Teacher Candidate: _Clinton___

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title ____Shooting___________________________________________________________
Unit _____Basic Futsal skills and games____________________________ Day# _______4____________
Grade level(s)/Course ___3rd-6th ________________________
Date taught )____Febuary 5, 2015______________________
Textbook, Instructional Program, or Web Resource referenced to guide your instruction
Title https://flyingmuffin.wordpress.com/lesson-4/
Publisher
Date of Publication
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
Lake Bluff Elemantary school class size 25 with 2 sections of Mac 2 and Mac 3. Throughout the lesson we will be using cooperative learning while
the students participate in kicking manipulation skills and games.
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
This unit is an 7 day unit on Futsal/soccer skills. Each class is 30 minutes long with intro, main, and closing activities.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
All students in the classroom have IEPs and are accompanied by a peer helper or aid. The students will be broken up into small groups allowing
them to get more practice with kicking. Place more skilled students in same groups and less-skilled students in same groups to make the playing
field more even.
List any other special features of your school or classroom that will affect the teaching of this lesson.
By having smooth transitions and bringing the class in close it will help eliminate some of the distractions when giving instructions to promote a
LRE.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total # of students___25______
# of Males____13______
# of Females____12______
Special Needs Students:
Number of
Accommodations and/or pertinent IEP Objectives
Category
Students
Students with IEPs
The two students in the class that have IEPs will have either a peer or
Male with Downs
paraprofessional helper guiding them through the class. If the students get
Syndrome
2
over stimulated they can go on the stage and ride the stationary bikes until
Female with Spina Bifida
they calm down. The student that has Spina bifida has an assisting specialized
walker that allows her to walk alone with the rest of the class.
English Language Learners

Gifted and Talented

504

Student will have an interpreter signing during lessons. Different instructional

strategies will be used such as visual aids and videos demonstrating proper
techniques. Student will be able to refer to the white board for directions and
teams to help them get through lesson.

Autism or other special

needs (EmotionalBehavioral Disorders)

Use information here to complete the DifferentiatedInstructionand Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON

Content Strand Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Enduring Understanding and/or Essential Question

The students will apply the skill of shooting with the inside of the foot during the game of knockdown and bombardment after reviewing cues taught
in the beginning of class.
GLE and Symbolic Notation
DOK = Depth of Knowledge
1:4:A2 Demonstrates balance and body
control while moving at different speeds
while manipulating a ball of different
sizes.
4:1:B1 Passes and catches a variety of
objects with a partner while stationary
and moving.

Level 2 = Basic Application of Skills/Concepts

Level 2 = Basic Application of Skills/Concepts

Level 2 = Basic Application of Skills/Concepts

4:1:B3 Manipulates a ball at moderate to

fast speeds, while maintaining control of
the ball in drills and game play.
Student Learning Outcomes
Psychomotor- The student will be able to implement the basic principles of dribbling, passing, and shooting during a game of bombardment
showing their understanding of manipulation skills related to soccer.
Cognitive- After reviewing the health- related components, the students will recognize the benefits of soccer as they relate to the students overall
health.

Affective- TSW comprehend the importance and the health benefits of reaching their goal of 20 minutes in their MVPA by the end of the class
period, after the lesson on shooting.
Academic Language Content specific terms:
follow through towards target, plant opposite foot, shooting, passing,
dribbling, inside of your foot

Process terms:
actively engaged, decision making, active listening, demonstrate,
implement, reviewing comprehending

Prior Learning/Prior Thinking

I predict my students while kick, will use their toe instead of proper technique of using the inside of the foot. To eliminate this, I will demonstrate the
proper technique while giving cues before starting the activities.

ASSESSMENTBEFORETHELESSON
Pre-assessment
InthebeginningoftheclassIwillaskthestudentsafewquestionsrelatingtokicking
Whatarethebasiccuestoshooting?
Howdoesourwarmuptodayrelatetothehealthrelatedfitnesscomponents?
Cansomeonedemonstrateashot?
Whataresomebasicrulesofsoccer?
Theseandotherquestionswillhelpinformmeofmystudentsabilitiesandknowledge.Thiswillgivemeabasicstartpointandwillhelpmefocus
onwhattoworkonthemost.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

1.

