Teacher Candidate(s): Christian Mangerian School: Victor Date: 9/12-13/2022

Intermediate School
Grade: 4, 5, 6
Unit/Activity: Soccer
# in class: 20
Central Focus (entire lesson segment): Stationary Passing
During the lesson, students will develop their stationary passing through games where they will learn to pass and receive, he
ball.
Lesson Focus:
Lesson Plani National Outcomes (Code + Text):
2 of 6 NYS/National
Standards Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed (S1.E18.4)
Dribbles in general space with changes in direction and speed (S2.E1.4)
NYS Outcomes (Code + Text):
Demonstrates a mature combination of locomotor, non- locomotor, and manipulative skills in a variety of physical
activities. (NY .S1.1.5)
Demonstrates emerging forms of simple strategies, tactics, and communication in small-sided games and other
physical activities (NY .S2.2.5)
Objectives
Assessment Tool Length of class: 40 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor In all activities, students will demonstrate mature trapping receiving Command
1/1 Observation Practice
Domain and passing cues within the activity area of task 2 Reciprocal
Self-Check
Affective Throughout the lesson, students will describe the social benefits of Inclusion
4/4 CFU
Domain taking part in group activities at the end of class. Discovery
Problem Solving
After each activity, students will recall different receiving and passing Cooperative
2/2 Stations
Cognitive cues that were developed in each activity by naming at least 2 cues Jig-Saw
CFU
Domain List of
Academic Pass, Trap, Receive, Stationary pass
Language Used
Fitness Objective Equipment:
Health/Skill 3/3 Students will actively engage in all activities 20 soccer balls
PM/Cogn 10 large cones
20 small cones
Common Core CC Standard 5 pinnies
Standards

During the lesson, students will make sure the person getting the References(e.g. Book, course packet, pg #, complete web address URL):
Safety Statement / https://openphysed.org/curriculum_resources/soccer-skills
ball is ready and looking at them during all passing activities
New York State Standards (2020) – Click the link to find the outcomes under each standard National Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor skills and movement patterns.
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. and performance.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
Standard 4: Exhibits responsible personal and social behavior that respects self and others. level of physical activity and fitness.
Standard 5: Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression. 4. Exhibits responsible personal and social behavior that respects self and others.
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
wellness. expression, and/or social interaction.

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives

Students will take play a game of rock, paper, scissors where if they win they go up one l level and if they lose they go to level 1 or
Instant Activity 5 min Squad spots
stay at level 1 if already there. The goal is to be the first person to get to level 5.

Transition
Intro- Hello everyone, my name is Mr. Mangerian and today will be our second day of our soccer unit. We will be starting on our
passing and receiving and start with a small, sided game. You will learn the importance of pace and force when kicking which can be
Introduction,
transferred to other sports
Signal for
SFA- Stop, drop, and listen
Attention, 5 min Squad spots
Hook- Working on your passing skills allows you to make this a more social sport for yourself and be more based around team rather
Hook,
then just one person who dribbles around.
Expectations
Expectations- I expect everyone to watch out for each other and when we are in an activity to take part by following the rules and not
to kick the ball hard towards any of their classmates
Transition Teachers/class will walk outside to the soccer fields together and students will stand along the sideline.

