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Christopher Ngo Tiger PRIDE Lesson Plan 10/22/14

GRADE LEVEL: 4rd Grade
CLASS SIZE: 22 students
LESSON LENGTH: 30 minutes
UNIT: Dribbling
LESSON #: 2 of 2
LESSON FOCUS: Ball control, dribbling, passing, kicking
PREVIOUSLY LEARNT SKILLS: Spatial Awareness, personal space, general
space, high-med-low levels,
FACILITITES: Blacktop/Grass
EQUIPMENT: Soccer ball for each student
44 Cones

Student Learning Outcomes (SLOs):

Psychomotor: SWBAT perform soccer ball dribbling techniques while exhibiting ball
control and SWBAT pass, trap and kick a soccer ball by correctly executing the cues of
the skill.

Cognitive: SWBAT discuss the strategies they implemented as individuals to maintain
control of the soccer ball while dribbling to a specified location. SWBAT explain the
importance of ball control for dribbling and apply it to game-like scenarios.

Affective: SWBAT include positive attitudes and spatial awareness concepts in this
lesson in order to effectively accomplish the task(s). Effective traits can include:
smiling, high-fives, positive dialogue, encouragement, positive feedback for strategies
for maintaining ball control and safe dribbling.

Health-related: SWBAT recognize the physiological responses to exercise and will be
engaged in MVPA for at least 50% of the lesson time.

Instant Activity: Magician Tag
Time: 1 minute
There will be 4 magicians who have small foam noodles that serve as their wand. Each
magician will have a designated locomotor skill while all of the other students will be
walking. When a walking student is tagged by a magician, they must perform the locomotor
skill that the magician possesses. This will continue until all walking students are
performing a locomotor skill other than walking.
Time: 4 minutes.

Christopher Ngo Tiger PRIDE Lesson Plan 10/22/14
Body of Session: Ball control and Dribbling Techniques : 21 minutes

Dribble, weave, shoot.
Time 21 minutes
Set up

X =====X X ======X X =====X

- - -
- - -
- - -
- - -
- - -
- - -

X======X X========X X======X
O=shooting destination
X=cones for goals
-=cones to dribble in and out
Time Activity/COTS Refinement Organization
1 min. Demo: Students will be instructed
to practice on ball control,
dribbling, and kicking the ball into
a goal. Students will dribble in and
out of the cones to reach the goal
shooting destination. One student
will be behind the goal ready to
trap the ball and dribble back to
the end of the line. Students in line
waiting to go will practice
dribbling in a circle or passing the
ball back and forth.


1 min. Explain to students the importance
of ball control and executing the
proper cues of the skill for kicking.
Key Words:
Foot on ball, balance,
eyes on ball, step
with opposite foot,
swing foot back,
swing foot forward,
inside foot, follow
around teacher
2 min.
30 sec
Students practicing Teacher movement:
reinforce Affective
activity space
Christopher Ngo Tiger PRIDE Lesson Plan 10/22/14
30 sec Refinement: remind students to
keep their personal space and not
get in the personal space of others.
Instruct students to try passing
back and forth between feet.
Reinforcing Affective
Students in
General Space
4 min. Students practicing. Teacher movement:
reinforce Affective
Students in
General Space
2 min Transition/Re-group: quick
discussion about the strategies you
saw as students were dribbling and
4 min. Students practicing Reinforce Affective
objective and Use
Key Words: inside of
foot, light taps,
control, balance
Whole class in
1 minute Regroup and tell students to make
goals smaller

4 min Students practicing Reinforce Affective
objective: positive
constructive feedback
General space
1 min Equipment Pick Up: as a team
collect equipment from a station
and place together in a designated
equipment area.

Closure: 4 minutes

Class reviews what skills we learned today: dribbling, ball control, kicking
Time: 2 minutes.
Class discusses strategies to keep good personal space and importance of ball control
in dribbling a soccer ball. Ask about the cues for kicking/passing
Time: 1 minute.
Discuss what students will be doing next class period and how what they learned in
your lesson will transfer into the next.
Time: 1 minute
Class ends with high-fives on exit.
Christopher Ngo Tiger PRIDE Lesson Plan 10/22/14


In addition to the systematic observations that will assess motor differences, time
spent in physical activity; you should spend this session assessing the affective skills
of your students and cultural differences you may see emerge. Take notes on the
following and include in your reflection journal:
- What languages did you hear the students speak?
- Who did the students partner with if given a choice?
- During down time who did the students socialize with?
- Were the students able to work effectively and without conflict with their
partners/teams? If not, what factors seemed to be causing conflict?
- What evidence of teamwork/communication did you see? (e.g. high fives etc)
- Did the students request any activities/sports? If so, what were they?
- What role does Maria play? How do the students respond to her? Does their
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?