William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name John Gallucci Date 7/30/20 Lesson # 4 of 6

Unit Soccer : Kicking Grade 3-5 Duration of Class 45 minutes

Central Focus of lesson Give and go

Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domain (Formal
(P,C,A) NCAS NJSLS Objective(s) Assessment tool(s)
Informal)
SWBAT perform 3 of the 4 different biomechanics that relate to both Jazz
DA:Cr 2.5.8.A.
P dance learned in previous lessons and soccer techniques used commonly F Teacher Rubric
1.1.6 4
(Kick ball change, Pivot turn, Grapevine, and Jazz square).
DA:Re 2.5.8.B. SWBAT explain the different strategies we used to get open shots at the
C F Exit Slip
.7.1.7 1 pins ( Give and go passes, Jukes, Pivot turns, fake kickball changes).
SWBAT demonstrate teamwork and cooperation with their peers by
2.5.8.C.
A working together and completing all tasks without having to sit out during I Teacher Observation
1
the entire lesson

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☐ CRP 1 ☐ CRP 2 ☐ CRP 3 ☐ CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 7 ☐ CRP 8 ☐ CRP 9 ☐ CRP 10 ☐ CRP 11 ☐ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Incorporation of Jazz dance and vocabulary as well as developing offensive soccer tactics.
Vocabulary ☐ Pivot turns, Jazz square, grape vine, Chasse, kickball change, give and go
Everyone is it using Chasse and pivot turns, 4 corner soccer using jazz square to defend, 3 v 1 with kickball changes and give
Syntax ☐
and go, 3 v 2 using pivot turns, Final 4 corner game using everything they learned in class.
Discourse ☐ SWBAT use Jazz dance steps throughout all the activities in the class.

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
 Task Development Teaching Points Planned Supports
Describe each task in detail. Include, organization (drawing or Cues, critical questions, Include supports for whole group and/or individual
Time in writing), transitions, modifications, technology use as talk phrases used to and/or specific learning groups
(min) needed. support instruction
(Indicate instructional strategies in parentheses)

Introduction (includes instant/fitness activity; create new rows as needed)

Every student is a tagger. The object is to tag other While Jogging, running, Decrease reentry exercises
players without being tagged yourself. Students who are or skipping have the Have a safe zone where students can go for a
tagged must move outside the teaching and playing space kids incorporate pivot limited amount of time
to perform a reentry activity (i.e., 3 pushups, 5 squats, etc turns to change Change the number of times you must be
Everyone’s It - teacher selects). If two players tag each other direction when they tagged before you must move outside the space
simultaneously, they are both tagged, and must move want to turn around Allow some students to just be taggers and earn
3-5 minutes outside and complete the reentry activity. Progression: (Step with one foot and a “power up” which makes them invincible to
Minimize the space in which students can play. Change turn the opposite being tagged (for a limited amount of time-
the locomotor movements based on safety. Start with direction). designate with pinny or other visual cue)
skipping, Chasse, sliding, or power walking, and move to
jogging.
Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
4 Corner Jazz square to defend-
soccer untraditional but
(Doesn’t defenders must move in Students will be allowed to only use the
Have to be The students will be divided up into teams of 5 or 6 and this formation to defend. grapevine movement if they struggle using the
only 4 there will be 4-6 teams. Each team has a designated area (one step to the side, jazz square to defend.
teams) where they must defend 6 pins in their zone. Each team then forward then cross
gets one ball to pass to their teammates and to try to the other leg behind and We can also divide the game into 2 halves of
5-8 minutes knock down other team’s pins. Teams must shoot from back. This should be a the court so it is not the entire class playing
outside the shooting area. Once the music starts the teams circular movement). each other. This will allow for more repetitions
start. The team with the most pins standing wins the if needed.
game. Grapevine- This is the
other biomechanical
movement the students
can use to defend.
(moving from side to
 side while crossing their
feet behind the other).

Which teams were successful?

Why do you think you were successful?
Guided
What did you do to get open shots?
Discovery
What did teams
2-3 minutes

Fake kick ball change-

Instead of doing a full
Each team goes back to their designated area to play a 3 kick the student stops
versus 1 game. In this game we have 2 offensive players, their kick and switch leg We can change this to have no goalie if some
2 defender with each defender being a goalie in separate positions to change students are not getting enough scores. We
goals. In this drill we want to emphasize give and go and direction of the kick. could also install a 3 pass minimum rule to try
Soccer
using fake kickball changes to get the goalie to adjust to to get more students involved.
Shootout
one direction or the other. Every 2 minutes there will be a Give and Go- Player at
5-8 minutes
rotation so all the students get opportunities to play top of the key passes to
offense and defense. the wing a drives
straight to the goal and
get the ball back again

This game has no goalies but now there are more Pivot turns- When
defenders to disrupt the passing unlike before. In this we driving straight to the
Pin want to emphasize pivot turns to adjust and knock over goal use a pivot turn to
Knockdown the pins. Remaining in their groups the students play 2 on turn 180 to create open
5-8 minutes 2 with one point for every pin knocked down space for a pass.

Finally, the students go back to playing the game at the

Final Corner beginning of the class. The added rule is that they must
soccer game use the give and go technique at least once before trying
to knock down the pins. The team with the most pins
8-10 mintes standing wins the game. The defenders will have the same
restrictions as before where they must use either the Jazz
square or grapevine to move around to defend.
Closure (includes lesson extension, summary, homework; create new rows as needed)

What were some of the techniques we used to get open

when we did not have the ball?
Questions
What was the passing scheme used to get open shots?
2- 3 minutes
When we had open shots what was the technique called
when we faked a kick?