Lesson Plan

Lesson Title: Introduction to Soccer (passing, throwing, defense)

Grade: 9 Co-ed Course: PPL10 Date: October 22, 2016

Unit: Soccer Strand: Active Living & Movement Competence

Reference: The Ontario Curriculum Grades 9 to 12 - Health and Physical Education

Time: 75 minutes

Lesson Plan Description:

To introduce the unit of soccer to we will start with a quick YouTube video to hook students. Students
will then gather into small groups to think-pair-share about key skills to be successful in the game
of soccer. They will share what they come up with the class as a whole. The teacher can create a
concept map with this information on chart paper to display in the gym throughout the unit. After
this, the teacher will go over learning goals for the days activity with use of chart paper (this should
be created before class). This will be posted on the gym wall as well for reference.

For the activity, students will start with a simple warm up through playing a quick low organization
game (GLO) which incorporates rock, paper, scissors and a physical activity. There will be three main
skills worked on in the lesson: passing and receiving a soccer ball, defensive skills, and an
introduction to throwing. For passing and receiving there will be a quick demonstration with
explanation and then students will pass with a partner applying these skills. They will then
participate in a group passing drill. The next activity will look into defensive skills. Students will once
again have a demonstration and explanation followed by participation in monkey in the middle and
another quick discussion. Finally, students will have an introduction to proper throwing technique.
There will again be a demonstration and students will practice proper form passing with a partner.
Finally, we will bring all of the newly acquired skills together with a game of modified soccer. There
will be a cool down and group stretching session to finish the lesson.

Safety Precautions and Considerations:

- Fully stocked first aid kit is accessible (have emergency action plan prepared)
- Determine all equipment is safe (nets, balls, gloves, etc.)
- Protective wall mats
- No jewelry
- Appropriate clothing and footwear
- Protective padding on stage (if present)
- Playing surface provides safe footing and traction (e.g. warped flooring)
- Warm-up properly before participation and cool-down properly after participation
- Students need to be aware of balls rolling
- Students need to place balls on their hips, or foot over the ball when the whistle blows
- When receiving passes, students should be aware of ball coming to them and be paying
attention at all times
- When passing, be sure the other student is alert and anticipating the pass

Materials & Resources:

Materials:
- Soccer balls (enough for half the class)
- Pinnies (2 colours)
- Chart paper
- Markers (2-3)
- Computer and projector to display short YouTube clip
- Whistle
Resources:

- YouTube Video: https://www.youtube.com/watch?v=4PE10OLJtmU

- Warm up Drill: https://sites.google.com/site/coachbrazilspeclass/dynamic-warmup-

exercises/dynamic-warm-up-drills

- Participation rubric:
http://teachingtools.ophea.net/sites/default/files/appendices/rc_rubric_31mr16_0.pdf

- Self-Assessment Chart:
http://teachingtools.ophea.net/sites/default/files/appendices/rc_target_31mr16.pdf

- Recorded Feedback and Observation Chart:

http://teachingtools.ophea.net/sites/default/files/appendices/rc_anecrec_31mr16.pdf

Curriculum Connections

Ontario Curricular Overall Expectations:

A. Active living
A1. Participate actively and regularly in a wide variety of physical activities, and demonstrate an
understanding of factors that can influence and support their participation in physical activity now
and throughout their lives.

A3. Demonstrate responsibility for their own safety and the safety of others as they participate in
physical activities.

B. Movement Competence: Skills, Concepts, and Strategies

B1. Perform movement skills, demonstrating an understanding of the basic requirements of the skills
and applying movement concepts as appropriate, as they engage in a variety of physical activities.

Ontario Curricular Specific Expectations:

A. Active living

Active Participation
A1.1 Actively participates in all aspects of the program.

Safety
A3.1 Demonstrate behaviors and apply procedures that maximize their safety and that of others.

B. Movement Competence: Skills, Concepts, and Strategies

Movement Skills and Concepts

B1.1 Perform stability and locomotor skills in combination in a variety of physical activities while
responding to external stimuli.

Movement Strategies
B2.2 Apply analytical and problem-solving skills to identify and implement tactical solutions that will
increase their chances of success as they participate in a variety of physical activities.

Learning Goals:
We are learning to:
- Demonstrate the soccer skills of passing, receiving, throwing, and defense
- Participate for the entire physical education period
- Demonstrate actions that create a safe environment

Assessment and Evaluation

Success Criteria:
- I am participating fully
- I can demonstrate the skills displayed in class (pass, receive, throw, defense)
- I am remaining safe during all activities

Assessment For, As, Of Learning:

Assessment as Learning:
- Oral
- Self-Participation Assessment Target (see reference)
- Use discussion and performance to assess (think-pair-share, one-on-one conversation in class,
concept map generation etc.)

Assessment for Learning:

- Oral/performance assessment
- Visual Observation and Recorded Feedback (see reference)
- Discussion and performance observation

Assessment of Learning:
- Oral/performance/participation assessment
- Participation Rubric (see reference)
- Understanding of concepts, physical movements, rules. Student should be actively participating
throughout physical education class.

Prior Learning:
This is the first lesson of the soccer unit. It is important to realize that students will have varied
experience with soccer before this class. Some students will have learned basic soccer skills in a
previous physical education class/team sport and others may have never played before.

Differentiation:
- Focus instruction on what the student is able to do rather than on his or her disability or special
education needs.
- Consult with the student about his or her needs and about choosing strategies that will help him
or her feel comfortable and included.
- Approach each situation on an individual basis, in consultation with the special education
teacher and/or support system and agencies, making individual adaptation in response to the
students needs, and requirements outlined in the IEP.
- Make adjustments only when necessary and consider adjustments to be temporary and fluid.
- Break down new skills and focus on building each skill in a structured progression.
- Be fair to all participants and avoid drawing attention to accommodations or modifications that
are provided for individual students.
- Make appropriate equipment available, and use specialized equipment such as balls of
appropriate sizes, colours, weights, and /or textures, when necessary.
- Adjust the rules of the activity to increase students chances of success while retaining a
suitable level of challenge.
- Give verbal cues or prompts.
- Can have someone who is struggling with a concept work with someone that is confident in a
concept to allow students to teach each other.
- Encourage participation and reward students when they show they have tried.
Vocabulary:
- Cool-down: The transitional process of returning the body to its normal state after being
physically active. A cool-down may consist of slower, gentler movements and/or stretches.

- Defense: The practice or role of preventing opponents from scoring.

- Offence: The practice or role of working proactively to gain an advantage and score.

- Follow-through: The final phase of movement, which includes the movements after the instant
when force is applied. In this phase, the transfer of weight is completed, movement continues in
the direction of action, the movement slows down, and stability is regained.

- Open-space: During game play, refers to the part of the playing area that is clear and available
for movement at any given time. Players use open spaces during games to receive passes and
move without obstacles.

- Pass: Also known as a push pass moves the ball forward with your feet.

- Receive: When you gain a ball from a pass.

- Dribbling: Using your feet, keep the ball in your possession and move it past your opponents
with small touches.

Lesson Delivery Format

Minds on: (25 minutes total)
YouTube Video/Hook:
9 mins
Start lesson with YouTube video to hook students: (can watch
less if
needed)
https://www.youtube.com/watch?v=4PE10OLJtmU
Think-Pair-Share:

Have students gather in a semi-circle. Split class into groups of 3-4 students (numbering
them off 1, 2, 3, 4). Have each group brainstorm key skills or knowledge that they 9 mins
would need know to be successful in a game of soccer. Have each group share a few
ideas as the teacher writes them on a piece of chart paper to display in the gymnasium.

