Soccer Unit Plan Hs

Soccer Unit
Plan
(9th Grade)
Minnechaug Regional High

School
April 4th April 15th
By,
Connor McLaughlin
Unit Outcomes
Referenc
e MA CF
& NASPE
Standar
ds
by #
Content to be
taught
Assessment
Psychomotor
Perform a variety
of skills in soccer
including
dribbling,
passing, and
small-sided
games.
SHAPE:
- 1
Day 1: Dribbling
Informal
Questioning
-----------------------Teacher
questioning
(closure)
------------------------Teacher passing
assessment
------------------------Teacher
Questioning
------------------------Informal
Questioning
-----------------------Teacher
questioning
(closure)
------------------------Informal
Questioning
-----------------------Teacher Passing
assessment
------------------------Teacher
Questioning
------------------------Teacher
Questioning
(By the end of the

unit, students will
be able to)
MA CF:
- 2.17
- 2.26
--------------------------------Day 2: Dribbling
-------------------------------Day 3:
Passing/Trapping
--------------------------------Day 4:
Passing/Trapping
--------------------------------Day 5:
Passing/Trapping
--------------------------------Day 6: Culminating
Activities
--------------------------------Day 7: Modified
Games
--------------------------------Day 8: Modified
Games
--------------------------------Day 9:Game Play
--------------------------------Day 10: Game Play
Cognitive
List the skill cues
used for dribbling
and passing a
soccer ball as
well as proper
soccer spacing
when asked by
SHAPE:
- 2
- 3
MA CF:
- 2.17
- 2.26
Day 1: Dribbling Skill

Cues
--------------------------------Day 2: Dribbling Skill
Cues
(include rubrics,
quizzes, etc. in
written
materials
section)
Teacher
dribbling
assessment
-----------------------Teacher
Questioning
(closure)
Assessments/ Written Materials:

Soccer Passing Psychomotor Assessment (Grade ___)
Class: _______________________________
Date: _______________________________
Key:
+ --- Exceeds
Expectations
X --- Meets
Expectations
N --- Needs
Name:
______________
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_____
______________
_____
Class:
Points non-kicking foot

to target:
Contacts ball with

inside of foot:
Foot follows through to

target:
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Soccer Passing
Psychomotor
Assessment (Grade 9) Answer Key
Ms. Jenkins
Key:
+ --- Exceeds
Expectations
X --- Meets
Expectations
N --- Needs
Date: 4/6/16
Key:
+ --- Exceeds
Expectations
XFoot
--- follows
Meets
Points
non-kicking
through
foot
to
Contacts
ball with
Contacts ball with
Expectations to
target:
target:
inside of foot:
inside of foot:
N --- Needs
Name:
Points non-kicking foot

to target:
John B
________+__________
_________+_________
________+__________
_________+_________
_________X_________
_________X_________
Salvatore P
Grace B
________+__________
_________ X _________
________+__________
_________
X _________
_________X_________
_________X_________
Frank P
Brett B
________+__________
__________+________
John C
_________X_________
_________ X _________
________+__________
__________+________
_________X_________
_________X_________
Grace
Pessolano
_________X_________
_________
X _________
_________X_________
Luke C
_________X_________
_________ X _________
Mathew
P
_________
X _________
_________X_________
_________X_________
Caroline C
_________X_________
_________ N _________
Gabby
P
_________
N _________
_________X_________
_________X_________
Mackenzie H
_________+_________
_________+_________
Grace Proulx
_________+_________
_________+_________
_________+_________
Katie H
_________X_________
_________ X _________
Selina
R
_________
X _________
_________X_________
_________X_________
Nick H
_________N_________
________ N __________
Mike
R
_________N_________
________
N __________
_________X_________
_________X_________
Karalyn K
_________X_________
_________ X _________
Neko
S
_________X_________
_________
X _________
_________N_________
_________N_________
Nicole K
_________X_________
________ N __________
Alex
S
________
N __________
_________X_________
_________X_________
Adam K
_________X_________
_________ X _________
Ben
S
_________X_________
_________
X _________
_________+_________
_________+_________
Victor L
_________X_________
________+__________
Daniel T
________+__________
_________X_________
_________X_________
Aiden M
_________X_________
________ X __________
Brandon
V
________
X __________
_________X_________
_________X_________
Jack M
__________N________
_________ N _________
Dylan
W
__________N________
_________
N _________
_________X_________
_________X_________
Jenna N
__________+________
_________+_________
Terrel W
__________+________
_________+_________
__________X________
__________X________
Samantha N
__________X________
________ N __________
Elizabeth
W
__________X________
________
N __________
__________N________
__________N________
Michael O
_________X_________
_________+_________
Kyle T
_________+_________
_________X_________
_________X_________
Sophia W
_________X_________
_________+_________
_________X_________
Dom C
_________X_________
_________+_________
_________X_________
Noah R
Soccer Dribbling Assessment (cognitive)

