LESSON PLAN

Name: Ashley Mustaki

WGU Task Objective Number:
Objective 602.4.20-08: Teach a game-related skill to beginning students
(e.g., dribbling a basketball or soccer ball)
GENERAL INFORMATION

Lesson Title & Subject(s): Physical Education Soccer skills

Topic or Unit of Study: Soccer
Grade/Level: 2

nd

Grade

Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)

The instruction will take place in an outdoor field used for P.E. Activities. The classroom
nd
is a typical 2 grade inclusion class consisting of 18 students with mixed abilities and
three students who have an IEP.
STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).

VA SOL:
2.1 The student will continue to demonstrate correct critical elements (small, isolated
parts of the whole skill or movement) of locomotor, non-locomotor, and
manipulative skills.
a) Demonstrate individually and with a partner the manipulative skills of throwing,
catching, kicking, striking, volleying, and dribbling.
2.2
The student will apply the basic movement concepts to change performance of
locomotor, non-locomotor, and manipulative skills.
Use the concept of relationships (e.g., over, under, around, in front of, behind,
and through) in dynamic movement situations.
Use the concepts of spatial awareness (e.g., location, directions, levels), and effort
(time, force, flow) in static and dynamic movement situations.
Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)

At the end of the lesson, the students will understand how to kick a soccer ball
accurately using the inside of their foot.
Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)

At the end of the lesson, the student will be able to kick a soccer ball at a target
using the inside of their foot. The student will be expected to kick a soccer ball at a
target using the inside of their foot successfully 3 out of 4 times.

MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)

-20 soccer balls

-4 cones
-18 hula hoops
Resources:
Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)

Time: 5 minutes
Prerequisite skills:
-knowledge of kicking a soccer ball
-basic gross motor skills such as walking and running
Anticipatory set:
-Students will be told that they will be practicing the skill of kicking a soccer at a
target. The skill of accuracy is important for students to be able to become better at
playing soccer and any other sport that involves kicking a ball.

-The students will be asked if they have ever played the game called tic-tac-toe
-Answer should be yes
-The students will be asked if they have ever played tic-tac-toe with a soccer
ball?
-The answer should be no
-The students will be told that today, they will use the game of tic-tac-toe to help
them with their soccer skills.
Questions:
-Students will be asked if they know how to properly kick a soccer ball.
-Answer should be using the inside of their foot, not the toe and keeping
shoulders square to the ball not turned sideways.
-Students will be told that for this activity, they will need to remember to keep the
ball steady and kick without using too much force to remain accurate.
2. Presentation of New Information or Modeling:
(e.g., term definitions, concepts, processes and/or approaches)

Time: 5 minutes
-Teacher will begin by showing the students the proper way to kick a soccer ball.
-Teacher will explain to the students that often people believe that you kick a soccer ball
with the toe of your foot. This is incorrect because it results in inaccurate shooting and
can injure your toes.

The teacher will state to the students that they should always stand with their
shoulders squarely facing the ball, toes pointed down and inside of the foot parallel to
the ball. Be sure not to lean back away from the ball, instead to be square on and
slightly leaned over the ball.

The non-shooting foot should be kept near the ball and angled at the target.
The students should keep their eyes on the target and gauge the amount of
force needed to reach the target while aiming the foot at the target.

When kicking the ball, the students need to remember to follow through with the
kicking leg so that the ball stays straight.
-Teacher will demonstrate kicking a soccer ball properly before demonstrating the
game. The teacher will demonstrate kicking a soccer ball correctly with 3 balls.
-Teacher will demonstrate the activity that the students will participate in.
-The teacher will demonstrate how to retrieve a ball from the bucket and stand
at the cone. The teacher will demonstrate proper soccer posture such as facing
your target and kicking with the inside of the foot. The teacher will kick the
soccer ball into a hoop. Next, the teacher will demonstrate kicking a soccer ball

out of the hoop (missing the target). The teacher will run to retrieve the soccer
ball and put it back in the bucket.
-The teacher will tell the students that they will be split into 4 teams.
-The teacher will remind the students to be courteous, supportive and patient
during the game but most of all to have fun!
3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)

Time: 5 minutes
-The teacher will explain to the students that we will now do a practice run of the
game together.
-Students will be reminded that since this is a practice run, the balls will be
returned to the bucket whether they are made into a hoop or not.
-The teacher will split the students up into two teams. The students will have a
practice run at the game. The teacher will have each student step up to the cone and
practice grabbing a ball from the bucket and kicking it into a hoop. The students will pick
up their ball and put it back into the bucket regardless of if they make into a hoop or not
for the practice run.
4. Independent Student Practice:
(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)

Warm up:
Time: ~5 minutes
The students will spend 5 minutes at the start of class warming up by kicking a soccer
ball back and forth with a partner.
The teacher will walk around and observe the students to ensure that they are kicking
the ball correctly with the inside of their foot.
Time: 15 minutes
-The students will now play the game on their own, with the teacher observing
and assisting where needed.
-After approximately 7 minutes of playing time, the students will take a water
break.
-One team will switch with another team so that all students have had the
opportunity to play each other and the students will resume playing for approximately 7
more minutes.
5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)

Time: 5 minutes
-The students will be asked if they have learned a strategy that helps them kick
more accurately after their time practicing with the tic-tac-toe game.
-Answers could be pointing the foot downward to keep the ball close to the
ground, controlling the force with which you kick the ball, etc.
-The students will be asked how they think that the skill of accuracy will help
them in the future.
-Answers could be scoring more goals, better passes to teammates.
-Students will be thanked for their hard work for the day.
Pedagogical Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner work)

Modeling- direct instruction

Guided practice- cooperative learning
Independent practice- independent learning and cooperative learning
Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students in the classroom with attention deficits will be given more encouragement and guidance
when participating.

Additional ideas for differentiated instruction:

Student with gross motor impairments can be given a bigger ball or more spaces in
between the hoops.
Students who use a wheelchair can practice rolling the ball accurately to the targets.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).

During the activity, the students will be observed to see if they are able to kick the
soccer ball with accuracy using the inside of their foot.
The cones will be set up equal distance from the center hoop. The students will be
observed on their ability to accurately kick the soccer ball into the center hoop using
in the inside of their foot 3 out of 4 occasions.