Teacher Candidate: Larry Walton UW-Platteville HPE Program Physical Education Lesson Plan Template Lesson Title___ Passing,

hitting, serving in Wallyball ______________________________ Unit Wally Ball________________________________ Day# _2_____________ Grade level(s)/Course _7th Grade________________

Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title Publisher Date of Publication District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. - Inclusion of all students throughout class period. - Mcdonough county District schools Amount of time devoted each day or week in your classroom to the content or topic of your instruction. - 40 minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. - Teacher Assistant List any other special features of your school or classroom that will affect the teaching of this lesson. - Special equipment- Omnikin Ball for June

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total # of students____25__ # of Males___13_____ # of Females___12____ Special Needs Students: Number of Accommodations and/or pertinent IEP Objectives Category Students Students with IEPs 1 1. During 40 min class period June will be active within her target heart rate for at least 20 min of 40 min class period. 2. June will increase muscular strength and endurance in her upper torso in order to perform 3 pushups in mature form. 3. June will increase abdominal strength in order to complete 20 sit ups in 1 minute.
English Language Learners

Gifted and Talented

504

Autism or other special needs (Emotional-Behavioral Disorders)

June- Down syndrome

Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

Skill Development 1. Basic Skill Instruction Introducing the proper form of passing and setting. We will also show how to do the athletic stance. 2. Application of Skills After practicing passing and setting TSW continue to practice in a game in which the teacher will throw the ball to start. June and her teacher assistant will be in a group with everyone else but TA will have omnikin ball ready for Junes turn. Fitness Benefits 3. Skill Related Fitness After watching the demonstrations and hearing the cues, TSW be able to work on hand-eye coordination in tracking the ball to properly pass or set the ball. -June will use an Omnikin ball instead of a regulation Wallyball 4. Health Related Fitness A walk jog session, 15 pushups and 15 situps will be performed for a warm up. June will do as many pushups as she can. (IEP- 2,3) Life Skills 5. Effort After participating in the activities, TSW identify the benefits (teaching friends, refine motor skills, etc.) of learning the game of wallyball by question and answer session with teachers 6. Goal Setting After watching demonstrations and hearing cues, TSW be able to properly pass and set against the wall using proper form. Each wallyball game June participates in she will hit, serve or just touch the ball 3 separate times.

Introduction Total time: 5-7 minutes Lesson Objective(s): 2,3,4 Warm up 3 minute walk jog session, switching every 30 seconds. On own do 15 push ups, 15 sit ups, 5 burpees Practicing Passing/Setting Students will be put in groups with a teacher and then find a space on the wall. Then have each teacher demonstrate how to properly pass off the net and setting. (Show them buddy thumbs, no elephant arms, make a triangle, use your fingertips, etc.) Have them form a single file line and take turns one by one and give them feedback so that they can keep improving. Have teacher toss the ball to the student then proceed to practice both setting and passing off the wall. Modifications -Omnikin ball -Doing as many pushups and sit-ups as June can. (IEP-2,3) -Participating throughout entire walk/jog session

Formations / Cues

Assessment

Buddy thumbs knees bent feet shoulder-with-apart flat surface (balance the tray) No elephant arms Athletic stance Watch out for each other and net (spatial awareness) Watch out for the net Use fingertips Make a triangle

What should we remember when we stand in our athletic stance? Ask students to demonstrate how to hit the ball Assessment of Student IEP goal(s): June will check her heart rate every ten min and record it on chart along with recording # of pushups and sit-ups she completes during warm up.(IEP-1)

Planned Transitions- Have students freeze where they are at

and put ball away and line up on baseline

Main Activities / Total time: 25-30 min

Lesson objective(s): 1,2,3,4,5,6 Bump Rally Game Students will get into a circle both on opposite Sides of the net and will work together to keep the ball up in the air by using the correct stance and hitting form. The first time we will just use passing and see how many they can get (with a bounce for each phase we use).Then a second time we will just do setting, then lastly we will let them use both setting and passing. Will be told to set a goal for their team. If they are doing well with one bounce we will take it away to Try and make it harder for them while still trying to beat their Old score. Wallyball Game Students will play a game of wallyball. They will play to 11 points in each court or until time is up whichever comes first. Teamwork will be important to Their success (stress staying in their own spots by using poly Spots) Have them rotate spots every couple of minutes by the teacher showing them where to go. The entire class will have an option to use either a wallyball or an omnikin ball. There will be two separate courts. Planned Modification(s) for student:
June will check her heart rate every ten min during gameplay.(IEP-1) Each wallyball game June participates in she will hit, serve or just touch the ball 3 separate times.

Formations / Cues

Assessment Ask students what the best strategy was to keep the ball in the air? Ask them if they achieved their goal? Ask them how they did or did not do this Ask them to repeat the cues they used to remember the correct stance and hitting form

Buddy thumbs knees bent feet shoulder-with-apart flat surface (balance the tray) Teamwork No elephant arms Athletic stance Make a triangle Use your finger tips Watch out for the net, wall, and others Dont hang on the net Inside voices

Ask students how they achieved getting the ball over the net and why it worked What strategies did students use to get the ball over the net Assessment of Student IEP goal(s): TA will have June check her heart rate every ten min and record it on chart (IEP- 1), TA will also record the number of hits she made during the bump rally game and actual wallyball game play.

Planned Transitions Have students assemble around the circle in the middle of the Wallyball court.

Cool-down / Stretching/ Reflecting Total time: 3-5 min

Formations / Assessment Strategy

Lesson objective(s): 1 Semi-circle in the middle of the court around the teacher Students will stretch during assessment questions (cross on arm across chest and switch, arm circles, feet together then cross one leg over and repeat other side, etc.) Ask what are the cues for passing, setting, etc.

Assessment at the end of the lesson

Assessment of Technique: Who can show me the athletic stance? Who can show me how to do a proper pass? Who can show me how to a proper set? Assessment of Rules: Who can tell me how you score? How do you keep track of score? How many hits on each side do you get?

Equipment needs Wallyballs Omnkin ball for June

Safety Considerations Running into the net Running into each other Watching out for the ball

Differentiated Instruction Modified Equipment- Omnikin ball, Chart to track progress for pushups and situps. Modified Task- Doing as many pushups as possible instead of 15, Hitting omnikin ball one time during wallyball game play, June will check

her heart rate every ten min during gameplay. Modify instruction June will have a chart to track progress of pushups, situps, hits in wallyball, and heart rate. Classroom Management/Democratic Practices Describe here how you will manage the learning environment based on the various learning needs of your student.
June will be given tasks that are very attainable and not to difficult for her in attempt to keep her engaged for the entire class period.

Activity Formations and or field diagrams: x x x x x x x x | | | x x x x x x x x

Possible Community Resources:

During exercise at home June will be able to take her heart rate. June also learned what an Omnikin ball was and if she enjoys playing with it she may be able to get one for her own use. She also learned the correct form for pushups and sit-ups to maintain exercise on her own.