Name:_______________________________________________
Date:__________________
Teacher:____________________________________________
Grade:
1. Name at least 2 things to remember to help you dribble

successfully?
2. Circle the best answer. I dribble the soccer ball using my:
a. toe of the shoe
b. inside of my foot (instep)
c. outside of my foot
d. laces of my shoe
e. Both b and c are correct.
3. I can keep the ball close to my body by using ________ taps.
4. __________________________________________is a good way to for me to

see where I am going while dribbling.
5. It is faster for one player to dribble a ball down the field then it is to
pass the ball to a player on the other side of the field.
True
False
5. What is the term used for stopping a ball by placing one foot on
top/side of it?
A) Trapping
B) Tackling
C) Stealing
D) Kicking
Soccer Dribbling Assessment (cognitive)

Answer Key
Name: Dylan W
4/4/16
Teacher: Ms. Jenkins
Grade: 9th
Date:
1. Name at least 2 things to remember to help you dribble

successfully?
Use soft taps when contacting the ball; Keep your head up to see
where you are going; Use the inside or outside of your foot to dribble
2. Circle the best answer. I dribble the soccer ball using my:
a. toe of the shoe
b. inside of my foot (instep)
c. outside of my foot
d. laces of my shoe
e. Both b and c are correct.
3. I can keep the ball close to my body by using ___soft___ taps.
4. ______Keeping my head and eyes up____is a good way to for me to

see where I am going while dribbling.
5. It is faster for one player to dribble a ball down the field then it is to
pass the ball to a player on the other side of the field.
True
False
5. What is the term used for stopping a ball by placing one foot on
top/side of it?
A) Trapping
B) Tackling
C) Stealing
D) Kicking
Affective Scoring Rubric

5 Point:
Student exhibits an excellent/positive attitude
throughout the entire class
Student is always on task and follows
instructions/directions every time
Student always changes for class and fully participates
in the warm up as well as all class activities
4 Points:
Student exhibits a positive attitude throughout most
of the class
Student is on task most of the time and follows
instructions/directions almost every time
Student almost always changes for class and fully
participates in the warm up as well as all class
activities
3 Points:
Student exhibits a positive attitude only sometimes
during the class
Student is sometimes off task and sometimes
struggles to follow instructions/directions
Student sometimes changes for class and sometimes
participates in the warm up as well as all class
activities
2 Points:
Student often exhibits a negative attitude throughout

the majority of the class period
Student is often off task most of the time and often
does not follow instructions/directions
Student is often unwilling to participate in the warm
up as well as class activities
0 Points:
Student does not change for PE and does not not
participate in the warm up as well as class activities
Unit Grading System

Effort (50%)- Students change for PE and
participate in each lesson as well as follow
directions and class rules every day.
Skills (10%)- Students demonstrate the ability
to work their hardest in each class as well as
show improvement with their physical skills
throughout the unit.
Knowledge (40%)- Students correctly answer
the teachers verbal questions as well as
written assignments regarding knowledge of
the movements, as well as knowledge of game
strategies for individual activities.
Result of Assessment:
During this 10-day soccer unit, I gave various assessments to the

