Unit Plan for a Country School

Volleyball - Year 8
Lesson plans are to be made up week by week for specifications and alterations to cater for
diverse learners.
Equipment:
Whistles
Stopwatch
Volleyball
Volleyball net
Moveable whiteboard + markers
Table
Rubrics

Week
1

Lesson Content



Kymberly Baxter
2085296

Roll call
The students will be given a quick overview of the history
of volleyball.
Students will be asked about their knowledge of the
sport (rules). This will be followed up by explanation of
the rules from the teacher and an A4 sized handout
explaining the things they need to know, which they can
keep and look at whenever they need to (Appendix 1).
Because there are 21 students in the class, students will
be divided up (by the teacher) into 3 groups of 7. Explain
that there will be 6 people on the court with one sub,
and every time there is a turnover, the team who gets
the serve will rotate clockwise. The teacher needs to also
make sure that the teams are divided up evenly
(depending on if they’ve ever played volleyball before).
Explain that every team will have a turn at being duty
team once the season begins, and they will all get to play
at least one game per practical session.
Describe the different roles in the team (Team Manager,
Coach, Fitness Trainer, Publicist, Equipment Manager
and Statistician) and tell students to divide them up
amongst their team. Keeping in mind that there will be
students left over, so a larger role may have 2 people
dedicated to it.
Team name, colour, mascot and motto will be discussed
in their teams and students will each bring a list of ideas
to the next theory lesson and have decided the name,
colour mascot and motto by end of week 2. Explain that
each student will have the opportunity to be creative and
make their very own poster for their team, which will be
displayed around the classroom; a rubric is provided to
the students for them to keep (Appendix 3).

Assessment
Assignments explained
– a brief overview of
the assignments which
will be discussed in
depth in following
weeks.
Students will be asked
to write out a list of
ideas in regards to
team colour, name,
motto and mascot
which they will bring
back to their group
next lesson.
After skills testing,
fitness managers need
to talk with everyone in
the group to develop
ideas they think are
appropriate for the skill
level of their team for
things such as team
warm up every day and
peer teaching.
Students fill out exit
cards which provide
good feedback for the
teacher (Appendix 2).

2





3





4




5


Kymberly Baxter
2085296

Students will be involved in basic volleyball skills
amongst their group to see where everyone is at i.e.
setting, serving, passing, spiking. Statistician will be
keeping record.
Teacher explains that weeks three to nine they will be
teaching a skill(s) to their team for 10 minutes. A rubric
will be given to them to keep and follow, and on that
rubric are 3 questions to answer and hand in the week
after their teaching session (Appendix 4). By the end of
the lesson they must each choose a week to teach on,
keeping in mind only one person can go each week.
Roll call
Students should have established team name, colour,
mascot and motto which will help them get started on
their poster – due week 3. The publicist from each group
will stand up and give a brief overview on what they’re
called, their motto, mascot and their team colour to the
rest of the class.
Teacher should encourage students to wear a shirt the
same colour as their team colour.
Show them a clip from the London Olympics 2012 of
what Volleyball looks like with just 2 people playing.
Then show them a clip of 6 people on the court. Discuss
why they will have 6 people on.
Discuss the dimensions of a Volleyball Court and what
each space means.
Make sure students know when they are presenting
because it starts next week.
After breaking up into their teams, the teacher will get
them to pair up (one group of 3 per team due to odd
number) and explain the game Two Square from Play
With Purpose Games (Appendix 5).
Roll call
Address any questions from last week’s feedback exit
cards.
Discuss Volleyball terms i.e. Match, Rally, Serve, Double
Hit, Carry, Ace, Net Foul etc…
Peer teaching for 10-15 minutes.
Students will play a game amongst their teams called
Newcombe Ball from Play With Purpose Games
(Appendix 6).
Roll call
Address any questions from last week’s feedback exit
cards.
Peer teaching for 10-15 minutes.
Students will play a game amongst their teams called No
Go Land from Play With Purpose Games (Appendix 7)
Roll call
Address any questions from last week’s feedback exit
cards.

Poster needs to be
handed up in week 3
for marking.

Poster due next week.
Exit cards

One on one feedback
when needed.

