Documente Academic
Documente Profesional
Documente Cultură
Materials:
- Soccer balls (try to have enough for each person or at least one per two people)
Safety Considerations:
- Ensure students are wearing appropriate footwear and that their shoes are tied so they don’t
trip.
- There will be no tackling allowed. This will prevent injuries.
- Move benches or other obstructions out of the playing area.
- Teach proper technique to avoid injury.
Management Strategies:
- A whistle will be used to gather the student’s attention between drills. All students need to
keep their ball in front of their feet while the teacher is talking. No student should be fidgeting
with the ball.
Affective:
- The student should have confidence in her ability to control the ball with all parts of her body
- Should feel as part of a team.
Cognitive:
- The student should be thinking about what part of the body should be used to trap the ball.
Building a Sense of Self and Community - In physical education, students will experience multiple
opportunities to grow in all aspects of their lives, while learning to share these understandings as they
support others in achieving a balanced self. In striving for this balance, students will better be able to
contribute to the development of healthy individuals, families, and communities.
Building Engaged Citizens - In physical education, students will experience opportunities to initiate,
plan for, and lead positive change that will enhance the personal well-being of self and others.
Students will reflect on the various influences that affect decisions and engage in opportunities to
initiate and guide social, cultural, and environmental activities that will benefit all citizens.
Cross-Curricular Competencies:
Developing Thinking - Learners construct knowledge to make sense of the world around them. Their
understanding develops through thinking contextually, creatively, and critically. In Grade 9 Physical
Education, students will create, examine, express, analyze, and apply deeper understandings of skillful
physical movement, active living, and relationships and the interconnectedness of the three. Students
will begin to think contextually about movement and how it applies to, and varies during, different
experiences.
Developing Literacies - Literacies are multi-faceted and provide a variety of ways, including the use of
various language systems and media, to interpret the world and express understanding of it.
Literacies involve the evolution of interrelated skills, strategies, and knowledge that facilitate an
individual’s ability to participate fully and equitably in a variety of roles and contexts – school, home,
and local and global communities. To achieve this competency requires developing skills, strategies,
and knowledge related to various literacies in order to explore and interpret the world and to
communicate meaning. Grade 9 students will use literacies to support their deeper understanding of
self – physically, emotionally, mentally, and spiritually.
Developing Social Responsibility - Social responsibility is how people positively contribute to their
physical, social, and cultural environments. It requires the ability to participate with others in
accomplishing shared or common goals. This competency is achieved through using moral reasoning
processes, engaging in communitarian thinking and dialogue, and contributing to the well-being of
others and the natural world. In physical education, enhancing socially responsible skills will be an
area of focus as students reflect on their own behaviour and make plans to grow in ways that will
strengthen their ability to make connections to others.
Outcome(s):
PE9.5 - Build skills towards proficiency in four self-selected complex movement skills including
one from four of the following categories:
target games (e.g., bowling, curling, golf, archery)
striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
net/wall games (e.g., badminton, tennis, table tennis, volleyball)
invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor
hockey, rugby, ultimate frisbee, double ball, team handball)
alternate environment activities (e.g., orienteering, skating, cross-country skiing,
canoeing, roping, downhill skiing, dog sledding, wall climbing, in-line skating, skate
boarding, cycling)
body management activities (e.g., dance, wrestling, track and field, pilates, martial arts,
yoga, aerobics, gymnastics).
PE9.6 - Design and implement, collaboratively, plans to use effective tactics and strategies
(while considering rules and skills when participating in a variety of movement activity
situations) to enhance performance and enjoyment of self and others in each of the
following:
target games (e.g., bowling, curling, golf, archery, bocce ball)
striking/fielding games (e.g., long ball, softball, slo-pitch)
net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse,
floor hockey, rugby, ultimate frisbee, double ball, team handball)
low-organizational, inventive, and cooperative games (e.g., capture the flag,
prisoner's base, speedball, kick the can, bombardment, dodgeball).
PGP Goals:
1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.
2.2 proficiency in the Language of Instruction
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- Assess how well they can maintain control over the ball by trapping it with different parts of
their body. If they are successful at maintaining control adjust the difficulty levels of the
drills. If they need more practice then keep the drills as they are.
- Assess how fast they learn how to shoot the ball on target with proper technique.
- Assess how their skills are going before moving onto the next progression.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- I will evaluate the students by asking them questions based off information we reviewed
throughout the class about trapping and shooting.
- Students will receive a mark for participation based on Mount Royal PE standards.
- There will be no other formal summative assessment for this lesson.
Stage 3- Learning Plan
Activity Sequence
Change out 5 min
Open Gym 5 min
Motivational Set 1 min
Warm Up: 5 min
- Everybody’s It
- Dynamic stretching
Review of Last Class: 3 min
- Dribbling
- Passing
Trapping the Ball: 16 min
- With foot
- With leg
- With chest
- With head
Introduction to Shooting 10-15 min
- Shoot against the wall
- Passing and shooting drill
Extra - Scrimmage 5 min
Closure 1 min
Change Out 5 min
Time: 61 minutes
Motivational/Anticipatory Set (introducing topic while engaging the students)
Ask their positives of the day.
Get students excited about soccer by telling them they get to shoot on the teacher today.
Main Procedures/Strategies:
Warmup:
- Everybody’s It Tag – set a boundary, get tagged = 10 situps and back in
- Students will go across the width of the gym while doing stretches such as arm circles, arm
swings, lunges, leg extensions, butt kicks, and high knees.
Adaptations/Differentiation:
- For students who have advanced soccer skills they will be challenged to incorporate
different skills in a game-like setting
- No students have mobility issues or learning disabilities
- Students can change pace in the drills to make it harder or easier
- They can alternate feet to challenge themselves
Closing of lesson:
- Review cues of trapping and shooting
Personal Reflection:
I think this lesson went well. I was once again very nervous about participation levels
beforehand, but once the class started, those nerves went away. I was impressed with how the
girls were willing to use their chest and head which can be frightening for those who have not
done it before. Reflecting on my first lesson and incorporating those changes to my second run
through was a great way to analyze what worked and what did not. There were only 7 girls in
the afternoon class so I had to adjust drills accordingly. My management and “gym” voice have
improved and I am feeling more confident.
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)