students both informal and tangible, within all three domains. The
Hamden-Wilbraham area is a soccer town. Most of these students have
been playing soccer their entire lives, and it is obvious when looking at
their tangible psychomotor assessment. However, there are some
students who have never played soccer, accept for in their PE career.
The different in skill level regarding the game of soccer, at the high
school level, is pretty astonishing. Some students were able to follow
all skill cues (Point toe to target, contact ball with inside of the foot,
follow through) perfectly without even thinking about it. Other students
however would still kick the ball with their toe, no matter how many
times I would say to use the inside of their foot.
The cognitive test however, was much more even between the
students. There was not a single student who answered more then one
question incorrectly. This could be due to the constant stimulation to
soccer throughout their lives (living in a soccer town) r it could simply
be the fact that the assessment was not challenging enough for them.
Because the cognitive abilities of the students are 40% of their grade, I
did not want to give an extremely hard quiz that could have caused
their grades to drop dramatically.
The affective assessments of the class is what I mostly base the
students grade off of. By the time students are in high school, they
either have the skills and knowledge of the game or they do not. There
is not too much learning done at the high school level as apposed to
elementary or middle school. Most of the affective grades come from
attitude and willingness to participate. A student could be the most
gifted athlete but if they refuse to participate on some days and
constantly give me a hard time in class as far as management goes,
then their grade is going to suffer. At the same time, if a student is not
as athletically gifted but always tries their best to improve and always
listens to instructions and directions, that student should still receive a
high grade.
Lesson Plans:
Springfield College Daily Lesson Plan
Name: Connor McLaughlin _____________Date: 4/4/16__________Time:
9:00am__
School: Minnechaug Regional High School _______________________
Lesson #: 1______
Facilities: Soccer Field__________ Class Size: 40____ _
Grade: 9th_______
Unit/Theme: Soccer_________
Generic Level:
Utilization/Proficient
Equipment:
40 Soccer balls, 32 cones
Focus of Lesson: Soccer (dribbling)
Student Performance Objectives (SPO): (NASPE #___; MA CF
#___ ; Task/Activity #___)
By the end of the lesson, students should be able to:
(P) Perform the correct soccer dribbling using the appropriate skill
cues 8/10 times when asked by the teacher. MA CF-2.20 , SHAPE- 3
(C) List the correct skill cues for soccer dribbling 9/10 times when
asked by the teacher. MA CF-2.21 , SHAPE- 3
(A) Respect all equipment used in the lesson by only using it correctly.
MA CF-2.26, SHAPE- 4
Check each objective is it specific? Is it achievable? Is it

developmentally appropriate?
Teacher Performance Objectives During the lesson the
teacher will:
1. Explain safety and rules of all activities.
2. Keep students from being off task by having a variety of
activities and extensions.
3. Give positive specific feedback to the students.
Special Considerations What are the safety concerns? What is
unique about the students in this class?
Be alert of safety issues including knowing where other students are at
all times.
References: http://coachingsoccer101.com/drills.htm
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
0-10 Attendance- Students will
SSSSSSSSSSSSSSSSSS
min enter the gym and become
SSSSS
seated for attendance.
T
-Students will go to the locker
room to change.
10SSSSSSSSSSSSSSSSSS
40
Warm upSSSSS
min -Students will follow the
T
teacher outside to the track
before beginning the warm up.
Students will run 2 laps around S S S S S S S S
the track, in which they will
S S
walk the straight aways, and
S
jog the curves.
S
-Students will stand in a circle
S
around the teacher and
S
preform the following static
T
stretches lead by the teacher:
S
-Pull right/left arm across body
S
(deltoid)
S
-Pull right/left arm overhead
S
40- (triceps)
SS S S S S S S
45
-Lean to the right/left (groin)
S S
min -Hands in the middle
(hamstrings)
-Learn left/right foot forward
(calves)
45- -Sit down-butterfly (hips)
T
50
min
-Glutes
SSSSSSSSSSSSSSSSSS
SSSSS
Transition- Students, led by