First week of peer
teaching.
Poster Due
Exit cards

Peer teaching
reflections from the
students who taught
last week.
Exit cards.
Peer teaching
reflections from the
students who taught


6
Round
one







7
Round
two

8
Round
three

9
Round
four
















Kymberly Baxter
2085296

Peer teaching for 10-15 minutes.
Umpiring focused lesson. Only learning basic hand
signals for when it’s their teams turn
Roll call
Address any questions from last week’s feedback exit
cards.
Umpire rules test (Appendix 8). Without telling the
students about this, the teacher can see how much they
can remember or how much they were listening.
Discuss in detail the final assignment due in week 10
(Appendix 8).
Peer teaching 10-15 minutes.
First match of the season with two teams playing and
one duty team to set up, pack up, umpire and keep
score. Team managers and coaches discuss positions and
tactical play amongst their teams, huddle together and
have a “pow-wow” encourage each other and say the
team motto.
Remind teams they need to rotate whenever there is a
turnover for their team to ensure everyone gets to play
on court.
Put the points on the board for the winning team and
discuss that there will be three games next week, when
the teams will be playing and when they will be duty
teams. Award points for encouragement, good behaviour
and quick pack up. Duty team can also earn points if
they’re doing a good job umpiring.
Roll call
Address any questions from last week’s feedback exit
cards.
Peer teaching for 10-15 minutes
Duty team (team not playing first) set up the court.
Rotate the class around so that they all get a game on
and all get the opportunity to be duty team.
Roll call.
Address any questions from last week’s feedback exit
cards.
Peer teaching for 10-15 minutes.
Duty team set up the court.
Teams rotate until they have all played; points are
awarded and put on the board.
Expectations for grand final match in two weeks.
Roll call
Address any questions from last week’s feedback exit
cards/questions about the assignment.
Last week for peer teaching.
Duty team set up.
Teams rotate until they have all played; points are
awarded and put on the board. Which ever team is in the
lead by the end goes straight into the Grand Final. The

last week.
Exit cards.
Assignment introduced
– History of volleyball
(Appendix 8) due week
10.
Peer teaching
reflections from the
students who taught
last week.
Exit cards

Peer teaching
reflections from the
students who taught
last week.
Exit cards
Peer teaching
reflections from the
students who taught
last week.
Exit cards

Peer teaching
reflections from the
students who taught
last week.
Exit cards

10



Grand
Final









other two teams will have a match to decide who is
going to verse them.
Reminder that assignment is due next week
Roll call
Address any questions from last week’s feedback exit
cards.
Work on assignments if they need extra time.
Remind students to hand up assignments by the end of
the week.
No peer teaching this week
Students set up their table with posters, mascots, colours
etc… Teacher/students can provide healthy snacks like
halftime oranges, apples.
Preliminary final to see who will verse grand final team.
Grand final.
Teacher gets teams to say something they will remember
about each other i.e “I will remember Tom for the mark
he did in week 6.”
Comments, questions.
Pack up, everyone helps pack up the field despite who
the duty team is.

Peer teaching
reflections from the
students who taught
last week.
Last assignment due.
Exit cards

References:
S. Pill, 2010. Play With Purpose 2nd edition. Australian Council for Health, Physical Education and
Recreation. Pg.22-24.
Providence Christian School, 2012. Volleyball Assignments. Accessed on 3rd October 2012.
<http://www.pcsmonarch.com/physed/7-8%20Volleyball%20Assignment%20Questions.pdf>
The National Collegiate Athletic Association, 2012. Official Volley Ball Signals. Accessed on 2nd
October 2012.
<http://fs.ncaa.org/Docs/rules/wvolleyball/VolleyballSignals%5B1%5D.pdf>

Kymberly Baxter
2085296

Appendix 1:
Volleyball Hand Signals.

Kymberly Baxter
2085296

Appendix 2:
Exit Cards:

EXIT CARD – TO BE COMPLETED AND HANDED UP EVERY LESSON.
Name not required.
1. List 3 things that worked well today:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. List 3 things you enjoyed most about today:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. List 3 things you think can be improved:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Write at least one question or comment about today that you think the teacher should know
or answer:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Kymberly Baxter
2085296

Appendix 3:
Rubric for poster.

