SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 11/9/2015-11/10/2015

SCHOOL: Agawam High School

Gymnasium

TIME: 8:16-9:08 & 12:12-12:59

LESSON#: 1

FACILITIES:

CLASS SIZE: 52-64 Students GRADE: 9-12

UNIT/THEME: Indoor Games

GENERIC LEVEL: Utilization/Proficiency

EQUIPMENT: 22 Indoor Soccer Balls, 64 Poly Spots, 16 Blue Pinnies, 16 Red Pinnies, 16 Yellow
Pinnies, 16 Orange Pinnies, 4 Cones, and 64 Blank Pieces of Paper
FOCUS OF LESSON: Demonstrate Leading the Pass in Indoor Soccer
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Perform all of the verbal cues for leading the pass by kicking a indoor soccer ball to a peer moving
across an open space towards a poly spot placed on the ground. (SHAPE S2.H2.L1; MA CF 2.17)
(Taught: Introduction; Assessed: Main Opening Activity)
(C) Explain 3 reasons why the action of leading the pass can have a positive impact on a teams
performance in the sport of indoor soccer by writing a brief paragraph about this significance. (SHAPE
S2.H2.L1; MA CF 2.17) (Taught: Introduction; Assessed: Closure)
(A) Discuss 1 opinion they have about the sport of indoor soccer by taking part in a turn and talk exercise
with another classmate. (SHAPE S5.H3.L1; MA CF 2.19) (Taught: Main Closing Activity; Assessed:
Closure)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Identify all skill cues of leading the pass by orally presenting them to students.
2. Be aware of all student off-task behavior by walking around the sides of the activity area to scan this
space with back to the wall.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Proper attire for physical activity will be enforced at the beginning of class
The students will be made aware of any hazardous equipment for which the facility presents
If any students get tired during the lesson they will be told by the teacher to move outside of the
boundaries so that they do not get injured
REFERENCES:

Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic
physical education for secondary school students (7th ed.). San Francisco, CA: Benjamin
Cummings.

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION

REFLECTIONS

Opening0:00-7:00

T will take attendance once all Ss have exited their respective locker
rooms.

Instant Activity

7:00-12:00

Ss will jog around the sides of the activity area for a total of three
minutes; where when complete, three individuals will volunteer to lead
class in performing 10 jumping jacks, push-ups, and crunches.

Transition12:00-12:30

Ss will walk over to center of gymnasium as they wait for next series of
instructions from T.

Introduction

12:30-13:30

T will inform Ss that todays lesson marks the beginning of indoor games
unit that will be taking place over the next several weeks.
T will tell Ss that they will be playing games of indoor soccer throughout
this lesson.
T will notify Ss that lesson focus will be the offensive strategy of leading
the pass.
T will explain to Ss that this tactic is used to create more space between
players by passing the ball/puck to a teammate in front of where they are
moving towards.
T will demonstrate the verbal cues of leading the pass with one S
volunteer using whole-part-whole instruction.
Verbal Cues:
Place non-kicking foot on the ground directly next to ball
Strike the center of ball with inside of foot
Follow through towards where person receiving the ball is

S S S S S S S S S
S
T S
S
S
S S S S S S S S S

S
S
S
S
S
S

- Noticed that a few Ss

were struggling to
correctly perform pushups, so in succeeding
lessons I had them hold a
plank instead

traveling to

Transition13:30-14:00

Main Opening Activity- Command Style

14:00-16:00

Demonstration: T will demonstrate procedure for carrying out the first

instructional activity to class with two S volunteers.
In their groups Ss will kick the indoor soccer ball to one another as they
move towards only poly spot in arrangement without anybody standing
on it by leading the pass. Each individual will take turns in these factions
to carry out this action. It should be noted that this sequence will be
performed at the command of teacher throughout this activity.
CFU: What poly spot should the person receiving the pass always move
towards? (The one without anybody standing on it)
Extension Up: Increase distance between poly spots
Extension Down: Decrease distance between poly spots

Transition16:00-16:30

T will split Ss into four teams, provide these squads each with a different
color pinnie, and assign them to stand along the outside of activity area in
the gymnasium.
* S intern will put away indoor soccer balls used in previous activity

Main Closing Activity- Practice (Task) Style

Ss will form groups of three, get one indoor soccer ball per faction, and
stand on own poly spot arranged in a square formation with these peers.

Demonstration: T will demonstrate procedure for carrying out the final

instructional activity to class with 15 S volunteers.
On main basketball court teams will play against each other in games of
indoor soccer, where it will be stressed by the T that all learners through
their participation develop an opinion in relation to this sport as a whole.
The Ss will be encouraged to utilize leading the pass procedure during

S
S

S
S

S
S

S
S

S
S

S
S

S
S

S
S

S
T

- Recognized that Ss got

bored with kicking the
ball to a moving
classmate, so in
succeeding lessons I
incorporated a defender

16:30-34:30

34:30-35:00

this gameplay. It must be noted that throughout this activity two teams
will be off of the court along sidelines not playing due to limited space in
gymnasium. These games will be played for three minutes with the team
having the most points after this span being declared the winner. This
format will allow for everyone in class to play one another at an equal
amount of time.
Rules Players cannot touch ball with hand
Players cannot slide tackle
Players cannot receive any passes offside
CFU: What is the amount of time that indoor soccer games will be played
to? (Three minutes)
Extension Up: Decrease the size of goal by moving cones closer together
Extension Down: Increase the size of goal by moving cones farther apart

Transition

Ss will place pinnies on rack next to bleachers, walk over to take seat at
center of gymnasium, and wait for next series of instruction from T.

Closure

35:00-40:00

40:00-47:00

T will provide Ss with a blank piece of paper in which they will be

required to write a short paragraph on it about three reasons why the
concept of leading the pass can positively impact a teams performance in
the sport of indoor soccer.
T will have Ss engage in turn and talk exercise with a partner regarding
one opinion they hold for the sport of indoor soccer in general.
T will thank Ss for cooperating during the lesson; however, this praise
will only be given if they behaved respectfully.

Transition

T will dismiss Ss to locker rooms.

S S S S S S S
S

S
S

S
S

S
S
S

S
S S
S

S S S S S S S

- Found that Ss were not

as engaged when a time
limit was attached to
soccer games, so in
succeeding lessons I had
them play these matches
to one goal

Note: The T will assess Ss performance for carrying out the lessons content by
visually observing them throughout the full duration of the class period using
corresponding rubric.
Miscellaneous Information of Lesson Student Behavior Expectations: The T will explain to the Ss that it is
essential they conduct themselves in an appropriate manner throughout
the entire duration of the lesson, whereas they will have to sit out if they
are prompted for their behavior a total of three times.
Teacher Positioning: During the entire the lesson, the T will re-position
themselves throughout each of the instructional activities when they are
not presenting content by scanning the gymnasium with their back to the
wall to provide the Ss with necessary feedback regarding their
performance.
Modifications/Accommodations:
An instructional aide will be provided to any S with an
identified learning disability in an effort to provide these
individuals with one-on-one guidance for each instructional
activity within the lesson.
All ELL Ss will be given a translator, which will be
performed by other bilingual Ss in the class, so that they can
successfully take part in the lesson.
Any chronicled IEP criteria will be complied with throughout
the course of the entire lesson for Ss in need of such support.