the teacher, will walk over to
designated playing field.
5065
min
Activity 1: (Juggling/numbers)
Students will be split up into
groups of 5 and stand in a
circle with their group. Student
(1) will begin by juggling the
ball twice. Student (2) will
then juggle the ball three
times. Student (3) will then
juggle four times and the
pattern will continue. Each
student will have 2 tries to get
to the necessary number. If a
student cannot reach the
number they are out.
S
S
S
S
S
S
Sb
S
S
S
S
S
S
T
Sb
Sb
Sb
Sb
Sb
Sb
Sb
S
S
S
S
S
S
S
S
S
S
S
S
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
6580
min
Activity 2: (Knockout)
Students will each have a ball
and dribble around the activity
area. Each student will protect
their ball while simultaneously
trying to knock other students
balls out of the activity area. If
a students ball leaves the
activity area, he/she will
perform 10 toe-touches before
returning to the game.
8090
min
Sb
Sb
Sb
Sb
S
S
S
S
Activity 3: (Soccer Volleyball)
Sb
S
S
S
S S S S
S Sb S S
S
S
S
Cones will separate two

teams. Students will volley the
ball (without using their
hands) and attempt to score
on the opponents side of the
cones. The ball is allowed to
bounce once between each
volley. Students Are allowed to
volley the ball 3 times before
returning it to their opponent
(same sues as volleyball).
Transition- Students will walk

inside, and go to the locker
room to change

9:00am__
Lesson #: 2______
Grade: 9th_______
Generic Level:
Equipment:
40 Soccer balls, 24 hula-hoops, 32 cones, pennies, 12
red balls, 12 green balls
Focus of Lesson: Soccer (dribbling)

(P) Perform the correct soccer dribbling using the appropriate skill
(C) List the correct skill cues for soccer dribbling 9/10 times when
teacher will:
all times.
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
room to change.
40
Warm upSSSSS
T
S S
S
jog the curves.
S
S
S
T
S
S
4045
min
4550
min
(deltoid)
(triceps)
-Hands in the middle
(hamstrings)
(calves)
-Sit down-butterfly (hips)
-Glutes
S
S
SS S S S S S S
S S
T
SSSSSSSSSSSSSSSSSS
SSSSS

5065
min
Activity 1: (Tick Tack Toe)

Students will remain in the
same groups. Each group will
be numbered. Each group will
face another group in the
ticktacktoe contest. 6 hulahoops will be placed down in a
ticktacktoe position. Students
will have to dribble a ball, one
at a time, into each hula-hoop
and play ticktacktoe against
the other team. Teams will
switch at the end of the round.
HHH
HHH
HHH
S Sb S Sb Sb Sb S Sb
Sb S
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
6580
min
Activity 2: (Knockout)
Students will each have a ball
and dribble around the activity
area. Each student will protect
their ball while simultaneously
trying to knock other students
balls out of the activity area. If
a students ball leaves the
activity area, he/she will
perform 10 toe-touches before
returning to the game.
Sb
Sb
Sb
Sb
Sb
Sb
Sb
Sb
8090
min
Sb Sb Sb Sb Sb Sb Sb
Sb Sb Sb
S
Activity 3: (Sharks and Minos)
One student will be picked to
be the shark, while the other
students are all Minos. The
Minos all line up with a ball at
one end of the activity area,
and dribble the ball to the
other side. The shark will
attempt to steal a students
ball. That student then joins
the shark.

room to change

9:00am__
Lesson #: 3______
Grade: 9th_______
Generic Level:
Equipment:
20 soccer balls, 20 cones
Focus of Lesson: Soccer (passing)
(P) Perform the correct soccer passing using the appropriate skill cues
8/10 times when asked by the teacher. MA CF-2.20 , SHAPE- 3
(C) List the correct skill cues for soccer passing 9/10 times when asked
by the teacher. MA CF-2.21 , SHAPE- 3
teacher will:
all times.
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
room to change.
40
Warm upSSSSS
T
4045
min
4550
min

Students will run 2 laps around
jog the curves.
(deltoid)
(triceps)
(hamstrings)
(calves)
-Glutes
SS S S S S S S
S S
S
S
S
S
T
S
S
S
S
SS S S S S S S
S S
T
SSSSSSSSSSSSSSSSSS
SSSSS

Activity 1: (Pass with partner)

