Soccer Lesson Plan

Great Essays
In this learning segment I will teach the rules of the soccer game, dribbling, and passing. The rules will be taught in the station with flash cards, this is so the student 's can activity participate in a soccer game outside of school. Two soccer basics are dribbling and passing. The students will practice dribbling in and out of different cone patterns to mimic having to dribble around an opponent in a game of soccer. Passing is another important skill in soccer, students will practice passing a ball to a partner. In the game of soccer the ball will have to be passed to a teammate to be able to score a goal. ]
b. Given the central focus, describe how the standards and learning objectives within your learning segment address the development
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[Showing in my survey results many of the studies had different ideas on how many people were on a team, depending on what team they were furmilery with. This was addressed by talking about the different teams: select, reckdepartment , school, fun, olympics, and how many players are on a field at a time for a game. ]
4. Supporting Physical Education Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets and needs—what do students already know, what are they struggling with, and/or what is new to them?
a. Language Function. Using information about your students’ language assets and needs, identify one language function essential for student learning within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate to your learning segment.

[ The language function I chose to use for student learning within my central focus is analyze.
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[ For lesson number three and four each station had a task card that the students could read at each station. These task cards provided the student the opportunity to discuss and use the vocabulary terms. ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1.
a. Describe how the assessments throughout the learning segment will provide direct evidence of students’ development of competencies in the psychomotor domain and at least one other learning domain (cognitive and/or affective).
[ My planned formal assessment throughout the learning segment for psychomotor domain is the pre and post skills test, and the scorecard from station seven in lesson four on October 4th.
The planned formal assessment of the cognitive domain used during the learning segment is the pre and post written test, labeling the soccer field, exit slips for the lesson four, the crossword in lesson lesson four.
affective

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