Skill Development
BasicSkillInstruction

Fitness Benefits

Life Skills
5. Effort
TSW be evaluated on a 0-4 point scale based on their
effort throughout the period by recording their MVPA
through the use of their pedometers.

TSWdeveloptheirshootingskillsduringthewarm
3. SkillRelatedFitness
upKnockDownafterwatchingthevideoclipon
TSW practice the skills of coordination, reaction time, agility, and
properformandtechnique.
speed throughout the lesson by dribbling, passing and shooting,
2. ApplicationofSkills
while participating in Bombardment.
6. GoalSetting
TSW use the proper shooting skills during the
warmup preparing them for the final game of
TSW set a goal as a team during knockdown to
Bombardment. This is characterized by shooting the
successfully knock down half the pins before the other

soccer ball with the inside of the foot to direct the

ball toward the pin in order to knock them down.

4. HealthRelatedFitness
TSW improve their cardiovascular and muscular endurance by
staying in their MVPA during Knockdown and Bombardment.

Introduction
Total time: 5 minutes
LessonObjective(s):4
Introductionofshootingteacherwill
introducethebasicshootingtechniquewitha
shortYouTubevideotogetthestudents
interest.https://www.youtube.com/watch?

Formations / Cues

Insideofthefoot
Followthrough
Keepballonground(NoLifts)

v=RmeEVsRv5xA

Afterthevideotheteacherwilldemonstrate
thepropershotandthenhavestudent
demonstratewillexpressingthecues.

team does.
7. Communication
TSWneedtocommunicatewiththeirteammatesinorder
tobesuccessfulinknockingdownotherteamspins
duringthegamebombardment.

Assessment

Observation along with questions for

understanding.
1. What part of the foot do we use when
shooting, passing, and dribbling?
2. We want to follow through towards our
what?
3. Will there be ball in the air?

Planned Transitions TSW gather around the

three point line facing towards the teacher. The
teacher will demonstrate the basic technique of
shooting with the inside of the foot when
knocking down the pins. The students will all
grab a ball and will need to hold on to it until
the teacher blows his or her whistle. Students
will be split up by color of ball. Red and blue
balls are team one and green and yellow team
two.

Main Activities /
Total time: 20 minutes

Formations / Cues

Assessment

Lessonobjective(s):
Knockdown: Two teams will be shooting at
their own set of 10 pins. The team that knocks
down all 10 pins first wins the game.

Planned Transitions TSW line up on the half

courts line in designated by the color of the
students ball that they are holding . Teacher
will then explain the game of Bombardment
and designate what team is in what grid.

*Remember to keep ball on ground by use inside of

foot while following through towards target. This will
insure more accuracy.
- Students will start shooting at their pins on the
baseline from cones that will be lined up across the
free-throw line. After a few games depending on
how quick, the cones will be moved back a few feet
to challenge the students.

Correct form will be observed through

observations, which is characterized by
shooting the ball with the proper form based on
the scoring rubric.
Questions for understanding
What is the goal of the game and what do you
do when your team has knock down all the
pins?

Each team has their own grid and set of pins to

defend. A team is eliminated when all of their pins
have been knocked down (even by accident). The

Pedometers
Half way through Bombardment has students
freeze and check their pedometers ask them if
(ie: with at least one pin up) when all the other
they are close to their 20 minutes in their
teams have been eliminated.
MVPA.
Bombardment: There will be four team split

Round #1: All players on all teams must stay

Questions for understanding
into four different corners of the court. The
in
their
grids
and
to
even
after
your
team
has
Why dont we want the ball to be flying in the
teams will have four pins set up in their area.
Once all pins are knocked down, the only way
been eliminated you can knock others ball off air?
to set them back up is to do a specified
Can we pick up the pins if they are knocked
the cones.
exercise. Modifications will be added to game
down?
throughout.

Round #2: 1 player at a time from each team During round 3 how can you set your pins back
up?
may enter the grids of the other teams, but
object of the game is to be the last team standing

players can defend by knock balls away from

opposing players that come into their grids.

