SES Lesson Plan form

Names: Scott Koller, Connor Clay

Content/Skill theme: Kicking at targets, dribbling
Lesson: 2 of 5
Date: April 5, 2015
Grade: 1st
Class Size: 12
National Standards & Outcomes
S.1E18.1 S1.E21.1

Equipment:
13 gatorballs, 12 polysots, 8 hula hoops, 6 bowling pins, Gym
tape

State Standards & Outcomes

DOK 1

Student Objectives (ESWBAT)

District Standards & Outcomes

1.16
1.15

Assessment

Psychomotor
Cognitive
Affective

Kick a stationary ball hitting a target 3 out of 5 times

Recite proper cues of kicking a ball
Display good sportsmanship, and recognize peer achievement

Teacher Objectives
1. All students will spend at least 50% of the lesson in MVPA
2. Keep instructions to less than a minute
3. Explain and have students understand safety aspects

Assessment

Time
(min)

3 min

Script

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
Apply name tags/pedometers - (informing)
We are going to arrange students along the baseline to hand out name
tags with their names already on them, and explain and apply pedometers.

Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)
Students will line up along
the baseline standing next
to each other listening to
directions from the teacher

Okay boys and girls, can I have you all come and stay right here on this line standing next to each other. Alright great job! So, how is
everyone doing todayglad to hear it! My name is Mr. Koller, and this is Mr. Clay who will be helping us out today. First of all does anyone
remember what this is (display pedometer) This is called a pedometer, it keeps count of all the steps you have taken during an activity, that
sounds pretty cool right! I am going to remind you all how to put them on (show students how to put pedometer on). Now, remember once we
put them on we are not allowed to touch them. Now that we have those on we are going to jump right into game here.

Copy and Paste this box for each activity

Time
(min)

5-6
min

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
Frog Tag- (instant activity)
To get the students warmed-up we are going to play a gem called frog tag.
One student will volunteer or be selected as it. That student will go around
and try to tag other students. If they are tagged they have to hop around like a
frog until a classmate who is not tagged taps them lightly on the shoulder,
and they can re-enter the game.
Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues
Students getting
warm-up for the days
activities

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)
Students will come in
forming a half circle
around the teacher
listening to the
instructions of the activity.
Remember to stress safety,
by telling the students to

An additional student may be added as it to challenge the students a little

more.

Script

Time
(min)

30 sec

Script

Time
(min)

keep their heads up at all

times, and look in the
direction they are
travelling

Now that we have our name tags and pedometers on we are going jump right into a fun game of frog tag. Now raise your hand if you can tell me
what kind of sound does a frog make(waiting for responses). Thats right they sound like ribbit, ribbit. Now who can raise their hand and
tell what else does a frog do Thats right a frog likes to jump around. So, in this game of frog tag one student will be it and will go around
and try and lightly tag all of you (demonstrate proper tagging technique, lightly on the shoulder or back, etc.) If you are tagged you must
start jumping around like a frog (demonstrate frog jump) until a student who is not tagged, tags you to get you back in the game. Once again
what happens when you get tagged?... Now does everyone understand Ok, great! I need somebody to volunteer by raising their hand to be
itGreat lets go play frog tag!

Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)

Performance Cues

Standards
&
Objectives

(Transition)
Upon teachers signal students will gather up preparing for the rest of the
days activities

Organizational
Arrangement
(include Grouping &
SAFETY)
Upon teachers command
students will gather in
forming a semi circle
around teach in
preparation for the next
activity

You all did a very nice job with frog tag. Now that we are all warmed up, we are going begin our next activity.

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
Kicking a stationary ball from a stationary position (informing)

Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues
1. Shoelaces

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)
Students will come in

In continuation of our kicking unit the students will be introduced to kicking a

stationary ball from a stationary position to a wall and back. 6 Polyspots will
be laid out about 10-15 feet from the wall. There will be 2 students at each
polyspot, taking turns kicking the ball at the wall, and retrieving their own
ball before their partner can go. They will perform the activity by listening
and focusing on the cues given by the teacher

5 min

Script

Time
(min)

30
sec- 1
min

around the teacher and

listen and watch the
demonstrations of the next
activity. Also, teacher will
remind students of safety
concerns such as: students
2. Behind the
will let other students
ball
Intra-task variation: Within the task students will have the option of kicking
know if they have to go
3. Beside the
with dominant and non-dominate foot
into another students area
ball
to retrieve their ball.
Students will also wait
until their partner
retrieves the ball before
they can kick the ball
themselves.
Now do you all remember dribbling the ball the last time we were here Ok, good, well now we are going to continue where we left off last time.
Except now we are going to focus more on really kicking the ball. To begin we are going to focus on standing next to a stationary ball and kicking
it (Teacher demonstrates positioning and cues) Now do you all see the polyspots that are spread on the floor. In just a minute I am going to
number you off 1 through 6. (describe if a student is a 1,2,3,4,5, or 6 which polyspot they will go to) After you receive your number, I want you to
go to your assigned polyspot. Now there is going to be 2 of you at each poly spot, so you have to share with your partner. Once you get to your
poly spot I want you to stand one behind the othe, and we will lay a ball on the ground next to your polyspot which you must not pick up. You must
leave the ball on the ground until we allow you to kick the ball to the wall. Also, when I say freeze I want you to keep the ball on the floor
between your legs like this (teacher demonstrates) Does everyone understand lets all practice one time (teacher demonstrates). Good job! Are
there any questions, ok, I am going to number you off, and once you receive your number go to your assigned polyspot (begin numbering off
students)

Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)

Transition
Once students become more comfortable kicking a stationary ball from a
stationary position they will add movement towards the ball, or will practice
approaching a stationary ball, and once again kick the ball against the wall.

