HPE 430

Richard P. Schnars

ASU UDL Lesson Plan (Adapted from Thousand, Villa & Nevin, 2007 and Hueytown Middle School, Hueytown, Alabama) Before (Planning Phase) Learnable pieces: Cue words: (Stationary) Lightly tap ball from inside foot to inside foot. (Moving) Lightly tap ball from inside foot to inside foot while moving forward. Equipment materials: Soccer ball, cones, whistle Protocols: Stop, listen Lesson Topic and Name: Dribbling a soccer ball Content Area(s) Focus: Soccer/ball control th Step 1: Facts about the Student Learners: This lesson will be taught to the 4 , and 5th grade students. The students are participating in the Summer Enrichment Academy at a local high school. Step 2: Content (What you want students to learn): Students will learn that there is more to soccer than getting downfield to score a goal. Skills such as ball control, team mate awareness and stamina are needed. This skill will also encourages the development of social and personal skills, cooperation in pairs, small groups and the entire class. ACOS Standard Correlation: 4:2. Demonstrate throwing kicking skills by kicking while approaching a moving object. 4:6. Apply specialized sport skills in combination with fundamental movement skills in game situations. 4:10. Demonstrate positive changes in performance based on peer and teacher evaluations. 4:11. List consequences of compliance and noncompliance with rules and regulations while participating in physical activities and games. 5:6. Apply appropriate skills in sport modified games. 5:9. Identify basic rules, player positions, and offensive and defensive strategies in organized games and in sport modified games. 5:10. Explain good sportsmanship techniques for use in settling disputes Step 3: Products Showing Student Success (What you want students to do to show you they have learned the content or gained the skill? These are your evaluation instruments and the actual instruments should be added to the end of this lesson plan). 1. Psychomotor Using a skills checklist, the teacher will determine that the students can properly dribble the soccer ball around cones on 4 out of 5 tries. 2. Cognitive Using a worksheet the teacher will determine that the students understand the correct way to dribble in soccer. 3. Affective - Using a behavior checklist, the teacher will determine that the student is able to work together with other students and demonstrate a positive attitude by scoring 12 out of 16 or better.

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ASU UDL Lesson Plan

Instructional Objectives: State what students will know and be able to do after this lesson. This may be a small step toward achieving the standard. 1. Psychomotor - After appropriate instruction and practice, the students will be able to perform the correct form of dribbling 4 out 5 times. 2. Cognitive After appropriate instruction and practice, the students will demonstrate the knowledge of the dribbling and ball control by scoring 75% or better on a worksheet. 3. Affective After appropriate instruction and practice, the students will demonstrate willingness to work together and demonstrate a positive attitude by scoring 80% or better on a behavior checklist. Pause and Reflect About Specific Students: Indicate how you will Pause and Reflect about Specific Students: Indicate how you will meet the needs of any students who require unique goals, meet the needs of students who require different ways of showing multilevel objectives and/or materials? what they know. Since students ability levels are unknown before teaching this Since students ability levels are unknown before teaching this lesson, adaptations will be made as needed. lesson, adaptations will be made as needed. Step 4: Processes of Instruction (Indicate options). Instructional Formats Instructional Arrangements Instructional Strategies Social and Physical Lecture Cooperative Learning Structure Taxonomies Environments Demonstration Psychomotor Gym Practice Cognitive Groups Affective

Pause and Reflect About Specific Students: Indicate how you will meet the needs of students who need specific teaching strategies, specific support (for example assistive technology, personal assistance, cues, contracts). Since students ability levels are unknown before teaching this lesson, adaptations will be made as needed. Implementation Phase Sequence Engage: How will you open your lesson and quickly engage your students in the lesson? (This is your set use this section to motivate and inform). Include how you will make connections between past and present learning and focus students thinking on the learning outcomes of

