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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher
Date

Taylor Mixen
4/13/2015

Subject/ Topic/ Theme

Soccer

Grade ___5th__________

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson to the 5th grade soccer unit so it will be setting the expectations for the rest of the unit. The first day covers the first and most important skill to
play the sport of soccer, and based on observations of how the 5th grade class is completing the skills and how well they are completing the skills.
cognitiveR U Ap An E C*

Learners will be able to:




physical
development

socioemotional

X

Run /jog for a duration of 7 minutes without walking/stopping.
Sit quietly while an explanation of the skill of dribbling and passing is explained.
Work with a partner on dribbling and passing skills.
Successfully dribble a soccer ball from side line to side line of the basketball court in the gym.
Successfully pass the ball with a “2 touch” from side line to side line of the volleyball court (10 times, not
consecutive)

X R,A
X
X
X

X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start
Identify prerequisite
knowledge and skills.

Knowledge of zone defense, team work and communication from the basketball unit will be
referenced.
Knowledge of multiple forms of contact with the ball (thighs, feet, chest, head) from the handball unit
will be referenced.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):
Formative (as learning): observe and give feedback to students during activities
Summative (of learning):

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Teacher will vary
explanation

Use white board to draw
diagram of what is
expected

Demonstration given by
the teacher

Teacher and student
demo

Student and student demo

Provide Multiple Means of
Action and Expression
Provide options for physical actionincrease options for interaction

Students will have
opportunities to ask
questions after each demo

Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students can chose where
they stand on the line

Choose their partners

Choose the soccer ball
they want to use

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Students can count passes
in their native language

Count how many times
they have traveled up and
down the court in their
native language

Provide options for expression and
communication- increase medium
of expression

Students are encouraged
during the entire duration
of the lesson and to
encourage their partners
as well

Expression of thanks to
partner at the end of all
activities with a high five

Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Walking around all
students while
performing task assess
skill level and skill
competency

Take time to offer help to
students who may be
struggling

Give feedback or correct
mistakes

Provide options for comprehensionactivate, apply & highlight

Offer multiple ways to
dribble and kick the ball,
depending on dominant
hand and foot and
distance from body.

Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Short term goals of
completing the amount of
passes and times to
dribble up and down the
court

Progress monitoring by
teacher and studentsstudents keep track of
their own numbers, use
them to encourage
partners

Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Have students watch for
if their passes are going
to their partner, if not
going straight correct to
how they can kick
straighter.

With passing if student
has trouble controlling
the ball suggest keeping it
closer

Also ask students how
they think their progress
is or how they think they
can fix a problem they
are having

20-25 soccer balls (enough for each student)
Marker for whiteboard

Gym will require no set up since students will be using lines that are already on the floor for the
basketball and volleyball courts.
How will your classroom
be set up for this lesson?

III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

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Describe teacher activities
AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
 Open gym time for 5-10 minutes
 Students may choose to use equipment
from the closet, they just be doing
 Call students to clean up and group up by
something active (no standing around and
the white board
talking)
 Say “Let’s clap that it’s (insert whatever

Students put any equipment they were
day)”







Development
(the largest
component or
main body of
the lesson)



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Get students attention by saying “3,2,1,
time out please”- wait until all quiet
Share good news- alternate calling on
boys and girls to share good news from
their day, their weekend, or anything in
their life. Given roughly 30 seconds to
share. Ask follow up question to story.
Clap with students at the end of each good
news story shared. Have 4-6 students
share.
Objectives for the day are written on white
board- call on and have student read out
loud one objective, alternate boy/girl to
read objectives
First objective- students will run/jog for 7
minutes, tell students to start walking until
music starts they begin running
Encourage all students, encourage the
students who are not running even more
At the end of the run tell students they can
get water if they want it and to give 3
other students a high five and tell them
“good run, good job”
After getting water and high fiving meet
in the center circle
Begin explanation of dribbling and
passing
Dribbling is used to move the ball up and
down the field, it must be kept close to
your body, alternate kicking the ball
between two feet while running, very
gentle kick with the inside of the foot
Teacher demonstrate this skill (saying all
the key points to dribble), then have
student demonstrate the skill
Teacher asks “where do you kick the
ball”, “how hard do you kick the ball”,
”do you kick the ball with both feet”
Students told to pair with another student
and get a ball then have partners stand





using back in the closet and come and sit
next to white board
Students clap
Students hold up “t” formation with their
hands
Students that are called on share their
good news well classmates should be
sitting quietly and listening, students clap
after fellow student has shared good news
Students can raise hand to read an
objective off the board
Students stand and begin to walk waiting
for music, once music starts students
begin running
Students get water, high five, then meet in
the center circle

Students sitting in circle listening to
explanation of dribbling and passing

Students then pick a partner, get a soccer
ball and stand across from their partner on






Closure
(conclusion,
culmination,
wrap-up)

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across from their partner on the basketball
side line. Partner dribbles ball to partner
across gym, gives ball to partner then jogs
back to starting position
If students are having trouble finding
partners tell them to meet in the “lost and
found” to get a partner, if odd number
group of three or teacher pairs with left
student
Teacher walks around, correcting students
on form, encouraging hard and good
work, if students are doing well give them
a challenge, like going faster
After 4-6 minutes, “3,2,1, time out” ask
students to put ball under foot
Teacher gives instruction for next task of
passing. Passing, standing on volleyball
side lines (30 feet). “Stop and pop”
technique where you step with nondominant foot, point that foot at intended
target, bend opposite foot back at knee,
‘pop’ by kicking ball with swinging
motion through the ball, kicking ball at a
medium speed with the inside middle of
the foot, follow though the ball
Ask questions for understands, “what part
of the foot do to kick the ball with”, “how
hard are you kicking the ball”
Demo as teacher
Ask 2 students to volunteer and demo
Tell students to begin (each student should
do 10 kicks to partner, doesn’t have to be
consecutive), if students finish all 20
passes tell them to start kicking with their
non-dominant foot
Teacher walks around, correcting students
on form, encouraging hard and good
work, if students are doing well give them
a challenge, like kicking with nondominant foot
After 4-6 minutes students should be close
to and/or done with 10 passes
“3,2,1 time out” tell students to give
partner high five and thanks for being
your partner today, put soccer ball away
and line up and wait for teacher

While students are lined up and quiet, ask
questions for understanding again
“when dribbling how close do you keep
the ball to your body”
“When dribbling how hard to you kick the

the basketball side line. Partner dribbles
ball to partner across gym, gives ball to
partner then jogs back to starting position

Student stop when told, place ball under
foot and listen to further instruction

Students will raise hand if they want to
volunteer
Students move to volleyball court side
lines, still across from partner, use the
“stop and pop” method, kick back and
forth. Aiming for partner, trying to get 10
kicks per person (20 total)
Encouraging partners the whole time

Stop when “3,2,1, time out” is said, give
partner high five and thank them for being
your partner for the day, put soccer ball
away, go line up.

Students answer all the questions
successfully
Students leave the gym



ball?”
“When passing where do you contact the
ball on your foot?”
“when passing, how hard do you kick the
ball”
As teacher give small report using thumbs
up system. Based on listening, paying
attention and how well they followed
direction. (when students are lined up,
quiet and listening, tell them how their
listening skills were, show their actual
soccer skill was, how well they followed
directions) with a thumbs up, thumb in the
middle, thumbs down


Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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