1. lessonplan-140605091042-phpapp02.docx
Revised 01/11/11
West Virginia University PETE Lesson Plan
Name: Zach Foose Date: 2/13/12
Grade Level Third Number of students: 10
Students with special needs: 0
Unit Name Soccer
Lesson Focus Shooting, Passing, Trapping
Equipment
Needed
Two Goals, Multiple Soccer Balls, Multiple Polyspots
Standards
Addressed
NASPE Standards for PE
_x_ Motor Skills & Movement
Forms
x Movement Concepts
x Physical Activity
x Health-Related Fitness
x Personal & Social Behavior
Values Physical Activity
WV P-4 Wellness Standards for
PE
_x_ Wellness Promotion
_x_ Wellness Information
_x_ Wellness Behaviors
_x_ Personal & Social Behavior
_x_ Movement Forms
_x_ Motor Skills
WV 5-12 Standards for PE
__ Movement Forms
__ Motor Skills
__ Physical Activity
__ Physical Fitness
__ Personal & Social Behavior
Lesson
Objectives
Must have a
Behavior, Condition,
and Criteria
Psychomotor: The students will demonstrate the competence to pass, trap
and shoot a soccer ball at an 70% success rate.
Cognitive: The students will describe how to perform an effective trap, shot
and pass of the soccer ball.
Affective: The students will identify the potential benefits of these soccer
skills for physical and mental health.
H-R Fitness: The students will participate in Moderate to Vigorous Activity
for a minimum of 50% of class time.

2. Safety Considerations:
There will be no objects within my area that could
cause harm to my students.
The students will be spaced out so that they do
not collide with one another during the class.
The bleachers will be marked off with boundary
markers so the students do not get to close to
them.
The students will be instructed to kick the ball
only at the targets and nowhere else to avoid
hurting another student.
Behavioral Contingencies:
I will be using the “time-out contingency” for students
who are misbehaving. If a student violates a rule one
time, a warning will be given. The second offense will
result in the student being removed from the activity
for 5 minutes. The student will sit on the bleachers
until his time is up. I will then ask the student if he or
she is going to participate accordingly to the rules. If
they answer yes, they will be permitted back into the
activities. If they say no, then they will remain
seating. If they return to the activities and break
another rule, they will sit for the remainder of the
class.
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management
Arrangement
(Draw out your space- how
will the children and
equipment be arranged)
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
“Instant Activity” 10
minutes
“Run” “Skip” “Tag” NASPE Standards
3,4,5 addressed

3. lessonplan-140605091042-phpapp02.docx
Revised 01/11/11
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management
Arrangement
(Draw out your space- how
will the children and
equipment be arranged)
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
1
I (smiley face) will gather the students( orange circle) on the baseline ( black line)
underneath the basketball hoop. I will inform them that we are going to participate
in a few warm up activities and explain why it is important. First, I will tell them that
they are going to run two laps than skip two laps outside the perimeter of my area.
My area is a half court region of a basketball court. It is marked in red. The
students will run around the outside of the area.
Once they have finished the four laps, I will gather them once again on the
baseline. I will now inform them of the warm up game we are going to play. It is a
game called “zombie tag”. Three students (lightning bolts) are going to be the
zombies. They will start out in the half circle on the foul line (blue line) .The rest of
the remaining students are going to be free roamers. When I say “go” the zombies
are going to attempt to tag the free roamers, while the roamers are going to try and
avoid the zombie taggers. They must remain in the area (red). If a roamer is
tagged by a zombie, than he or she becomes a zombie and their objective has
changed to tag roamers. Once all roamers have been tagged, the game will start
over. At the beginning of each game, three new zombies will be selected.
Intro
15
minutes
NASPE 1,2,3

4. Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management
Arrangement
(Draw out your space- how
will the children and
equipment be arranged)
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Pass and Trap
After the conclusion of the Insta Activity, I will once again gather the students on
the baseline. (see model #1). I will explain to the students that we are going to be
continuing to work on the following soccer skills: pass, shoot, trap. I will explain the
first activity we are going to be doing. It involves both trapping and catching. The
students will be assigned into pairs of two. The partners will stand at 15 feet apart
at first. I will notify them that they can take steps to further themselves away from
each other if they need a more difficult task. Halfway between the students will be
two cones. The cones will be 5 feet wide starting out. Five minutes into the drill, the
cones will be scooted closer together (4 ft). The students are going to kick the ball
in between the cones to work on accuracy. After three minutes of kicking through
the 4 feet cones, they will be scooted closer to three feet. This will provide a
challenge for the students.
I will explain the proper way how to pass a soccer ball. The students will be told to
use the inside of their foot when they kick, eyes on the ball the whole time, and to
step with the opposite kicking leg and place it beside the ball, then bring forth the
kicking leg and strike the ball.
I will explain the proper way to trap a soccer ball. The students will be told to use
the bottom of their foot. They will be told to predict where the ball is going to be
when it reaches them, to position themselves in front of the ball so they do not
have to reach out to either side when it arrives and to lift dominant leg up and place
the bottom of the foot on top of the soccer ball.
The students will be attempting to successfully pass and trap the ball 8/10 times
when the cones are at 5 feet apart. They will attempt to successfully pass the ball
7/10 times when they are 4 feet apart, and 6/10 times when they are t3 feet apart.
Pass, Trap Shoot at
the goal
10
minutes
“Inside Foot”, “Bottom
Foot” “Step and Kick”
NASPE 1,2,3

5. lessonplan-140605091042-phpapp02.docx
Revised 01/11/11
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management
Arrangement
(Draw out your space- how
will the children and
equipment be arranged)
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
After the pass and trap activities we will be moving on to shooting activities. I will
inform the students of the activity we will be doing. There will be two goals (green
pentagon). A goalie (blue smiley) will be in each goal trying to defend the shot.
Parallel to the goals will be a student. This (light blue smiley) student is going to
deliver a pass to the shooter. The shooter (purple smiley) will be standing 15 feet
away from the goal, designated by a polyspot (orange). The shooter will receive
the pass (trap), gather himself and shoot at the goal. The shooter will then become
the goalie, the goalie will rotate to the passer, and the passer will rotate to the back
of the shooter line. I will tell the students to scoot back a little further to the next
spot (20 ft) , when they have made two goals passed the goalie.
Before the students begin this activity, I will remind them the proper technique of
shooting. It is very similar to passing. First, they will need to take a step with the
opposite kicking leg and place that foot right beside that side of the soccer ball, all
while keeping their eye on the ball. Next, they will swing their kicking leg forward,
eyes on the ball, and strike the ball towards their target.
Closure 5
minutes
NASPE #4
For the closure, I will lead the students through a cool down stretch. They will be in
a single file line on the baseline( black line). I will be standing in front of them. I will
ask them several questions about today’s lesson. What part of the foot do we kick
with? What part of the foot do we trap with? What do we do before we kick the
ball? They will be able to answer these questions. I will be asking them these
questions after I lead them through a series of stretches. The stretches they will
perform will be toe touches (hamstring), butterflies (groins) , sitting toe touches
(hamstring) and quadriceps stretches. I will be providing a demonstration of all of
these stretches. During these stretches I will ask the students why it is important to
stretch after physical activity. They will be able to answer the question. I will also
ask them how practicing these skills will benefit them. They will be able to answer
the question. If they can’t , I will inform them that it will allow them to participate in
soccer outside of school; which is healthy. After all of this has been done, I will
inform the students to line up on the sideline (blue line) and wait to be dismissed.

6. Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management
Arrangement
(Draw out your space- how
will the children and
equipment be arranged)
Teacher
Communication
Script & Performance
Cues
(Write out your script,
introducing tasks, getting
equipment, transitioning
from activities. Cues and
example feedback
statements)
Type in large box below
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)

7. lessonplan-140605091042-phpapp02.docx
Revised 01/11/11
Contingency Plan:
If we have to go outside, I will tell the students to
grab their jackets if it is cold. These activities can be
performed outside.
If the class size is doubled, I will need to double my
equipment and groups.
(What if you have to go outside? What if you do not have the
gymnasium? What if the students are late? What if you have a
double class?)
Technology Integration:
I will not be using any forms of technology except a
watch to track time.
(Music, Heart Rate Monitors, Pedometers, FLIP video cameras,
digital cameras, etc,)
Reflection: