Springfield College – Daily Lesson Plan

Name: Emma Gagne Date: 10/13/23, 10/20/23 Time: 57 min

School: Dean Tech Lesson #: 4/4 Facilities: Field/Gym if needed Class Size: 19-36
Grade: 9-12 (differentiated throughout lesson) Unit/Theme: Soccer Generic Level: precontrol-proficiency
Equipment: 20 soccer balls (if not enough, can share), 36 pinnies (4 colors), 2 goals, 4 tall cones, 20 short cones
Focus of Lesson: Gameplay

Student Performance Objectives (SPO): (National # ; MA CF # ; Task/Activity # )

By the end of the lesson, students should be able to:
(P) SWBAT practice lead passing to a teammate who has spread out and found open space by aiming their pass to where they want
their teammate to go with the appropriate timing at least twice during Gameplay. (National #: S1.H1.L1, MA CF #: 2.17, Gameplay)
(C) SWBAT explain the difference between a goal kick and penalty kick at least twice when asked at the beginning of class, during
gameplay, and/or during the closure. (National #: S2.H1.L1, MA CF #: 2.17, Set Induction/Gameplay/Closure)
(A) SWBAT engage in good sportsmanship practices including following the rules of the game, not arguing with the referee(s),
stopping play when the whistle is blown, and using appropriate language throughout the entirety of the lesson. (National #:
S4.H2.L1/S4.H3.L1/S4.H5.L1, National #: 2.26, Throughout Lesson).
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?

Teacher Performance Objectives – During the lesson the teacher will:

● TWBAT implement intentional questioning through reflective, checking for understanding, and open ended questions at least 3
times by the end of the lesson. (1.A.3 Well-Structured Units and Lessons)
● TWBAT ensure that all students are participating in some way, shape, or form (in the activity, walking, scorekeeping, stat
keeping, officiating, etc.) and that they are fully informed of what they are responsible for doing. (2.A.3 Meeting Diverse
Needs, 2.E.1 High Expectations)

Special Considerations – What are the safety concerns? What is unique about the students in this class?
● Be aware of your surroundings!
● Grass may be wet and slippery if we are outside. Students must be careful if they are going to stop short and change direction.
● In the gym, students must be aware of walls and bleachers on the sides and ends of the court.
● Do not pass to someone if they aren’t looking.
● No dirty plays. Keep it clean. Don’t want anyone to get hurt.
● Contact will be non-existent/kept to a minimum.
● Jewelry must be taken off or tucked in.
● Any injuries that occurred prior to class need to be told to the teacher. Any injuries that happen during class must be reported.
● Any students not actively participating in an activity must maintain awareness of their surroundings for incoming balls or
students.

References: (include page # and/or actual web site address)

SHAPE America. (2013). Grade-Level Outcomes for K-12 Physical Education. Reston, VA: Author.
MA Department of Education. Massachusetts Comprehensive Health Curriculum Framework (1999).
History and Rules of Soccer made by me.
[Link]
[Link]

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

5-10 min Do Now/Set Induction: Took longer than

● Welcome. Students will take a seat on the bench anticipated in all classes.
while I take attendance. Assessments consumed a
● 9th Grade D and F Blocks: Ultimate Games PreTest lot of time.
● 11th Grade: Unit Quiz
● How are we feeling about soccer?
● Review of board:
○ When dribbling it is important to do what?
(look up, keep the ball close)
○ What does it mean to have good touch?
○ What is a goal kick? What is a corner kick?
○ Soccer is a game of ______ and ______.
○ Positions
○ Offsides
○ Spacing Review
● Safety:
○ Eyes up when moving (tight space inside)
○ Be aware of surrounding even if not playing
○ Look before passing
○ Avoid contact as much as possible
○ No high kicks or jumping to head a
contested ball
○ Proper footwear!
○ Be smart!
● Gameplan:
○ All: Warmup then Play
● Guiding Questions:
○ All: How does playing soccer contribute to
our overall health and wellness?
○ 9th-10th: Why is communication important
in soccer?
○ 11th-12th: Why is defensive spacing and
communication important?
● Checking for Understanding:
○ What is the plan for today?
○ Does anyone need any of the words on the
word wall clarified?
2 min Transition
● 9th-10th: make groups of 7-8
● 11th-12th: Split class in half. One on either side.

10 min for Activity #1 (9th, maybe 10th) 5v2 Rondo Dropped this due to
9th-10th ● 5v2 Rondo (Keepaway) assessments taking too
● Groups of 7-8. Each group will have their own box. much time and wanting to
5 min for ● One group will be a demonstration group that all prioritize gameplay.
11th-12th groups will watch first.
● 5 students will stand along the sides of the box
(offensive players). 2 students will stand in the
middle (defensive player).
● The offense will begin passing and the defense will
be attempting to intercept the ball, force a bad pass,
or knock the ball out of bounds.
● Offense will stay on the outside.
● 2 defenders will be in the middle for 2 minutes then
will switch out with two offensive players.
● Defensive rotation:
○ One person is defending the ball. They
watch the eyes and hips of the player.
○ One person stands just behind them and
anticipates the next pass. They will then
guard whoever has the ball once the pass is
made.
○ The other defender drops back and is now
anticipating.
○ Review and avoid fouling
● Offensive Keys:
○ Spacing (stretch the defense, make them
defend a bigger area)
■ Draw on board
○ Trap, control, pass
○ Lead passing
○ Fakes, jukes, no-look passes
● Extensions:
○ More or less defenders
○ Smaller space
● Checking for Understanding:
○ Why do we want to spread out on offense?
○ How can you communicate on defense?
PK’s
Activity #1 (11th-12th)
● Penalty Kicks (explain when they happen)
● Have 2 lines going at opposite goals
● One goalie starts in net. One shooter places the ball
about 15 ft from the goal.
● When ready, the shooter will shoot.
● The goalie will have their heels on the goal line and
cannot come off it until the ball is kicked.
● Shooter becomes goalie, goalie goes to end of line.
● Students can keep track of their own goals and
saves.
● Offensive Keys:
○ Be aware of where your eyes are looking.
○ Deception, Fakes.
● Defensive Keys:
○ Watch the hips
○ HANDS UP!
○ Pick a side and go for it
● Extensions:
○ If you miss your shot, you must save the
next shot in order to stay in. If you miss the
shot and let in a goal, you are out. You are
safe if you make the shot regardless of the
save.
○ Bigger goal
● Checking for Understanding:
○ What is the rotation?
○ What can you do to trick the goalkeeper?

2 min Transition
● Meet in the middle in 10 seconds.
● Make teams.

~30+ min Activity #2 (All) Very successful. Students

● Gameplay were engaged, excited, and
● Mini Games (might go full game) demonstrated their
● 6v6 or 5v5 ideally (2-3 forwards, 2-3 defenders, 1 knowledge in an authentic
goalie) setting. Students were using
● Play sideways vocab correctly and
● Basic Rule Review: frequently while
○ Goalie/Defense Rules demonstrating strong skill
○ Offsides work.
○ Fouls, Free Kicks, Cards
○ Out of bounds procedure
○ Goal vs Corner Kick
○ Fouls (possibly: indirect for minor fouls,
direct for major fouls)
○ Goalie can only use hands in box.
○ The ball must fully cross the goal line.
○ Ball must be fully passed the line to be out.
○ Include everyone.
○ SPACING AND TIMING
● Students will be encouraged to assign positions
(forward/striker, midfield, defense, GK)
● Safety:
○ Try to avoid headers.
○ No intentional contact.
○ Correct footwear.
○ Play stops when the ball goes out.
○ Sportsmanship.
○ Etc.
● Based on the Sport Ed Model, if a student is not
able to participate in the game or is choosing not
to, they can:
○ Scorekeep, referee, time keep, stat keep,
manage equipment, do the play clock, etc.
○ Ask Miss G for stat sheets
● Checking for Understanding:
○ How are timing and spacing important in
soccer?
○ What is a goal kick? What is a corner kick?
What is a free kick? Etc.
○ What is the importance of open space and
timing in relation to small-sided gameplay
and how do these concepts affect your
ability to be successful on offense and
defense?

30 sec Transition
● Students have 30 seconds to put pinnies in neat
piles by color and meet me on the bench for debrief.

2-3 min Closure Quick (~1 min)

● Guiding Questions:
○ All: How does playing soccer contribute to How do we feel about
our overall health and wellness? soccer? (thumbs up, down,
○ 9th-10th: Why is communication important middle)
in soccer?
○ 11th-12th: Why is defensive spacing and Do you feel that you have
communication important? learned and gained
● Did you improve today? Have you improved since knowledge since Day 1? (“I
Day 1 of Soccer? think you have”)
● How do we feel about soccer (thumbs up, down,
middle)? How does playing soccer
● Students will be dismissed from the bench. contribute to our overall
health and wellness?
(added: “Do you feel like
soccer is a quality
workout?”)

Soccer Stat Sheet