Dr.

Wyant (2014)

GRADE LEVEL: 3
CLASS SIZE: 30
LESSON LENGTH: 30 minutes
UNIT: 5
LESSON #: 2
LESSON FOCUS: Passing/ Trapping (soccer)
PREVIOUSLY LEARNED SKILLS: ball control
FACILITITES: Blacktop or grass
EQUIPMENT: 15 soccer balls

Student Learning Outcomes (SLOs):

Psychomotor: SWBAT properly pass a soccer ball to a partner (tap, plant, putt, push) as
well as receiving the ball and trapping it (tap, step)
Cognitive: SWBAT identify the COTS for passing (tap, plant, putt, push) and trapping
(tap, step) as well as the appropriate time to use each skill.
Affective: SWBAT pass a soccer ball with confidence and remain positive with their
partners/ try to help them become more proficient in the skills being taught.
H-R Fitness: Students will go through an instant activity to warm up their muscles and
increase their heart rate.

Instant Activity: 5 minutes

Halloween Tag
(1 min demo )
1. Ask for two volunteers to be "it". Then, ask the remaining players to stand in a line on
one side of the room.
2. Go down the row and evenly assign each person to be a wolf, monster, or mummy.
Once everyone has been assigned, explain the game.
3. The people who are "it" must decide and call out one group (wolf, monster, or
mummy). The group that was called must run to the other site of the room without being
tagged. If a person runs to the other side of the room without being tagged, then that
person remains in the game. If a person is tagged, the person sits down and becomes
part of the "graveyard". The people in the "graveyard" can tag others running, but only
while sitting down cross-crossed. Groups are called out one at a time, and can be from
either side of the room.
4. The game continues until all but two people are eliminated. The last people standing
1
wins the game and becomes the next people who are "it".

Dr. Wyant (2014)

LESSON BODY: minutes

Activity
#1
Time
Set up

Partner Pass/Trap
20 minutes

Students will find a partner and once in a pair will start pass the ball back and forth to
one another. They will implement and recite the COTS for passing and trapping
while being 10ft. away from their partner. After a few minutes they will have the
chance to practice at passing from a distance by using the giant step pass. Students
who complete passes will take a giant step back. If they happen to miss their partner
when passing they have to take a giant step forward. Then they will try to make as
many passes in one minute as possible while implementing the giant step.
Time
1 min

Activity/COTS
T:S Demo

7 min

Partner Pass/Trap

1 min
1 min

Application Partner Pass/Trap

T:S Demo

7 min

Partner Giant Step Pass/Trap

2 min
1 min

Application Giant Step Pass/Trap

Transition

Refinement
(tap, plant,
push)
(tap, step)
(tap, plant,
push)
(tap, step)

(tap, plant,
push)
(tap, step)

Organization
putt, In pairs

putt, In pairs

General
Space
putt, In pairs

Home Base

Closure: 5 minutes
1.
2.
3.
4.

What are the COTS for passing?

What are the COTS for trapping?
Which activity was the most fun? Why?
What strategies did you use in order to complete a pass to your partner during keep
away?

Assessment plan

I will go around observing students as well as providing feedback and using positive
reinforcement when I see fit.