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

Script

Time
(min)

7-8
min

Script

Time
(min)

All of you are doing a good job! Know we are going to add a little bit of a challenge. We are to work on approaching or moving up to a ball and
kicking it against the wall.

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
Approaching and kicking a stationary ball- (Extension)
Now that students have practiced kicking a ball from a stationary position,
they will work on taking the proper steps and cues when approaching a ball
and kicking the ball against the wall.
Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

Students will be standing

near their polyspot with
the ball on the floor
between their feet listening
and watching the
1. Shoelaces
demonstrations of the
Intra-task variation: Students are welcome to use either leg, and may take a
2. Behind the
teacher. Remember to
few extra steps back to challenge themselves
ball
remind them of safety
3. Beside the
concerns which are
ball
similar to the previous
task (not kicking when
somebody is close by, and
letting other students know
if they have to go into their
area to get a ball)
Now that we have worked on standing next to a ball and kicking it, we will know add movement towards the ball, where we are going to approach
or run up to the ball and kick it against the wall. To do this I would like all of you to stay at your polyspot with your partner, and I want your
attention up here and I will demonstrate what this is supposed to look like. (Teacher demonstrates activity, and recites the cues to the students)
Does anyone have any questions great! To start lets take it easy, and just focus on walking up and making contact with the ball. Ok, is
everybody ready, ok, lets begin nice and easy, follow after me I will do the first few kicks with you.
Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)
Transition

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)
Students will come in

1 min

After students have had the chance to do both approaches for kicking a
stationary ball, they will have the chance to challenge themselves by kicking
the ball at targets

around the teacher and

listen to the instructions,
and watch demonstrations
of the teacher.

Script

Time
(min)

7-8
min

Script

Time
(min)

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
Kicking at targets- (Extension, Application)
Students will be challenged to kick at targets based of the techniques they
have been practicing in previous tasks
Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

Students will come in

around the teacher and
listen to the instructions,
and watch demonstrations
1.
Shoelaces
of the teacher. Upon
Intra-task variation: Students will have the option to kick at the hula hoop
2. Under the ball
teachers command
or the more challenging bowling pin. Students can also use either
3. Behind the
students will return to
approach they have done in the previous two lessons
ball
their polyspot and begin
4. Watch the ball
kicking at the targets,
Challenge/Application: Students will be challenged after a certain amount
keeping in mind the same
of opportunities to see how many targets they can hit in 5 separate kicks
safety issues that have
been applied throughout
the entire lesson
All of you are doing a great job! Now we are going to practice by kicking at some targets. First off, for this next activity we are going to practice
kicking at a hula hoop on the wall, and a bowling pin, each by which is worth a different point value. If you kick the ball and it hits the hula or
inside the hula hoop it will be worth 1000 points, thats right 1000 points! If you kick the ball and knock down the bowling pin, it will be worth
2000 points! So I want someone to raise their hand and tell me how much is the hula hoop worth?.. thats right!, and how much is knocking over
the bowling pin worth?... 2000 points! Thats right. So, when I tell you to go I want you and your partner to go back to your polyspot, and practice
kicking at the targets. Remember only one of you goes at a time, and I want you to keep track of your points. Now does anyone have any
questions. Ok great!, so lets now go back to our polyspots and begin kicking at the targets.
Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

Transition, or Closure)
TransitionAfter kicking at open targets the students will practice dribbling the ball on
open space

Students will come in and

for a semi-circle around
the teacher and be
reminded on the cues of
dribbling which they had
learned in the previous
lesson. In addition to
addressing safety issues of
keeping ones head at all
times, making sure they
are watching where they
are going

1-min

Script

Time
(min)

5-6
min

Script

Time
(min)

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
Dribbling in self space- (Extension)
Students will practice dribbling in self space, focusing on keeping control
of the ball at different speeds
Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

Students will come in and

for a semi-circle around
teacher and be reminded
1. Tap, Tap
of dribbling cues, once
2. Inside/Outside
students view teacher
3. Open spaces
demonstrations, they will
go out into self space and
begin dribbling the ball
All of you did a great job!, you all received a lot of points on the last activity. Now we are going to practice moving with the ball in open space. T
do this we are going to go between two different speeds. When I say go slow I want you to pretend you are a big semi-track and go slow
throughout general space when I say go fast I want you to pretend you are a race car, and move quickly throughout open space. Remember though
you need to keep your dribble at all times as this is your engine, and you need to keep it ruuning at all times. Now does everyone understand
Great! So I want you to all go grab a ball and get in your open space once you have done that you may begin moving in open space,

Student Activities
(For each task add at least one idea for

Goal Orientation
(Instant Activity, Informing,

Performance Cues

Standards
&

Organizational
Arrangement

intra-task variation or teaching by

invitation)
Closure

1 min

Script

Extension, Refinement,
Application, Assessment,
Transition, or Closure)

Objectives

(include Grouping &

SAFETY)

Students will form a semicircle around teachers and

Teacher will have students come and debrief on the days activity
will be given feedback on
performances as well as
insight into next lesson
You all did a great job today, Now what were some of the cues for kicking a stationary ball..(waiting for student responses) (shoelaces, behind
the ball, beside the ball) and what are some of the cues for dribbling (Tap, Tap, inside/outside, open spaces) We all had fun being here today, and
we look forward to seeing you all again at the end of the week to continue or unit on kicking. You all have a great day!