VII. Biblical Integration:
1. Role modeling (Teacher) – 1 Corinthians 11:1, “Follow my example, as I follow the example of Christ.”
2. Diligent in practice (Students) – Ecclesiastes 9:10, “Whatever your hand finds to do, do it with all your might…”
3. Teamwork (Students) – 1 Corinthians 12:27, “Now you are the body of Christ, and each one of you is a part of it.”
a. The coach introduces the game of soccer, and then has the students watch the video clips. He emphasizes the importance of hard work and team work in order for the soccer team to succeed.
b. The coach explains the kick technique, chooses 2 volunteers to help him demonstrate it, and then asks the students for feedback to check their comprehension level.
c. The coach divides the students into 2 groups, these 2 groups form 2 lines facing each other and practice passing the ball back and forth, while he observes and corrects, as necessary.
d. After the students show confidence in their passing skills, the coach moves on to talk to them about the importance of dribbling the ball correctly, and then shows them how to “dribble across a square.” (See www.soccerhelp.com for more details on dribbling across a square)
e. The students practice dribbling across the square between 6-8 times in order to learn control of the ball, imitating the behavior and movement that the coach has shown them.
f. The coach wraps up by instructing the students to practice dribbling a ball and passing at least twice that week at home with their parents or a friend for 10 minutes each time. He asks them for feedback about their thoughts and what they have learned from the lesson. After reiterating the main points, he encourages those who are interested to read the books made available.
1. Guided Practice: The coach observes the students during the practice and provides immediate feedback. The video provides the students with additional abstract models.
2. Independent Practice: The home practice with parents and the soccer books made available will help to reinforce the observational learning that has taken place.
X. Evaluation: The students will be able to provide a simplified explanation of the kicking technique and dribbling, and be able to demonstrate the actions. The students will be able to describe the importance of teamwork and diligence in succeeding in soccer and life.
• Theory in Action Lesson Plans
o Theory in Action Lesson Plan Sample (47.5 KB)
o Theory in Action Lesson Plan Template (34 KB)
o Theory in Action Lesson Plan Grading Rubric (37 KB)
In Modules/Weeks you will develop lesson plans that incorporate the developmental theories that you have studied in the Miller textbook. These lesson plans refer to hypothetical K-1 2 classrooms and do not actually have to be taught. You can fill in the setting that you think works best for your plan. Both a template and a completed sample are provided for you. You must provide all of the information prompted by the Lesson Plan Template.
For each plan, select one theory that is covered in the reading assignments for the corresponding theory.
Lesson Plan 2-Modules – Deals with the Ethology &Gibson’s Ecological Theory
Lesson Plan 3-Modules- Deal with the Adult Learning Theories.
There is a specific field in the Lesson Plan Template where you are expected to list your theory and supply a brief explanation how the theory will be applied to your lesson. Each Theory in Action Lesson Plan is due by the end of the Module/Week that it is assigned. Be sure to review the Theory in Action Lesson Plan Grading Rubric for the specific grading details.
I have included all three.
II. THEORY IN ACTION LESSON PLAN GRADING RUBRIC
CRITERIA 12 10 8 4 0-3 POINTS EARNED
PREPARATION The objectives and the evaluation are directly connected. Technologies included enhance learning. The objectives and the evaluation are connected, but require some explanation. Some technologies applied enhance learning. The objectives and the evaluation are somewhat connected, but need clarification.
Technologies applied do not enhance learning. The lesson, the objectives, and the evaluation are not connected. Technologies are minimally applied. The lesson, the objectives, and the evaluation are not connected.
Technologies not applied.
PRESENTATION Method for authentically evaluating instruction and student learning is clear. Method for authentically
evaluating instruction and student learning is somewhat clear. Method for evaluating instruction and student learning is confusing. Method for evaluating instruction and student learning is not clear. Method for evaluating instruction and student learning is not stated.
SUBJECT MATTER Demonstrates thorough understanding of the subject matter. Demonstrates introspective understanding of the subject matter. Demonstrates basic understanding of the subject matter. Demonstrates little understanding of the subject matter. Demonstrates no understanding of the subject matter.
TEMPLATE COMPONENTS Includes all components listed on the Template. Missing 1–2 components listed on the Template. Missing 3 components listed on the Template. Missing 4 components listed on the Template. Missing 5 or more components listed on the Template.
ORGANIZATION Components are organized and presented effectively. Components are organized and presented in an acceptable manner. Components are fairly organized, but are presented in an unclear manner. Components are somewhat organized, but the presentation makes it unclear. Components are not organized and presentation is distracting.
I need two of these types of lesson plans the information is in the instructions