when it comes to one on
one teaching with students. This gives the P.E. teacher room to focus on
Adding an assistant in the class one student at a time and help them progress at a more rapid pace. If the
assistant is knowledgeable.

REFERENCES
www.fifa.com
www.youtube.com

APPENDIX A
Building Gender
Building Race/Ethnicity
Males: 45.10% Females: 54.90% White: 84.31% Hispanic: 11.76%

African American: 1.18% Other: 2.75%
Economically Disadvantaged Building Migrant
Non-Econ. Disadvantaged: 80.00% Migrant Students: 0.00%

Economically Disadvantaged: 20.00% Non-Migrant Students: 100%
Building ELL Students with Disabilities

ELL Students: 9.02% Students with Disabilities: 7.45%
Non-ELL Students: 90.98% Students without Disabilities: 92.55%

APPENDIX B
Jose’ Speer
Lesson Plan
Mr. Brown
10-15-18
Soccer Unit Lesson Plan

Learner and Environmental Factors
Grade Level: 6th Grade
Time: 40 minutes
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)

Students will be able to perform dribbling, passing, shooting and goalkeeping skills to be successful in soccer.
Students will be able to understand and apply basic rules of the game. Students will be able to compete in a full
soccer game against each other.
Materials:
1. Soccer balls
2. Designated Goal areas
3. Cones for boundaries, goals, or markers
Student Grouping(s)
Students will be paired in groups of 2. One group will have 3 students in it. Following grouping of students, we
will perform shooting drill in lines.
Anticipatory Set
Students will learn the basic rules and regulations of the game of soccer. Students will learn skills such as
passing, shooting, and dribbling of a soccer ball.
Instruction

1. Start off class with a prayer led by me.
2. Warm up jog and stretching for upcoming activity.
3. Class will be taught the rules and fundamentals of Soccer.
4. Class will be split up into partners and they will conduct passing, shooting and dribbling skills.
5. Following the skill work, move class onto 3 on 2 drill.
6. Closure to discuss the important skills and rules used in Soccer. Followed by quick Q&A.
Check for Understanding
Students will receive feedback during drills. At this time, I will inform students on what they are doing well at
or what they need to improve on during the drill.
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
To start off class, we will start off with some dribbling drills to understand how soccer is played. Next, students
will be divided into partners and learn how to properly pass the soccer ball. Next, with the same partner they
split turns while shooting the ball at a designated target. After the students finish all the drills they will be
divided into teams and be able to play a full soccer game.
Closure
Have the class come together on me at the end of class. During this time, I will do a quick review of the lesson
that day and ask if anyone has questions. Next, I will follow up with questions from the beginning of class and
ask a question that may be on the test.
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 goalkeeper is
5. Explain a throw in. How many hands do you use?
6. Explain the out of bounds areas
7. Explain what a goal kick and corner kick are

Jose’ Speer
Lesson Plan
Mr. Brown
10-22-18
Soccer Unit Lesson Plan

Learner and Environmental Factors
Grade Level: 6th Grade
Time: 40 minutes
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 review key fundamentals of soccer, and the rules of the game. They will be able to correctly
play the game against other classmates. They will rely on knowledge gained throughout this unit.
Materials:
1. Soccer balls
2. Designated Goal areas
3. Cones for boundaries, goals, or markers
4. Different color pinnies if possible
5. Music/Timer (Optional)
Student Grouping(s)
Divide students into three teams of 5. Main goal is to challenge the teams and make them compete against each
other.
Anticipatory Set
Students will ask questions they have about soccer and go over previous skill and rules learned. After review
the remaining time will be used to play a full game of soccer.
Instruction
1. Start off class with a prayer led by me.
2. Warm up jog and stretching for upcoming activity.
3. Class will review the rules and techniques used in soccer.
4. Class will be divided into partners. Following that students will perform passing, shooting and dribbling
skills.
5. Once drills are finished, class will set up and play a full soccer game.
6. When class is finished students will be asked questions over soccer to prepare them for test next class
period.
Check for Understanding
Students will receive feedback during drills. At this time, I will inform students on what they are doing well at
or what they need to improve on during the drill.
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
After warm ups students will start off with some dribbling drills to improve on skills already learned. During
this time students will be free to ask questions if they have any. Next, students will be divided into teams and
prepare to play a soccer game after review of rules. Students will continue to play until class period is over, then
will come together on me for review. Following the final review, they will get ready for assessment next time.
Closure
During closure students will review what we performed today in class. Following this I will discuss that there
will be an assessment next time at the beginning of class. This is where I ask if anyone has questions or are not
sure about something. After that I will tell them to go over what they have learned and be ready for the test next
time.
Assessment/Evaluation
1. What is offsides?
2. Is pushing and shoving allowed in soccer?
3. What is the difference between a Yellow Card and Red Card?
4. When is a team rewarded a Corner Kick?