Round #3: All players from all teams may

move wherever they want in the area (the
grids are ignored), but this time cones that are

Planned Transitions Have students put away

knocked down can be set back up if the whole

equipment properly and in correct bucket.

Then have the class come to center court
(count down from 5). We will have a few
students demonstrate the proper technique of a
shot. During demonstration teacher will ask
students questions to check for understanding
on current skill and past skills.

Cooldown /
Totaltime:5minutes
Lessonobjective(s):
Pickupequipmentandmeetathalfcourt
(circleup)to

team does an exercise that is posted on the

board.
Emphasize proper passing technique and safety
concerns especially keeping ball on ground.

Formations/AssessmentStrategy
Questionstodiscusswhileathalfcourt
Whatpartofthefootdoyouuseforshooting,passing,anddribbling?
Whatactivitydidparticipateinthatworkedonourcardiovascularendurance?
Whatactivitydoyoufeelgotyourbloodpumpingthemostandwhatorganpumpsourblood?
(Pedometerrecording)

Assessment at the end of the lesson - Assessment will take place throughout the entire lesson. Students will learn the proper techniques for shooting a soccer
ball and will have the opportunity to practice those skills during the activities. The activities will also give the students practice on previous skills. Observation
will take place by the instructors to see they understand the steps to perform the task. Students will be assessed through question and answer at the end of the
lesson. Students will be assessed on activity level by observation and by the use of pedometers.

Needs to be in their MVPA for 20 minutes of the class to receive a 4.

4-Student fully participates with maximal effort (20 +)
3-Student fully participates with good effort (13-19)
2-Student participates but with poor effort (6-12)
1-Student participates with minimal effort (1-5)

0-No participation (0)

Formative pedometers
Summative 0 to 4 scaling rubric

Equipment needs
20Soccerballsvarietyofcolors,20cones,20Pins

Safety Considerations
List any and all safety concerns that you need to make the students aware
*this need to be spoken to the class before the activity begin!!
Be aware of the pins that you dont trip and fall over them during bombardment and
knock down. Watch out for classmates so you dont collide with them. Watch out for
flying balls so you dont get hit in the face.

DifferentiatedInstruction
Modifyequipmenttakingairoutofsomesoccerballstomakeiteasierforcontrollingandpassing
Modifytaskkickingastationaryballinsteadofmovingball
Modifyinstructionstudentwilldemonstratebasicdribbling,passingandshooting.

ClassroomManagement/DemocraticPractices
To create a positive learning environment students of the special population will be placed with peer helpers. While giving instructions students will
be brought in close so they can hear and view the demonstrations given during class. Students will hold on to the soccer balls when teacher is giving
directions. When music starts it signals the start of the activity, when music stops it signals that everyone should freeze.
The students will be grouped randomly to be sure that teams are fair and may be moved to a different group if a problem occurs or if it will benefit
the students.
Activity Formations and or field diagrams: First diagram is Bombardment and second on is knock down

xxxxxxxxxxxxxxxxxxxxx

=Pins
x= Students

Possible Community Resources: by practicing the skills of passing, dribbling and shooting will prepare them for any extracurricular activities
like: Special Olympics soccer, or any other activity outside of school.

Supplemental materials: *this is where you need to place any information or document that a substitute would need access to teach this lesson.
(i.e. student worksheets, checklists, rubrics, station instructions)
Teacher assessment rubric
Needs to be in their MVPA for 20 minutes of the class to receive a 4.
4-Student fully participates with maximal effort (20 +)
3-Student fully participates with good effort (13-19)
2-Student participates but with poor effort (6-12)
1-Student participates with minimal effort (1-5)
0-No participation (0)

Pedometer
Log Sheet

Monday
(daily steps and
MVPA)

Week 1
Date:_______

Week 2
Date:_______

Week 3
Date:_______

Week 4
Date:_______

Tuesday
(daily steps
and MVPA)

Wednesday
(daily steps and
MVPA)

Thursday
(daily steps and
MVPA)

Friday
(daily steps and
MVPA)

Weekly steps and

MVPA total