Gagne’s Events of Instruction

GENERAL INFORMATION

Lesson Title & Subject(s): Physical Education/Psychomotor Development

Topic or Unit of Study: Soccer/Foot Dribble

Grade/Level: 2nd Grade

Instructional Setting:
This lesson is taught to 5 different 2nd grade classes ranging from 20 to 25 students per class.

STANDARDS AND OBJECTIVES

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

Demonstrate mature pattern while foot dribbling with both feet at a slow speed. PE1.12.2

Lesson Objective(s):
Given the foot dribbling lesson plan, students will be able to perform a foot dribble with both feet, while
using a mature foot pattern, and achieve foot dribbling for at least 20 yards with control for mastery level.

MATERIALS AND RESOURCES

Instructional Materials:
25 soft modified soccer balls (student motivation)
4 cones
25 activity cue cards
Teacher checklist
Up-tempo Music
Music Stereo

Resources:
n/a

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each):

1. Student Prerequisite Skills/Connections to Previous Learning:

Prior to this lesson students have learned how to “hand dribble” and kick a soccer ball with
their feet. Students will be able to transfer previously learned skills, knowledge, and
terminology into the new skill of foot dribbling.

0. Presentation Procedures for New Information or Modeling: (10 min)

(attention)
Go over learning objective with students :( Informs learners of learning targets/goals for
the day)
The purpose of this lesson is to teach students how to foot dribble a soccer ball. This is an
important skill to learn for when these students enter recreational league soccer in the spring.
They can transfer these skills learned in physical education to out of school sports and on the
playground. Students will be able to perform a foot dribble with both feet, while using a mature
foot pattern, and achieve foot dribbling for at least 20 yards with control for mastery level.

Background Knowledge: (background and prior learnings)

Students will build background knowledge on the foot dribble by discussing a series of
questions with a partner. “What does it mean to dribble a basketball? What does it mean to
dribble a soccer ball? How are they alike and how are they different?” After these questions
have been discussed, students will then answer the question of “how is kicking a soccer ball
similar and different to dribbling a soccer ball?”

Modeling: (Present content) (Individual learning styles)

I will demonstrate a foot dribble to the students. I will break down each step using similar
terminology related to the soccer kick and basketball dribble so students can make
connections between previously learning information. After students have watched the
demonstration (with use of auditory, visual and kinesthetic demonstration), students will
perform the skill.

0. Guided Practice: (learning guidance) (student motivation)

Students will begin by getting a modified soccer ball (soft) and begin dribbling the ball back and
forth between their feet. I will observe, assess, provide feedback and praise to students who
need help and are doing the skill correctly. Once I have assessed that, all the students
understand the key components of foot dribbling I will allow students to work independently on
the foot dribbling progression.

0. Independent Student Practice: (Performance and Practice) (student

achievement)
Students will work independently by moving up and down the soccer field using the foot
dribble. They will work on staying under control by moving at a slow speed while maintaining
control of the soccer ball. I will assess students soccer dribbling skills through a teacher
created checklist, and will provide feedback and praise to students throughout the independent
student practice time.

0. Culminating or Closing Procedure/Activity/Event: (Feedback and retention)

To review the key components of foot dribbling, students will find an elbow partner and discuss
the cues related to foot dribbling. Students will then discuss what was difficult for them and
what they were able to accomplish and then state a goal they have for the next day related to
foot dribbling. Each group will have a chance to share with the class. To close the lesson,
students will play a dribbling relay race game that requires foot dribbling. Students have had a
chance to review the key cues associated with foot dribbling and will practice them for the rest
of the class period. Students will get in groups of three. Each student must dribble to the cone
20 yards way before the next student can start. This game will repeat until time runs out.

Instructional Strategy (or Strategies): (assessment of performance)

This lesson used direct instruction for most of the lesson. This is a new skill for students, which
requires planning and demonstration. Interactive instruction is used at times when students are
relating previously learned skills to the foot dribble, however; for the objective and skill itself, direct
instruction is used.

Differentiated Instruction Accommodations:

I use a scaffolding approach for ELL learners to help them understand the foot dribble. I would then
walk them through the dribbling progression by using visual aids to help assist the learning process.
For gifted/accelerated learners, I challenge their skill level by having them move faster through the
activities and changing the distance on how far they need to travel.

Use of Technology:
Music is in use in my classroom setting as a tool to keep students on task. It is easy to get their
attention if the music turns off. Integrating soccer balls into the lesson is another source of
technology. I have a variety of soccer balls to choose from which allows students to find a ball that
helps them succeed such as size and texture.

Student Assessment/Rubrics: (student achievement)

I will know students have met the objective for this lesson through a teacher checklist. This teacher
checklist will evaluate student’s progress towards mature foot dribbling. I will evaluate each student
during the skills activities and grade them according to the checklist. Students who have mastered
the skill will have the opportunity to put their name on the starboard, which will rewards student
success. Those students will get to choose a prize from the P.E box later in the month.
Overhand throwing Teacher Checklist
State Standard: Demonstrate mature pattern while foot dribbling with both feet at a slow speed.
PE1.12.2
Learning objective: Given the foot dribbling lesson plan, students will be able to perform a foot
dribble with both feet, while using a mature foot pattern, and achieve foot dribbling for at least 20 yards
with control for mastery level.

Directions: Evaluate student’s ability to dribble with their feet. Record your assessment in the chart below.
Write the distance students were able to travel while maintain control of the soccer ball.

Name 1 Basic 2 Emerging 3 Meeting 4 Mastery Distance

Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X
Student X