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Microteaching Lesson Plan Template

Names: Tristan and Taylor

Date: 8/8/88
Lesson Plan

Daily Role:

Skill 1

Lesson Focus:

Kicking and Trapping

Number of

2 to 4 max


Soccer balls (2) Cones (4)


SHAPE Standards for PE

CA Standards for PE

X Motor Skills and Movement Forms


X Motor Skills and Movement

Forms (a)

____ Movement Concepts (2)

____ Health Related Fitness (b)

____ Health-Related Fitness (3)

X Psycho-Social (c)

X Personal & Social Behavior (4)

____ Values Physical Activity (5)
Lesson Objectives
Psychomotor: SWBAT to accurately complete a
pass to your partner 75% of the time.

Affective: SWBAT demonstrate desirable

social behaviors (e.g., cooperation,
sensitivity) for the duration of the lesson
by being an effective group member.

Cognitive: SWBAT to accurately recite all of the

COTS for kicking and trapping.

Health-related fitness: SWB properly

engaged with the content and be active for
50% of the lesson.

Safety considerations: Make sure to keep the ball

on the ground at all times, unless told differently.
Make sure shoes are tied. Always keep your eyes

Behavioral Contingencies: Lesson will not

start until all students are listening.
1. While Im talking youre listening.

on the ball. Keep your hands and feet to yourself. 2. Be respectful.

Progression of
Tasks Time

Introduction: 1
minute, 30


Good morning class! How is everyone

doing today? Is everyone ready to learn and
have some fun? Awesome, so today we are
going to be focusing on kicking and
trapping. We are going to work on an
exercise that will test both of these skills,
and hopefully by the end of the day, you
will have begun to become the best kicker
and trapper you can be! There are going to
be gates sectioned off by two cones. You
and your partner will try to pass through the
gates to the other side of the line to your
partner. Before we get into any more detail,
please let me tell you the cues of kicking
and trapping a ball. The cues for kicking
are: 1. Plant foot toward target 2. Swing
back leg 3. Contact with instep and 4.
Follow through. The cues for trapping are :
1. Eyes on ball 2. Toe toward the sky and 3.
Squash the bug nicely. So now we are going
to get you into partners and begin to work
on these skills. Is everyone ready? Alright,
lets go.

Goal Orientation or
This task will address
SHAPE standards 1, 4 and
CA standards a, c.
The goal of this task is to
ensure that all students
know the COTS for the
kicking and trapping and
the basics on how to
perform those all while
being a supportive

Introduction Students will create a circle. Teacher will be part of the circle.

Progression of
Tasks Time

Lesson Core
3 min.


I will focus on three communication

behaviors during this task.
1. Encouragement: Praise effort and
participation during task!
2. Feedback: Provide general (e.g., good
job! and specific feedback (e.g., Remember
keep the ball on the ground and instep)
3. Student Questioning: What part of the
foot are you supposed to kick with? What
must you remember when trapping the

Goal Orientation or
This task will address
SHAPE standards 1, 4 and
CA standards a, c.
The goal of this task is to
ensure that the children
know the basics of kicking
and trapping by passing the
ball through the gates to
their partner.

For the lesson core I will be actively moving and monitoring the task!
Students will remain at the cone that we designate for them, and pass back and forth to their
specified partner.

Progression of
Tasks Time

Closure 1


Alright class, did everyone have fun? Nice,

Im glad you guys had fun and am very
pleased with your participation today! Can
anyone remind me of the COTS for
kicking? Awesome! What about the COTS
for trapping? Can I get two volunteers to

Goal Orientation or
This task will address
SHAPE standards 1, 4 and
CA standards a, c.
The goal of this task is to
ask the students to recite the

show me how to kick and trap a ball

together? Okay class you guys have done a
great job! High Fives! Now lets get ready
to move to the next station!

COTS of kicking and

trapping and being a good


For the lesson closure students will remain in the lines that they were put in at the start of
the passing sequence.