Christopher Ngo

Tiger PRIDE

10/20/14

GRADE LEVEL:
4rd Grade
CLASS SIZE:
22 students
LESSON LENGTH:
30 minutes
UNIT:
Dribbling
LESSON #:
1 of 2
LESSON FOCUS:
Ball Control, Dribbling
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
Cognitive: SWBAT discuss the strategies they implemented as individuals to maintain
control of the soccer ball while staying in one area and/or 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: Simon Says/Red Light-Green Light

Time: 1 minute
On the blacktop or grass area mark off a large rectangle space for the students to move
about (cones). Explain the rules of Simon Says. The objective is for students to make it to
the other side of the blacktop. The instructor will give directions and the students who are
caught following directions that do not have simon says coming before it will be asked to
start back at the beginning. Ex: Simon says green light, Simon says jump 3 times,
Simon says hop on your left foot 5 times.

Time: 4 minutes.

Christopher Ngo

Tiger PRIDE

10/20/14

Body of Session: Ball control and Dribbling Techniques : 21 minutes

Activity
#1
Time
Set up

Dribble-mania
21 minutes

O
O
o
o

o
o

o
o

o
o

o
o

o
o

o o
o
o
o
o
o
o
O= cones for students to dribble through
Time
Activity/COTS
1 min.
Demo: Students will be instructed
to practice on ball control. There is
no dribbling to cover distance in
this first activity. Students will be
asked to place their feet on top of
the ball and roll the ball around.
Together as a class, students will
do this.
1 min.
Explain to students the importance
of ball control. Students will be
given instruction to roll the ball
forward and backwards, side to
side, and switch feet.
2 min. Students practicing
30 sec
30 sec

4 min.

2 min

o
o

o
o
o
o

o
o o

o
o
o

Refinement

Organization
Semi-circle

Key Words:
Semi-circle
Foot on ball, balance, around teacher
eyes on ball,

Teacher movement:
reinforce Affective
objective
Refinement: remind students to Reinforcing Affective
keep their personal space and not objective
get in the personal space of others.
Instruct students to try passing
back and forth between feet.
Students practicing.
Teacher movement:
reinforce Affective
objective
Transition/Re-group:
quick
discussion about the strategies you
saw as students were maintaining

General
activity space
Students
in
General Space

Students
in
General Space
Semi-circle

Christopher Ngo

4 min.

1 minute
4 min

1 min

Tiger PRIDE

control of the ball, introduce circle

drills
Students practicing ball control by
dribbling ball in circles with one
foot using either the inside of their
foot or outside.

Reinforce Affective
objective and Use
Key Words: inside of
foot, light taps,
control, balance

Regroup, introduce dribbling

through cones in the course
Students practicing
Reinforce Affective
objective: positive
constructive feedback
Equipment Pick Up: as a team
collect equipment from a station
and place together in a designated
equipment area.

10/20/14

Whole class in
GS

General space

Closure: 4 minutes
Class reviews what skills we learned today: dribbling, ball control, balance
Time: 2 minutes.
Class discusses strategies to keep good personal space and importance of ball control
in dribbling a soccer ball.
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.

Assessment:
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
3
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?