Students will partner up and
stand 5 yards away from their
partner and pass a soccer ball
back and forth.
Sb
Sb
Sb
Sb
Sb
----->
----->
----->
----->
----->
S
S
S
S
S
5065
min
T
^
^
^
^ s
s
s s
^
^
s s s s ^
^
^
^
Activity 2: (Circle- Soccer
dodge ball)
A circle will be made out of
cones for every student to
stand in. The teacher will
6580
min
begin by standing outside the

circle kicking the soccer ball
into the circle, and attempting
to contact each student
beneath waist level. If a
student is hit with the ball,
he/she will then step outside
the circle and join the teacher
in kicking a ball at the other
students.
8090
min
Activity 3: (Soccer dodge ball)
Students will be split up into 2
teams. Regular rules of dodge
ball apply, except students
must use their feet, and can
only get players out from the
waist down. Catching a ball
does nothing. Students come
back into the game when the
opponent who got them out,
gets out of the game.

room to change
SS
SS S S S
S
S
S
SS
SS S
S
S S S
----b---b---b--b----b--b-b--b--b-SS
S SS S S S
S
S
S
SS
SS S
S
S S S

9:00am__
Lesson #: 4______
Grade: 9th_______
Generic Level:
Equipment:
20 soccer balls, 14 pennies
teacher will:
all times.
TIM
E
0-10
min
1040
min
4045
min
4560
min
SEQUENCE OF LESSON
Attendance- Students will
enter the gym and become
room to change.
Warm up-Students will follow the
jog the curves.
(deltoid)
(triceps)
(hamstrings)
(calves)
-Glutes
ORGANIZATION
SSSSSSSSSSSSSSSSSS
SSSSS
T
SSSSSSSSSSSSSSSSSS
SSSSS
T
SS S S S S S S
S S
S
S
S
S
T
S
S
S
S
SS S S S S S S
S S
T
SSSSSSSSSSSSSSSSSS
SSSSS

Sb
S
s
S
6080
min
Activity 2: (3v1- keep away)

Students will form groups of 4.
3 students will stand in a
triangle and play keep away
from the student in the
middle.
bS
s
S
bS
s
S
S
s
Sb
REFLECTIO
N
8090
min
Activity 4: (Buffalo Run)

Students will begin at one
coned area (safe zone) and
attempt to run across the field
into the other coned area (safe
zone). Soccer balls will be
lined up along side the safe
zones. While the students are
running, the teacher will
attempt to kick the ball and hit
each student (below waist
level). Each student who is hit
with the ball will then join the
teacher during the next round
and attempt to kick the ball at
the other students.

room to change
^SSSSSSSS S S
S S S^
b
b
b
b
b
b
b
b
b
b
b
b
^
^

9:00am__
Lesson #: 5______
Grade: 9th_______
Generic Level:
Equipment:
40 soccer balls, 9 flags, 14 pennies,
teacher will:

all times.
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
room to change.
40
Warm upSSSSS
T
S S
S
jog the curves.
S
S
S
T
S
S
(deltoid)
S
S
40- (triceps)
SS S S S S S S
45
S S
(hamstrings)
(calves)
T
45- -Glutes
SSSSSSSSSSSSSSSSSS
50
SSSSS
min Transition- Students, led by
Sb -----> S
Sb
Sb
Sb
Sb
Activity 1: (Pass with partner)

Students will partner up and
stand 5 yards away from their
partner and pass a soccer ball
back and forth.
5055
min
Sb
----->
----->
----->
----->
S
s
S
S
Activity 2: (3v1- keep away)
Students will form groups of 4.
3 students will stand in a
triangle and play keep away
from the student in the
middle.
S
S
S
S
bS
s
S
bS
s
S
S
s
Sb
5580
min
_______________________
___
f(1)
f(2)
f(3)
f(4)
f(5)
8090
min
Activity 5: (Soccer Golf)

Students will form groups of
four. 9 flags will be placed
around the soccer field.
Students will each have a ball,
and attempt to kick the ball in
as few tries as possible to
reach each flag. (same rules of
golf apply, just with a soccer
ball instead).
f(6)
f(7)
f(8)
f(9)
_______________________
___

