Teacher Candidate(s): Christian Mangerian School: Victor Date: 9/14-15/2022

Intermediate School
Grade: 4, 5, 6
Unit/Activity: Soccer
# in class: 25
Central Focus (entire lesson segment):
Students will learn the skills of instep or passing or shooting while moving.
Lesson Focus: Instep passing/kicking

Lesson Plani National Outcomes (Code + Text):

3 of 6 NYS/National Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed (S1.E18.4)
Standards
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 maturing movement concepts, locomotor and/or manipulative skills in a variety of physical activities.
(NY .S2.1.5)
Objectives
Assessment Tool Length of class: 40 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor In station 2, students will demonstrate correct instep passing by Command
1/1 Observation Practice
Domain completing 5 accurate passes. Reciprocal
Self-Check
Affective Throughout the lesson, students will encourage each other during Inclusion
4/4 CFU
Domain the games by using respectful and positive language to each other Discovery
Problem Solving
At the end of class, students will recall different instep passing cues Cooperative
2/2 Stations
Cognitive used in each activity by naming at all three cues Jig-Saw
CFU
Domain List of Pass, Trap, Receive, Inside of the Foot, Outside of the Foot, Follow
Academic
Language Used Through, Center of the Ball, Stationary
Fitness Objective Equipment:
Health/Skill 3/3 10 large cones
PM/Cogn 10 small cones
6 circle cones
Common Core CC Standard 10 soccer balls
Standards 10 hula hoops

I will work safely with my group members, kicking only when and References(e.g. Book, course packet, pg #, complete web address URL):
Safety Statement / https://openphysed.org/curriculum_resources/soccer-skills
where it is safe and appropriate.

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.
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
Standard 5: Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression.
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall
wellness.
3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
expression, and/or social interaction.

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

3 person tag, the first person will be the runner and the second will be the tagger. When the tagger gets the runner, they become the
Instant Activity 5 min Squad spots
runner and the third person is the tagger now and the first person goes back to their cone.

Transition
Intro- Hello everyone, my name is Mr. Mangerian and today will be the third day of our soccer unit. We will start by focusing on
Introduction, working on passing while moving or also called a instep pass
Signal for SFA- Stop, drop, and listen
Attention, 5 min Squad spots Hook- Learning the instep pass is a critical skill in developing your soccer skills as it is a commonly used method to build fast
Hook, counters or scoring opportunities.
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 and respect the teacher
Teachers/class will walk outside to the soccer fields together and students will stand along the sideline and wait for the demo of the
Transition
instep to be shown

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 instep passing critical elements and will build into the use for “windows” which will be the first station. Safety/Reminders:
In windows students will partner up and work to dribble through the activity area, making as many passes as you can through  Do not kick a ball to
open “windows” (cones). Students must pass through a new window with every pass Each time they hot a cone their score will someone who isn’t
7 min Task #1 go back to zero. ready for the pass
 You are not shooting the
Body of Lesson ball, you are passing it
(Lesson Focus)
b. Students will work on developing their instep 1. look ahead
< S S S. S. > Easier – Make a larger space between cones or
and dribble skills by working to move around the 2. inside foot to center
S. < >. < > walking space only AL- Follow Through and Center of
space and pass to each other to reach their highest of ball
S. < > <> the Ball
score. 3. follow through
<. S S S > Harder - smaller distance between cones
Students will stop where they are, drop to a knee, and listen the new instructions where they are rotating to
Transition
7 min Task #2 a. There will be a demo of instep shooting cues and clarify where to hit the ball to either keep it on the ground or lift it. This game Safety/Reminders:
will have the first person in line does not have a ball and will take 3 large steps to the right of the kicking line. The second  Do not kick a ball to
person in line will take a shot on the goal. As soon as a shot is taken, the person waiting to the right will act as a chaser, running someone who isn’t
to collect the ball. The chaser will then go around the activity area to get to the back of the line. The person who just took a shot ready for the pass
will become the next chaser and will collect the next shot taken. Continue this rotation until you hear the stop signal
 Watch for the chaser
 getting the ball from net
 Do not shoot if someone
is Infront of the you
b. Students will learn their instep kick skills by to 1. step to ball Easier – Make a larger net or move closer to net CFU- where do you go after you
S
receive a pass and then take a shot on net 2. shoelaces shoot the ball?
S
3. follow through Harder move farther from net or aim for specific AL- outside/shoelaces
C^ ^
spot
Students will stop where they are, drop to a knee, and listen the new instructions where they are rotating to
Transition
a. 3 person tag but with a soccer ball, the first person will be the dribbler and the second will be the defender. When the Safety/Reminders:
defender touches the ball they become the dribbler and the third person is the new defender now and the first  Do not kick a ball to
person(dribbler) goes back to their cone. This will continue until time is up. The defender is only allowed to walk when someone who isn’t
7 min Task #3 trying to catch the dribbler. ready for the pass
 You are not shooting the
ball, you are passing it
< >SSS b. Students will work on reviewing their dribbling 1. Tap the ball Easier – make a larger space to dribble
S S skills 2. Eyes up
< > Harder – defender must steal ball or allow jogging
Transition Students will stop where they are, drop to a knee, and listen the new instructions where they are rotating to

Task #4 a. Passing lines, students will each start at a cone and stay at their cone for stationary passing. Safety/Reminders:
 Keep your eyes up
 Do not kick a ball to
someone who isn’t
ready for the pass
<S S > b. Students will review and practice their 1. look to foot Easier – Move cones closer
stationary passing skills in a non competitive 2. non-kick next to ball
environment and just focus on practicing the skill 3. step to target Harder – Move cones farther or add third and
< S S > 4. follow through make triangle

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 instep passing and shooting.
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

Lesson Plan Component
Column: time
Column: organization
Column: adaptations,
assessments, reminders,
CFUs Academic Language
Alignment
Instant Activity
Transition
Introduction
Fitness Activity
Body of Lesson
 Tasks
 Cues
 Variations
Lesson closure
Evaluation of lesson
 Pre-planning
 Post-planning
 Teacher reflection
notes
Instructional supports
Section 2: Lesson Activities
Directions Course/s
Provide a range of estimated time for each task presented EDU 255
A “map” of S and T placement, if space is limited, attach supplement EDU 255
Explain the protocol (management of students, equipment, time and space) used in each assessment. Describe CFU procedures; write EDU 255
out specific questions.
PED 434
Show the alignment between task, objective and assessment.
PED 356
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
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
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
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
aligned to your fitness objective. PED 382
Include the full (words and #) National Outcome! EDU 355
Describe the task with enough detail so someone else could teach it.
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
EDU 255
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
Review lesson; check for understanding, hook to the next lesson. EDU 255
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.
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
From the data and post planning, what can you do as the teacher moving forward to the next lesson? Teacher reflection includes
what worked, what didn’t, why, and what to change. EDU 255
PED 434
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