Team poster: Marked out of 20.
A poster must be completed by each student and handed up in week 3’s lesson. The poster must
reflect who they are as a team and must be creative. Poster will be displayed around the classroom.
Content
Information
/10
Creativity
/10

Kymberly Baxter
2085296

Requirements
Students must include team motto, colour, mascot, a team photo
(if possible), a description of each person (favourite colours,
food, inspirations, favourite subjects etc…)
Students must present in a creative manner around the colour of
their team. The poster must have their team name on it, with eye
catching, imaginative and original ideas.

Appendix 4:
Peer teaching.

Consult the results that your statictician recorded from your teams volleyball skills test and design a
small skills teaching session around what you think your team needs improving on.
Reflection marked out of 30.

Write a paragraph about what you think worked well in your teaching session: /10
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Discuss in detail why you chose to teach the skill you taught. Did you accomplish what you wanted to
teach? /10
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

If you could go back and teach it again, what would you do differently? /10
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Kymberly Baxter
2085296

Appendix 8 (as depicted in Providence Christian School, 2012):
History/knowledge of Volleyball

Name: ___________________________

Date:___________________________

Grade 8 Physical Education Volleyball Assignment:
Students must answer questions in full sentences where possible.

1). Where did volleyball originate? (2)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2). What year was volleyball developed? (1)
__________________________________________________________________________________
3). What four sports was volleyball a mixture of? (4)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4). What was volleyballs former name? (1)
__________________________________________________________________________________
5). Draw a birdseye view of a volleyball court with the correct dimensions written next to it (8)

Kymberly Baxter
2085296

6.) How many players are on a court in your P.E volleyball class? (1)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7). What are the names of the positions of where the players stand on the volleyball court? (6)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8). Where does the server need to stand when serving? (2)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9). If the ball hits the net and goes over on a serve/in play, who gets awarded the point? (2)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
10). What three main hits do you use to get the ball over the net? (3)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
VOLLEYBALL TERMS: Match the following terms (20 marks)
A. Fault (Foul)
K. Match
U. Dink/Tip
B. Held Ball
L. Rally/Volley
V. Center Line
C. Double-Hit
M. Side-Out
W. Game
D. Carry (Held ball)
N. Serve
X. Roof
E. Ace
O. Block
Y. Floater
F. Approach
P. Back-Set
Z. Net Foul
G. Spike
Q. Set (Overhead Pass)
H. Attacker
R. Bump (Forearm Pass)
I. Antenna
S. Dig
J. Kill
T. Attack Line
_______ 11. any violation of the rules of the game
_______ 12. a hard-driven shot at the net made by an attacker/hitter
_______ 13. when a team loses possession of the ball
_______ 14. a front-row player, also known as a hitter
_______ 15. a spiked ball that is not returned
_______ 16. a skill that begins game play
_______ 17. an offensive drop shot
_______ 18. a serve that is not returned (no opposing player touches it)
_______ 19. a skill that sets up the ball for the attacker/hitter
_______ 20. best of three, or best of five games
Kymberly Baxter
2085296

_______ 21. a play that is set to the attacker/hitter behind the setter
_______ 22. when the ball is passed back and forth between the two teams any
number of times with no faults or points scored.
_______ 23. skill most often used to receive a serve
_______ 24. a series of 4 quick steps that a hitter takes before spiking the
ball
_______ 25. an individual defensive strategy; one-armed desperation play to
save a hard-driven shot
_______ 26. may be called when a player does not contact the ball cleanly
_______ 27. an attempt by one or more defensive players to obstruct a spike
at the net made by the opposing team.
_______ 28. when a player hits the ball twice in a row (with no other player
touching it in-between).
_______ 29. when a player receives the ball and holds it for a short period of
time before sending it aloft over the net or to another player.
_______ 30. Vertical rods (red and white) mounted near the edges of the net,
directly above the sidelines and are not in play.
_______ 31. A line 10 feet (3 meters) from the net which separates front and
back row players.
_______ 32. Line runs directly under the net and divides the court into 2 equal
halves.
_______ 33. First team to score 25 points with a 2 point advantage. If
they’re not at least two points ahead play continues.
_______ 34. Ball that when spiked is blocked by a defensive player in such a
way that the ball deflects straight to the floor on the attackers
side.
_______ 35. A serve which doesn’t spin or rotate and therefore moves in an
erratic path. Similar to a “knuckle ball” pitch in baseball.
_______ 36. Term used to indicate a player has touched the net.

Kymberly Baxter
2085296