room to change

9:00am__
Lesson #: 6______
Grade: 9th_______
Generic Level:
Equipment:
6 soccer balls, 30 cones
Focus of Lesson: Soccer (culminating activity)
(P) Perform the correct manipulative skills using the appropriate skill
(C) List the correct skill cues for manipulative skill 9/10 times when
teacher will:
all times.
References: http://www.active.com/soccer/articles/the-world-cupgame-for-end-of-practice-fun
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSSSSS
SS
T
-Students will go to the
locker room to change.
10SSSSSSSSSSSSSSSSSSSSS
40
Warm upSS
T
teacher outside to the
track before beginning the
warm up. Students will run
SS S S S S S S S
2 laps around the track, in
S
which they will walk the
S
S
straight aways, and jog the S
S
curves.
T
-Students will stand in a
S
S
circle around the teacher
S
S
and preform the following
SS S S S S S S S
static stretches lead by the
S
teacher:
-Pull right/left arm across
4045
min
4550
min
5080
min
body (deltoid)
-Pull right/left arm
overhead (triceps)
-Lean to the right/left
(groin)
(hamstrings)
-Learn left/right foot
forward (calves)
-Glutes
the teacher, will walk over
to designated playing field.
Introduction- The teacher
will discuss safety issues
within each activity.
Boundaries- Students must
remain on the field, staying
away from the parking lot
and woods area
8090
min
Culminating Activity:
(World Cup)
Students will be split up
into 20 teams of two. One
team will be chosen to be
the goalies, on a regular
size net. The game will be
played on one half of a
soccer field. The game will
start with the teacher
throwing 3 soccer balls out
into the field. The object of
the game is to score a goal
by passing between you
and your teammate before
shooting on goal and
scoring past the two
goalies. Each team that
scores will step off to the
side until there are fewer
and fewer teams still
T
SS
SS
SS
SS
__________
S S
SS
SS SS
SS
SS
SS
SS
---------------------------------------SS
SS
SS
SS
SS
SS
SS
S S
__________
SS
SS
SS
playing. The last two teams

to remain on the field will
be out for the next round.
Teams that are out will
pass with their partner or
play the game of numbers
from the previous lesson,
out to the side behind the
goal.
-There will be two games
playing, a competitive
game on one net and a
less-competitive game
on the other.
Safety- students are not
allowed to shoot a ball
from inside the 6 yard box
(represented by cones)
Transition- Students will
walk inside, and go to the
locker room to change

9:00am__
Lesson #: 7______
Grade: 9th_______
Generic Level:
Equipment:
50 cones, pennis, 4 soccer balls
Focus of Lesson: Soccer (modified game)
teacher will:
all times.
References: http://coachingamericansoccer.com/youth-soccerinstructional-coaching-manual/soccer-fun-games/
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
room to change.
40
min
4045
min
4550
min
5080
min
Warm up-Students will follow the

jog the curves.
(deltoid)
(triceps)
(hamstrings)
(calves)
-Glutes
SS S S S S S S
S S
S
S
S
S
T
S
S
S
S
SS S S S S S S
S S
T
SSSSSSSSSSSSSSSSSS
SSSSS

Introduction- The teacher will

discuss safety issues within
each activity.
away from the parking lot and
woods area
8090
min
SSSSS
T
Modified game: (soccer)

teams of 5. Two teams will
play against each other in a
game of soccer (8 teams=4
fields). Each team will have
one large cone as their goal
_______________________
___
S
S
S
S
S
C
b
C
S
S
S
S
S
_______________________
___
S
S
S
S
S
C
b
C
S
S
S
S
(no goalies). To score, teams

will have to kick the soccer
ball and nock the cone over. If
a ball goes out of bounds on
the sideline, the opposing
team will take possession and
pass the ball in using their
feet. If the ball goes out of
bounds behind the cone
(goal), it becomes the
defensives ball (goal kick).
Game will go for 6 minutes
before rotating.
Safety:
-Watch for other students in
your vicinity
-Do not kick the ball above
waist level at any time in the
game
room to change
S
_______________________
___
S
S
S
S
S
C
b
C
S
S
S
S
S
_______________________
___
S
S
S
S
S
C
b
C
S
S
S
S
S
_______________________
___