Fitness Activity

Transition

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
a. There will be a demo of passing and receiving cues/mechanics for the students with a focus on following through the ball. The Safety/Reminders:
demo will be walked through 3 times with cues of open up and soft pillow for receiving, and for passing look to  Keep your eyes up
Body of Lesson foot (receivers foot), step to target, and follow through. This activity will have 10 students will have a ball work  Do not kick a ball to
(Lesson Focus) 5 min Task #1 together to keep possession of the balls as long as possible. 3 students will be assigned as bandits and their goal is someone who isn’t
to knock all the balls out of the playing area. Once a ball is out it can’t come back in, the others are dribbling or ready for the pass
passing the balls to not allow them to lose the ball until there are none left.  You are not shooting the
ball, you are passing it
< S S S S S. > b. Students will continue to work on their 1. open up Easier – Add less bandits or more space CFU- what happens when a ball
S. S S S. S. S S dribbling skills or use the new skill of passing to 2. soft pillow goes out of bounds?
< S. SS. S. S. S > keep possession of the ball. 1. look to foot Harder - allow only passes or more bandits AL- pass and receive
2. non-kick next to ball
3. step to target
4. follow through
 Students will stop where they are, drop to a knee, and listen the new instructions where they are
Transition
a. For this activity student will create teams of 6 with 5 passers and 1 dribbler and in the passing circle the passers will Safety/Reminders:
make as many accurate passes as possible while the one student who is dribbling will go three times around the  Keep your eyes up
group.  Do not kick a ball to
-Who completes the most passes (faster pace and force) someone who isn’t
5 min Task #2
ready for the pass
 You are not shooting the
ball, you are passing it
AL- Stationary Pass
b. Students will work on completing passes at a 1. open up Easier – dribbler goes at walking pace
S
faster pace and develop their use of passing and 2. soft pillow CFU- What are the cues for
S. S
another method to pass faster like a one touch pass. 3. eyes on target Harder - dribbler goes at their fastest pace while dribbling? For passing? For
S S. S
4. step to target they still have control of the ball trapping?
5. follow through
Students will stop where they are, drop to a knee, and listen the new instructions where they are and I give them how they will make
Transition their teams
a. Students will take part in a 3 v 3 game where there must be two passes before they can score a goal. If the ball goes out of Safety/Reminders:
bounds it is a free pass for the opposing team. We will rotate who you are playing every 5 minutes. No player can score  Keep your eyes up
more than twice in a row, someone else on their team needs to score before they can. To score they must dribble the ball
between 2 cones.  Do not kick a ball to
10 min Task #3 someone who isn’t
ready for the pass
 You are not shooting the
ball, you are passing it
< > b. Students will work on change in direction and 1. eyes on target Easier – Lower number of cops or size o cones
S S S speed to work together to knock over all cones or 2. step to target
ss s keep them up depending on which team they are 3. follow through Harder – Increase number of cops or banks
< > on
Transition Students will stop where they are, drop to a knee, and listen the new instructions where they are.

a.
Task #4

b. 1. Easier –
2.
3. Harder -

Transition
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition

Lesson Closure,
Sat with their Students will put away all equipment that they used and meet me at the designated spot We will discuss some of the ways that
Hook to Next 5 min
teams students were able to be successful in the activities and what the cues for both receiving and passing are.
Lesson
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:
 (Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports

Lesson Plan Instructions – Delete After Planning

Section 1: Contextual Information

Lesson Plan Component Directions Course/s

Lesson plan # Indicate the # in the lesson sequence or unit EDU 255
Teacher Candidate/s Write name of teacher(s) EDU 255
School SUNY Cortland or the school where lesson is taught EDU 255
Unit/Activity List the unit or activity EDU 255
Central Focus: A statement that captures or summarizes the overarching learning outcomes associated with content standards and
learning objectives. It may not be as broad or comprehensive as a central focus used in a longer unit of instruction, but it should
Central Focus EDU 255
represent a focus beyond facts and skills. For example, the central focus for a physical education learning segment might be
executing basic basketball skills in a small-sided game.
More specific than the central focus as in what is being taught today and what are the national outcomes that are being addressed?
Lesson Focus & EDU 255
List the national outcomes (words and #) and in section 2 of the lesson, be sure to indicate where you will meet these outcomes
National Outcomes EDU 355
e.g. S1.E13.1: Throws underhand, demonstrating two of the five critical elements of a mature pattern.
Date Date or anticipated date the lesson is expected to be taught. EDU 255
Grade Indicate the grade level of the lesson. This may be a range for secondary. For example, Grades: 7th-8th. EDU 255
# in Class Number of students in the class or give a range (15-20 students). EDU 255
Length of class Total duration of the lesson. EDU 255
Indicate the NYS and the National Standards & outcomes which align with the lesson. NYS standards were modified in 2020.
NYS/National Standards Standard 1-5 for NYS and National are the same. Standard 6 is added for NYS. NYS and National standards have different EDU 255
outcomes.
PED 201 writes objectives as proposed goals. Include a situation, task, and criterion in each objective in this format:
PED 201
Objectives i.e.- SITUATION- TASK (in bold); CRITERIA (underlined). The criteria must be measurable, observable and specific.
PED 434
Affective and Fitness objectives should be THEMED based
Identify a formal or informal assessment tool for each objective. The tool must match the corresponding objective criteria. Formal
PED 434
Assessment tool assessment tool examples include: written quiz, rubric, rating scale, checklist, self-report, journal, etc. Examples of informal
EDU 255
procedures include teacher observation and CFUs. Indicate the assessment tool in the right hand column on pg. 2-3.
Teaching Styles Bold the styles used in the lesson EDU
255/355
Academic Language A list which includes the “Language of the activity/discipline”. – could include vocabulary, symbols, concepts, cues such as: “drop
EDU 255
shot”, a referee’s ‘T’ for time-out, F.I.T.T., “step w/ opposition”. The students are expected to use these terms within the lesson.
EDU 355
EDU 355 uses academic language at a higher level and goes beyond vocabulary. AL is indicated in the right column on pg. 2-3.
Common Core Standards Identify the CC standard the lesson will support. Copy from the CC website. Physical Education supports Literacy/Language Arts in
the CC. Go to: http://www.corestandards.org/ELA-Literacy/CCRA/L/  
Click on reading, writing, speaking standards and the grade on the right and find the corresponding standard - copy # and text 
EDU 355
**Connect the CC standard with your academic language task**
e.g. Grade 3 comprehension: CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the
discussion.
Equipment List all the equipment and number used in the lesson. PED 201
EDU 255
Safety Statement Brief statement or statement in form of a quote/script. Also indicate in the right column on pg. 2-3 PED 201
EDU 255
References Full internet URL; APA format on books w/ page #, references are proof of standard practice such as:
 Malmberg, E. (2003). Kidnastics: a teacher-centered approach to teaching gymnastics. Champaign, IL: Human Kinetics.
EDU 255
(pp.33-35)
 Internet site- use the FULL url!!! Like this: http://www.exrx.net/Articulations/Shoulder.html#anchor102874