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ASU UDL Lesson Plan

current activities. How many of you have ever played soccer? Soccer as we know it in the USA is actually called football in most other countries. Football is the most popular sport in the US, so when we think of football we think of college and pro style or our local high school on Friday nights. But, soccer is quickly becoming one of the most played youth sports in the country. Most soccer games are low scoring so it is important to know all of the aspects of soccer, not just how to make a goal. Explain: How will you present your lesson? Include what you will say, what you will demonstrate and model (I do), and how you will guide students (we do) in demonstrating understanding. After lining up students and giving each a soccer ball (if not enough available, students will be paired/grouped for the entire lesson) I will stand if front of the students and demonstrate how to properly shuffle a soccer ball from one foot to the other (I do). Cue: lightly tap ball from inside foot to inside foot. After the students have done this step (we do), I will then show the students how to dribble the soccer ball from one foot to the other and back while maintaining control of the ball (I do). Students will then demonstrate this move (we do) before being allowed to practice on their own. Steps: 1. Place soccer ball in front of you 2. Lightly tap soccer ball with inside arch of dominant foot (we will do this several times) 3. Lightly tap soccer ball with inside arch of non dominant foot (we will do this several times) 4. Lightly tap soccer ball with inside (arch) of dominant foot (left/right) to opposite non dominant foot (right/left). 5. Lightly tap ball back and forth between feet standing still 6. Now (I do) dribbling the ball in a forward motion while alternating feet. Cue: lightly tap ball from inside foot to inside foot while moving forward Once students have practiced steps 2-5 several times, the teacher will let students practice dribbling ball forward on there own in a straight line and back to starting point. 7. Beginning at the specified starting spot, students will dribble their soccer ball forward to the specific line or spot and dribble the soccer ball back. After we have done this activity, the students will break off into groups for the next activity which is a relay race while dribbling the soccer ball. 8. Each group will line up in a straight line for a relay race 9. Each person at the beginning of the line will place a soccer ball in front them 10. Upon the start cue all lines will start dribbling the ball through the cones and back to the beginning of the line, where the next student will take the soccer ball from the previous dribbler and dribble the ball through the cones. 11. Each student will dribble the ball through the cones until the last student has done it 12. Which ever team has all there team mates finish the drill first, wins. Explore: How will you provide scaffold instruction moving students to independent activities? (For Sports, this is where you list your drills). Include how you will incorporate practice in groups (you all do) and independent practice (you do).

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ASU UDL Lesson Plan

I will first demonstrate the proper way to dribble a soccer ball while using my students will continue to practice the steps under supervision with correction given as needed. Independent practice will consist of students dribbling the soccer ball in a straight line and back to original starting point multiple times. Students will continue to practice the steps under supervision with correction given as needed. For the group activity we will perform a relay race in which the students will have to dribble the soccer ball around cones. The first team in which all students of that team finish the race 1st will win. Evaluate: How will students demonstrate their learning of this lesson? Evaluation will be based upon both slow dribbling and obstacle course dribbling. See attached. Elaborate/Extend: How will you wrap up the lesson? Include how you will summarize key points, how students will reflect on and/or restate what they learned, and how you will connect this lesson to the next lesson. (This is the closure of the lesson). Bring students in, ask if they enjoyed todays lesson? Ask if any students remember the cue shuffle the ball from inside foot to inside foot while moving forward. Remind students the more they practice dibbling a soccer ball, the better they will get at it. Tell students that they will continue to learn additional soccer steps throughout the week until a full game is played at the end of the unit.

Resources Dauer, P. (1995). Dynamic Physical Education for Elementary School Children, 11th ed. Allyn & Bacon: Needham Heights, MA. Luxbacher, J. A. (2005) Soccer: Step to Success, 3rd ed. Leisure Press: Champaign, IL.

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ASU UDL Lesson Plan

Soccer Dribbling/Ball Control Rubric Levels of Quality Skill Using correct part of foot to kick ball for dribbling Uses appropriate force to kick ball in order to dribble Alternates between feet when dribbling Dribbling around cones Engagement with the group (social skill) Comments: 3 Well Done Consistently uses the area of the foot to kick Consistently demonstrates appropriate force in kicking and dribbling Alternations between feet are smooth and consistent Stays in formation for entire dribble Contributes enthusiastically and invites suggestions from others 2 Coming Along Most of the time uses correct area of the foot to kick Most of the time demonstrates appropriate force in kicking and dribbling Alternations between feet are mostly smooth and consistent Stays in formation most of the time Contributes to group and accepts others ideas 1 Needs Work Uses incorrect foot position to kick ball Rarely demonstrates appropriate force in kicking and dribbling Alternations between feet are awkward and inconsistent Rarely, if ever, in formation Participates only when encouraged
Total:

Score

2 Points Each 16 Possible Points

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ASU UDL Lesson Plan

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ASU UDL Lesson Plan

Behavioral Score Card:

Student must receive 12 out of 16 points. Behavioral Score Card Student Student demonstrates a good attitude. Student exhibits preparedness. Student shows willingness to work with others. Student put forth effort during activity. Score

Student will be graded according to this rating scale. Rating Scale: 4 points = always 3 points = regularly 2 points = sometimes 1 point = rarely 0 points = never