APPENDIX C
Name: /20
Soccer Pre-Test
1. Who is the only player that can use their hands in the field of play?
a) Forward c) Defender
b) Goalie d) Midfielder
2. What happens when the soccer ball goes out of bounds?

a) Throw in c) Corner kick
b) Goal Kick d) Drop ball
3. When properly kicking the ball you use the outside of your foot.
a) True b) False
4. In soccer, a goal is worth how many points?

a) 2 c) 0
b) 1 d) 3
5. A kickoff is used to start the beginning of a game.

a) True b) False
6. During gameplay you can cross into the opposing team’s goalie box.
a) True b) False
7. In an official game of soccer there are players that start the game per team.
a) 9 c) 11
b) 10 d) 12
8. Basic skills used in soccer are:

a) dribbling c) passing
b) shooting d) all the above
9. An official soccer game consists of two halves with a ten to fifteen-minute halftime.
a) 35 c) 45
b) 25 d) 15
10. Dribbling is moving the ball with your hands.

a) True b) False

Pre-Test Key
1. B- Goalie
2. A- Throw in
3. B- False
4. B- 1
5. A- True
6. B- False
7. C- 11
8. D- All the above
9. C- 45
10. B- False

Name: /20
Soccer Post-Test
1. Who is the only player that can use their hands in the field of play?
c) Forward c) Defender
d) Goalie d) Midfielder
2. What happens when the soccer ball goes out of bounds?

c) Throw in c) Corner kick
d) Goal Kick d) Drop ball
3. When properly kicking the ball you use the outside of your foot.
b) True b) False
4. In soccer, a goal is worth how many points?

c) 2 c) 0
d) 1 d) 3
5. A kickoff is used to start the beginning of a game.

a) True b) False
6. During gameplay you can cross into the opposing team’s goalie box.
b) True b) False
7. In an official game of soccer there are players that start the game per team.
c) 9 c) 11
d) 10 d) 12
8. Basic skills used in soccer are:

a) dribbling c) passing
b) shooting d) all the above
9. An official soccer game consists of two halves with a ten to fifteen-minute halftime.
c) 35 c) 45
d) 25 d) 15
10. Dribbling is moving the ball with your hands.

a) True b) False

Post-Test Key
1. B- Goalie
2. A- Throw in
3. B- False
4. B- 1
5. A- True
6. B- False
7. C- 11
8. D- All the above
9. C- 45
10. B- False

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

Classroom
Males Females
Males: 6 Females: 9
Race/Ethnicity
White Hispanic/Latino African American/Black Asian/Pacific Islander
White: 11 Hispanic/Latino: 3 African American/Black: 1 Asian/Pacific Islander: 1

Pre-Test vs Post Test Final Score Averages
Pre-Test 54.66%
Pre-Goal Kick 39.33%
Post Test 82.67%
Post Goal Kick 86.60%

Jose Speer Psu Tws Template

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Jose Speer Psu Tws Template

Hochgeladen von

Copyright:

Verfügbare Formate

PSU

TEACHER WORK SAMPLE

Your First and Last Name: Jose’ Speer

Date Submitted: November 16th, 2018

District where you completed

Name of School Building

Content Area of your TWS: Physical Education

TWS Unit Topic: Soccer

Grade Level of the Classroom

Pittsburg State University Teacher Work Sample 1

Table 1.1 Class Contextual Information (limited to 1 page)

Pittsburg State University Teacher Work Sample 2

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Pittsburg State University Teacher Work Sample 3

Pittsburg State University Teacher Work Sample 4

Pittsburg State University Teacher Work Sample 5

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

Pittsburg State University Teacher Work Sample 6

Pittsburg State University Teacher Work Sample 8

Table 2.1 – Instructional Design – Unit Plan

Pittsburg State University Teacher Work Sample 10

Narrative for Instructional Design

Pittsburg State University Teacher Work Sample 11

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

Pittsburg State University Teacher Work Sample 13

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

Pittsburg State University Teacher Work Sample 14

Pittsburg State University Teacher Work Sample 16

Pittsburg State University Teacher Work Sample 17

Narrative: Analysis of Assessment

Pittsburg State University Teacher Work Sample 18

Pittsburg State University Teacher Work Sample 19

Pittsburg State University Teacher Work Sample 20

H. Visual Representation of Disaggregated Data

Pittsburg State University Teacher Work Sample 21

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

B. Narrative description of Least Successful Activities and future implications

TABLE 4.1 Communication Log

Pittsburg State University Teacher Work Sample 23

Add rows as needed

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

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

Pittsburg State University Teacher Work Sample 25

Pittsburg State University Teacher Work Sample 26

Males: 45.10% Females: 54.90% White: 84.31% Hispanic: 11.76%

Economically Disadvantaged Building Migrant

Non-Econ. Disadvantaged: 80.00% Migrant Students: 0.00%

Building ELL Students with Disabilities

Pittsburg State University Teacher Work Sample 27

Pittsburg State University Teacher Work Sample 28

Soccer Unit Lesson Plan

State or Local Standards

Standard 3: The student participates regularly in physical activity.

Lesson Performance Objective/Student Learning Outcomes (SLO)

Pittsburg State University Teacher Work Sample 29

3. How long is a professional Soccer game?

4. Explain what a goalkeeper is

5. Explain a throw in. How many hands do you use?

6. Explain the out of bounds areas

7. Explain what a goal kick and corner kick are

Pittsburg State University Teacher Work Sample 30

Soccer Unit Lesson Plan