**Note: this can also be used to assess students prior soccer knowledge**
Go Over Learning Goals For Lesson:
2 mins
Have premade chart paper with the list of learning goals for students in this lesson. Go
over this with students and post this in the gym for reference throughout the class.
Warm Up:
Have each student choose a partner (if odd numbers the teacher can participate).
Students will typically choose their friends, or people with similar skill level as
themselves.

Before the activity, test for understanding of the rules required for the game. Have
students raise their hand and show a thumbs up if they understand, thumbs down if 5 mins
they do not understand, and a fist if they are unsure.

Line up along the side of the gym (lengthwise). Students will play rock, paper, scissors,
and the loser will have to run and touch the wall and come back. Students will repeat
this again. After a minute, change up the rules, rather than running to the wall, have
students do 5 push- ups and then change it again to 5 burpees when they lose.
Alternatively, winners can have the punishment.
Action: (37 minutes total)
32 mins for activity - 5 mins to allow time to set up activities
1) Introductory Passing/Receiving Drills:

a) Explanation and demonstration of receiving a pass with feet

Have students gather in a standing semi-circle. The teacher will demonstrate how to
properly receive a pass with their feet using another student in the class (this may
be a student who plays soccer or who the teacher feels is competent in this skill). 2 mins

Teaching Points:
Watch that your body is square to the ball. Use the inside of foot to control the pass.
If the ball is in front of you, you can control it with a lace pass. You can control the
ball with the sole of your foot, and pull the ball back. Outside touch with the foot
can be used as well to control the ball.

b) Demonstrate a standard ground pass with the inner foot

The teacher will demonstrate how to properly make a pass with their feet using
another student in the class (teacher can ask a student who plays soccer or who the
teacher feels are competent in this skill to help with the demonstration).

Students will find a partner with similar capabilities and each pair will have one ball.
Students will line up length wise down the gym about 8 feet away from their
partner. Explain that when the teacher is talking the balls are to be under the
students foot, or in their hands. Students should not be playing with the ball when 3 mins
the teacher is speaking. Check for understanding (are there any questions) and
explain safety issues (ankle roles, concussion, etc.). Hand out balls to the students
(1 per partner). Every student will complete 5-10 standard inner foot passes to their
partner.

Teaching Points:
Turn hip outward, lift leg to the side, pass the ball with the inside of your foot. Point
your planted foot and body at the target and follow through.

Teacher can walk around and assess, give one-on-one feedback to students, and
ensure everyone is participating.

c) Passing Circle:

Students work in groups of six in a circle. The teacher will numbers students 1, 2,
3, 4, 5, 6 and have them gather with individuals with the same number in different
areas of the gym. Students pass the ball across the circle, not to the person beside
them. Students practice standard passing and receiving with the inner foot. Have 8 mins
2-3 groups in the gym at separate corners to allow for space. Remind students that
they need to be watching to ensure the person they are passing to is paying
attention prior to passing. Using names, nodding, and making eye contact before a
pass is important.

Teacher can walk around and assess, give one-on-one feedback to students, and
ensure everyone is participating.

To increase difficulty: add a second ball, then a third

2 mins
Discussion:
What made this activity harder/easier?
How did you determine who you were passing to or receive a pass from?

2) Introductory Defensive Skills:

a) Explanation and demonstration of defensive skills

Have students gather in a standing semi-circle. The teacher will demonstrate how to 2 mins
properly play a defensive position in soccer. Have students show you their
defensive stance. Ask if there are questions before the next activity.

Teacher can assess if students are participating orally and physically in the lesson.

Teaching Points: Put presser on the attacker to force them to make a decision or
make a mistake. Defend at a slight angle to control where the pass will go. Lower
your center of gravity, put your arms out.

b) Monkey in the middle:

Teacher will set up 4 pylons about 4-5 feet apart and choose one monkey for each
group.
5 mins
In the same groups of 6 used for the previous drill student will be in groups with one
ball.
Students will practice standard passing and receiving with a defender utilizing skills
just taught to them. On person will be the defender, the other students will try to
keep the ball away from the defender. Students can pass to others on a pylon that is
adjacent to them or diagonally across the square (although this may be difficult). If
the monkey in the middle intercepts the ball, the person that was passing the ball
switches with the monkey.