9:00am__
Lesson #: 8______
Grade: 9th_______
Generic Level:
Equipment:
50 cones, pennis, 4 soccer balls
Focus of Lesson: Soccer (modified game)
teacher will:

all times.
References: http://coachingamericansoccer.com/youth-soccerinstructional-coaching-manual/soccer-fun-games/
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
room to change.
40
Warm upSSSSS
T
S S
S
jog the curves.
S
S
S
T
S
S
(deltoid)
S
S
40- (triceps)
SS S S S S S S
45
S S
(hamstrings)
45- (calves)
50
T
min -Glutes
SSSSSSSSSSSSSSSSSS
SSSSS
5080
_______________________
min
___
S
S
S
S
S
each activity.
C
b
C

woods area
8090
min

teams of 5. Two teams will
play against each other in a
game of soccer (8 teams=4
fields). Each team will have
two large cones about 6 feet
apart as their goal (one goalie
per team). To score, teams will
have to kick the soccer ball
between the two cones, below
the goalies waist level. If a ball
goes out of bounds on the
sideline, the opposing team
will take possession and pass
the ball in using their feet. If
the ball goes out of bounds
behind the goal, it either
becomes a goal kick or a
corner kick depending on
which team last touched the
ball. The game will go for 8
minutes before rotating.
Safety:
your vicinity
game
room to change
C
C
S
S
_______________________
___
S
S
S
S
S
C
b
C
C
C
S
S
S
S
S
_______________________
___
S
S
S
S
S
C
b
C
C
C
S
S
S
S
S
_______________________
___
S
S
S
S
S
C
b
C
C
C
S
S
S
S
S
_______________________
___

9:00am__
Lesson #: 9______
Grade: 9th_______
Generic Level:
Equipment:
1 soccer ball, cones (lines), 2 pairs of goalie gloves
Focus of Lesson: Soccer (game play)

teacher will:
all times.
References: http://www.syossetsoccer.org/home/683808.html
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
room to change.
40
Warm upSSSSS
T
S S
S
jog the curves.
S
S
S
T
S
S
(deltoid)
S
S
40- (triceps)
SS S S S S S S
45
S S
(hamstrings)
45- (calves)
50
T
min
-Glutes
SSSSSSSSSSSSSSSSSS
SSSSS

5080
min

each activity.
woods area
8090
min

teams of 20. Teams will play
against each other in a full
field game of soccer. 15
students will play at one time
on each team (substitutions
will occur every 5 minutes). All
official rules of soccer will be
applied. Rules Include:
-Play will begin with a kick off
by one team (and after every
goal)
-Out of bounds (sideline)= a
throw in by the opposing team
-Out of bounds (by defense on
the goal line)= corner kick
- Out of bounds (by offense on
the goal line)= goal kick
-Penalty kick will result from a
hand ball, a foul, a slide tackle
Safety:
your vicinity
game
-No Slide tackles
S
S
__________
(goal)
S
S
S
S
S
S
S
S
S
____________B__________
__
(half field)
S
S
S
S
S
S
S
S
S
S
(goal)
__________
room to change

9:00am__
Lesson #: 10______
Grade: 9th_______
Generic Level:
Equipment:
1 soccer ball, cones (lines), 2 pairs of goalie gloves
Focus of Lesson: Soccer (game play)
teacher will:
all times.
References: http://www.syossetsoccer.org/home/683808.html
TIM
REFLECTIO
SEQUENCE OF LESSON
ORGANIZATION
E
N
SSSSSSSSSSSSSSSSSS
SSSSS
T
room to change.
40
Warm upSSSSS
T
S S
S
jog the curves.
S
S
S
T
4045
min
4550
min

(deltoid)
(triceps)
(hamstrings)
(calves)
-Glutes
S
S
S
S
SS S S S S S S
S S
T
SSSSSSSSSSSSSSSSSS
SSSSS

5080
min

each activity.
woods area
8090
min

teams of 20. Teams will play
against each other in a full
field game of soccer. 15
students will play at one time
on each team (substitutions
will occur every 5 minutes). All
official rules of soccer will be
applied. Rules Include:
-Play will begin with a kick off
by one team (and after every
goal)
-Out of bounds (sideline)= a
throw in by the opposing team
-Out of bounds (by defense on
the goal line)= corner kick
- Out of bounds (by offense on
the goal line)= goal kick
S
S
__________
(goal)
S
S
S
S
S
S
S
S
S
S
S
____________B__________
__
(half field)
S
S
S
S
S
S
S
S
S
(goal)
__________
-Penalty kick will result from a

hand ball, a foul, a slide tackle
Safety:
your vicinity
game
-No Slide tackles
room to change
Rainy Day Lesson Plan