Section 2: Lesson Activities

Lesson Plan Component Directions Course/s
Column: time Provide a range of estimated time for each task presented EDU 255
Column: organization A “map” of S and T placement, if space is limited, attach supplement EDU 255
Column: adaptations, Explain the protocol (management of students, equipment, time and space) used in each assessment. Describe CFU procedures; write EDU 255
assessments, reminders, out specific questions.
PED 434
CFUs Academic Language Show the alignment between task, objective and assessment.
PED 356
Alignment If you have a specific focus student or student that needs individual adaptations, you can write it in here as well.
Plan and describe a task that students will participate in upon arriving to the learning environment. May be used as a 5 minute fitness EDU 255
Instant Activity
or warm-up activity
Explain how the students will move from one space to another. Example: When I say “go”, when the music stops, when you hear the EDU 255
Transition
signal for attention…Place the equipment in the hula-hoop/ basket and meet in the circle.
Transcribe an introduction to the day’s lesson. Make sure to provide a set induction, outline, and introduce academic language. EDU 255
Hook
Introduction Signal for Attention
Overview/Expectations
Address any objectives/assessments you will expect your students to accomplish – be explicit!
Every lesson should come with an activity where fitness is EXPLICITLY taught. Explain the fitness activity here and be sure it is EDU 255
Fitness Activity aligned to your fitness objective. PED 382
Include the full (words and #) National Outcome! EDU 355
Body of Lesson
Describe the task with enough detail so someone else could teach it.
 Tasks In the first row of the task (a), explain how you will get the students engaged in the activity (through questions, or demonstration?). EDU 255
In the second row (b) you will describe the task in detail.
List cues used for the task. PED 434
 Cues
EDU 255

 Variations Add modifications to make the tasks easier and harder according to the skill level of the students. (use GLSP)…(examples: change PED 434
the time, distance, challenges, 3 of people, etc.). EDU 255

Lesson closure Review lesson; check for understanding, hook to the next lesson. EDU 255
Evaluation of lesson
 Pre-planning Name of school, date and grade (PED 201).
PED 201
Knowledge of students, community, personal assets/characteristics. What do the students know and what can they do before the
EDU 255
lesson. Include info about pre-assessment. Include a summary of previous instruction in the activity or related activities. Describe the
PED 434
present level of performance if known.
 Post-planning Analysis of student performance. What did the students learn in this lesson? Explain what your observations were or what your EDU 255
 assessments tell you. PED 434
 Teacher reflection From the data and post planning, what can you do as the teacher moving forward to the next lesson? Teacher reflection includes
notes what worked, what didn’t, why, and what to change. EDU 255
PED 434
Instructional supports Attach copies of the assessment tools, recording forms, cue cards, station cards, etc. Be sure to list and number. Remember to PED 434
include language cards you will use within your lesson. EDU 355
i
Lesson plan updated August 14, 2020 – Dr. Baert