Teacher can assess participation and safety awareness, as well as provide feedback
to students.
3 mins
Discussion:
What made this activity harder/easier?
How did you determine who you were passing to or receive a pass from?
What did you do to get open?
How important was communication in this drill?

3) Introductory Throwing Skills:

a) Demonstrate overhead throw:

Gather students in a sitting semi-circle. The teacher will demonstrate the proper
technique for a throw in. Students gather with a new partner (teacher groups
students quickly by pointing to them in the semi- circle). Students will line up along
the gym (lengthwise), about 10 feet apart and complete 5-10 overhead throws to
their partner.
2 mins
Teaching Points: Holding the ball with two hands, bring it over and behind your
head, then step into your pass and release the ball with your fingers pointing
towards the target. Feet should remain on the ground and your toe can drag. You
cannot throw the ball straight down to your feet, follow through with your arms is
important.

Teacher can assess participation and safety awareness, as well as provide feedback
to students.
 Water break allow students a break to hydrate. If they have a water bottle in the
class this is preferable, or use the fountain in the change room. Students are NOT to
go to their lockers or to the washroom at this time. Explain to students that if they 5 mins
abuse this privilege, it will be removed and they will have to take turns going one by
one to get water and use the bathroom in the future.

Should students not need to hydrate they can gather in a semi-circle in the middle
of the gym and wait for instruction.

Teacher can gather pinnies for next activity.

Consolidation & Connection (Reflect and Connect): (13 minutes total)

a) Modified Soccer
Gather students in a seated semi-circle. Students will be split into two groups with
pinnies given to one team. The teacher can walk around and hand out pinnies to
students to determine which team they are on. This gives the teacher opportunity to
make the teams fair. Students with pinnies will go to one side of the gym, no pinnies
to the other side.
Rock, paper, scissors to determine who starts with the ball (teacher can choose 2
students to complete this).

Rules: Players need to pass to teammates to get the ball to cross the end line of the 8 mins
opposite side of the gym (this is how you score). Whichever team does not start
with the ball are defending and must try to retrieve the ball from the other team.
There must be at least 5 passes by the team before the ball can cross the line and
the team scores. If a team successfully gets the ball to the other side of the end
line, the whistle is blown. The team that was scored on then gets to throw the ball in
(from the sideline closest to where the goal was scored) to their teammates and the
game continues.

To increase difficulty: add another ball

b) Cool Down/Conclusion

Jog one lap around the gym (or walk).

Static stretches in circle: each student chooses a stretch and students holds it for 15
seconds. 5 mins

Teacher can assess who is participating and make notes on assessment forms if
needed in this time.

Teacher can inform students what we will be going over in next class (see below).
 Extension Activities/Next Steps:

Goals for Next Class:

Next class the goal will be to learn more about the rules and positons in soccer:

- Goalie, defense, midfield, forward

- Offside, direct, indirect kick
- Practice passes with the top of the foot and outer foot
- Work on receiving the ball with the head, chest, thigh and foot

Personal Reflection:

What parts of your lesson were successful in helping your students understand the Big Idea(s)?
What instructional decisions were successful in meeting the needs of all students?
Reflect on your planning and delivery of the lesson and record any changes/modifications that you might
make as you continue move forward with lesson delivery.

The Lesson:

The Delivery:
 Example Materials/Products

Success Criteria for Chart Paper:

(this should be completed before the lesson on chart paper)

We are learning to:

- Demonstrate soccer skills of passing, receiving, throwing, and defense
- Participate for the entire period
- Demonstrate actions that create a safe environment

Think-Pair-Share Brainstorming for Chart Paper:

(this can be created in class on chart paper and displayed in the gym)
**Note this is just an example** This can be used to help prompt students.

Questions: What are key skills or knowledge that you need to know to be successful in the
game of soccer?