Name: Connor McLaughlin _____________Date:
______________________Time: _______________
Lesson #: ____________
Grade: 9th_______
Generic Level:
Equipment:
Focus of Lesson: Soccer (bending/curving a soccer ball)
teacher will:
all times.
References:
REFLECTIO
TIME
SEQUENCE OF LESSON
ORGANIZATION
N
0-10 Attendance- Students will enter the SSSSSSSSSSSSSSSSSSSSS
min
1015
min
gym and become seated for

attendance.
-Students will follow the teacher
over to the classroom.
Students will watch this video of

the best soccer goals in history:
1535
min
3550
min
5055
min
https://www.youtube.com/watch?
v=RQxq4zYJDFg
Curve a ball highlight videos:
v=rNlGmhFSkxw
How to curve a ball:
v=3Y8uz05MHX0
Teacher will discuss how to curve a
soccer ball, as well as the
importance of curving a ball during
a free kick.
5560
min
Bend a ball Highlight videos:
v=N5Dl5jwMf6I
6070
min
How to bend a ball:

v=FUTPb36k9SE
7075
Teacher will discuss the difference

between curving a soccer ball and
SS
T
SS
T
min
7580
min
bending a soccer ball.

Teacher will discuss the difficulty
and importance of curving a ball in
a higher level of soccer
8090
min
References:
1. http://coachingsoccer101.com/drills.htm
2. https://www.youtube.com/watch?v=I80jFWJLzyw
3. https://www.youtube.com/watch?v=vd-gPr7rRDk
4. https://www.cedarville.edu/~/media/Files/PDF/kinesiology-and-alliedhealth/Multi-Age-Physical-Education/unitplan.pdf
5. Ms. Jenkins Hand Book

Soccer Unit Plan Hs

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Soccer Unit

Minnechaug Regional High

(By the end of the

Day 1: Dribbling Skill

Assessments/ Written Materials:

Points non-kicking foot

Contacts ball with

Foot follows through to

Points non-kicking foot

Soccer Dribbling Assessment (cognitive)

1. Name at least 2 things to remember to help you dribble

3. I can keep the ball close to my body by using ________ taps.

4. __________________________________________is a good way to for me to

Soccer Dribbling Assessment (cognitive)

1. Name at least 2 things to remember to help you dribble

3. I can keep the ball close to my body by using ___soft___ taps.

4. ______Keeping my head and eyes up____is a good way to for me to

Affective Scoring Rubric

Student often exhibits a negative attitude throughout

Unit Grading System

During this 10-day soccer unit, I gave various assessments to the

Check each objective is it specific? Is it achievable? Is it

Transition- Students, led by

Activity 3: (Soccer Volleyball)

Cones will separate two

Transition- Students will walk

Springfield College Daily Lesson Plan

Student Performance Objectives (SPO): (NASPE #___; MA CF

Transition- Students, led by

Activity 1: (Tick Tack Toe)

Transition- Students will walk

Springfield College Daily Lesson Plan

Name: Connor McLaughlin _____________Date: 4/6/16__________Time:

before beginning the warm up.

Transition- Students, led by

Activity 1: (Pass with partner)

begin by standing outside the

Transition- Students will walk

Springfield College Daily Lesson Plan

Transition- Students, led by

Activity 2: (3v1- keep away)

Activity 4: (Buffalo Run)

Transition- Students will walk

Springfield College Daily Lesson Plan

2. Keep students from being off task by having a variety of

Activity 1: (Pass with partner)

Activity 5: (Soccer Golf)

Transition- Students will walk

Springfield College Daily Lesson Plan

playing. The last two teams

Springfield College Daily Lesson Plan

Warm up-Students will follow the

Transition- Students, led by

Introduction- The teacher will

Modified game: (soccer)

(no goalies). To score, teams

Springfield College Daily Lesson Plan

3. I can keep the ball close to my body by using _soft_ taps.

4. __Keeping my head and eyes upis a good way to for me to

Name: Connor McLaughlin ___Date: 4/6/16Time: