Texas A&M UniversityCommerce Daily Lesson Plan Form

Teacher: Cynthia Ell Subject: Physical

Education
Grade Level: K-2
nd

Mentor: Jean Russell Campus/District: Shannon
Elementary/Rockwall ISD
Date: September 10, 2014
10:30-11:15 2
nd
Grade
Overall Goal of Lesson: The goal of this lesson is to teach the students about personal space (general
space), and basic soccer dribbling skills.
Instructional Objectives: The instructional objectives are to give the students understanding of the space
needed to dribble the soccer ball and the techniques that are used to dribble the soccer ball with control
in small personal spaces.
Texas Essential Knowledge & Skills (TEKS) &
ELPS: (typed out completely)
116.4. Physical Education, Grade 2.
(b) Knowledge and skills.
(2.1) Movement. The student demonstrates
competency in fundamental movement patterns and
proficiency in a few specialized movement forms.
The student is expected to:
(A) travel independently in a large group
while safely and quickly changing speed and
direction;
(B) demonstrate skills of chasing, fleeing,
and dodging to avoid or catch others;
(N) demonstrate on cue key elements of
hand dribble, foot dribble, kick and strike such as
striking balloon or ball with hand.

(2.7) Social development. The student
develops positive self-management and social skills
needed to work independently and with others in
physical activity settings. The student is expected to:
(A) display good sportsmanship; and
(B) treat others with respect during play.

Key Vocabulary: Personal Space, freeze, little
touches, soft touches, use both feet, inside outside
touches, head-up or eyes up.
Anatomy Vocabulary: Skull/Cranium (head),
phalanges (fingers/toes) ribs, ulna (elbow),
patella (knee), tibia (shin), gluteus maximus
(bottom)
Higher Order Questions: What happens if you dont watch out for personal or general space when
dribbling a soccer ball? What happens if you kick the ball away from your body? How would someone
stop a ball with their feet?
Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading,
Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)
1) Students come in gym and sit in squad spots.
2) Walking, jogging (running, jumping, hopping, skipping, galloping), freezing like a statue
3) Students will meet in the conversation circle where the next activity will be explained.
4) Dribbling and freezing the ball with various body parts
Modifications/ELL Strategies:
Walking instead of running or jogging.
Use a slower type ball, like a sponge type
ball.
Anticipatory Activity for Lesson:
Add instruction for different locomotor actions, ie. Animal
movements, machine movements and different bodily
movements. Play tag: Sharks & Minnows

Time Allotted



Warm-up
:05 minutes



:05 minutes


:10 minutes




:15-20
minutes






:05 minutes
Teacher Input/Lesson Activity: Dribbling and Body Parts Freeze Game, Sharks and
Minnows Game, Shannon Star Jump (Optional)
Students come in gym and sit in squad spots.

Warm up: Walk to a place in the gym to find personal space and sit down. Then while
jogging around, the students also perform other motor skill movements. (running, jumping,
hopping, skipping, galloping) and FREEZE LIKE A STATUE on command. Then repeat
with music. Students will stop when music stops.
Modeling: Students then meet in Conversation Circle to explain game of dribbling/Body
Parts Freeze. Teacher demonstrates how to dribble the soccer ball, freeze the ball, keeping
eyes up and watching for students around you.
Independent Practice: The students practice the skill on their own and play Body Parts
Freeze. Have girls retrieve balls out of buckets and then boys. Both spread out around the
gym to do exercise and play the freeze game. After the game, students meet with their balls
in the Conversation Circle. Teacher explains next activity of Sharks and Minnows Game
and chooses 3-5 Sharks. Sharks are given their Soccer Beach Balls to tag Minnows with.
Group Practice: To begin Sharks and Minnows, the Minnows will start at one end of the
gym or Ocean and the Sharks will start in the center or the Shark Bowl. By groups of
the teachers choice, and on the teachers command, Minnows will try to get to the other
side of the ocean without getting tagged by a Shark while dribbling his/her soccer ball. If a
Minnow gets tagged, he/she becomes Seaweed and has to stand with the ball, swaying side
to side. Sharks can move anywhere inside the red lines to tag the Minnows. The game can
go on for 5 minutes or until all Minnows are tagged. Then Sharks choose a replacement
Shark from the Minnows and game is repeated.
Lesson Closure: When game is over, have students place balls back in tubs using a head ball
and line up to leave. Optional Finish: Instruct class on the Shannon Star Jump. After
students put balls away they meet in the Conversation Circle and do Shannon Star Jump.
Line up at door to leave.
Assessment Methods/Strategies: Assessment will be participation of the activity.
Resources (supplies, equipment, software, etc.): 40 balls of all kinds set inside (6-8) buckets, music,
beach soccer balls

Reflection: Based on dribbling skills and how well they can keep the balls close Ill know if the students
need more time on more dribbling skill games.