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SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde


SCHOOL: Rebecca M. Johnson School

DATE: 4/6/15 & 4/8/15


LESSON#: 6

TIME: 1:10-1:50 PM
FACILITIES: Gymnasium

CLASS SIZE: 21
GRADE: 4
UNIT/THEME: Volleying
GENERIC LEVEL: Control/Utilization
EQUIPMENT: 1 Whistle, 5 Different-colored Team Line Cones, 21 Poly Spots, 21 Volleyball Trainers,
and 2 Hula Hoops
FOCUS OF LESSON: Demonstrate Underhand Volleying (or Bump)
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + NASPE Standard(s); Task #s where
content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(P) Perform at least 2 out of the 3 skill cues for underhand volleying within the various tasks of the class
period by simulating the teachers physical demonstrations of this motion. (SHAPE (S1.E22.4); MA CF
2.2) (Taught: Introduction; Assessed: Activity #1, Activity #2, and Activity #3)
(C) Identify at least 2 out of the 3 skill cues for underhand volleying by correctly answering an informal
question posed by the teacher regarding these elements of this motion at the closure of the class period.
(SHAPE (S3.E2.4); MA CF 2.1) (Taught: Introduction; Assessed: Closure)
(A) Follow the student behavior expectations without being prompted for their actions more than 1 time
during the entire class period. (SHAPE (S4.E5.4); MA CF 2.7) (Taught: Introduction; Assessed: Entire
Lesson)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Discuss how to carry out all of the skill cues for underhand volleying by physically executing them in
front of the students using whole-part-whole instructional strategy.
2. Apply at least 3 different teaching styles to their instruction by meeting the learning needs for every
single one of their students.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students need to be sure to stay in their own personal space when underhand volleying. Proper attire for
physical activity (no jewelry, wearing sneakers) will be enforced to the students at the beginning of class.
If students get tired during the class period that the teacher needs to remind them to move outside of the
boundaries so they dont get injured. The students will also be made aware of any hazardous equipment
for which the facility presents, such as bleachers, mats, divider curtain and stereo cart. Lastly, all students
will be required to adhere to the stop/go signals for which will be presented at the start of the lesson.
REFERENCES:
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to teaching
physical education (9th ed.). New York, NY: The Mcgraw-Hill Companies.

LESSON PLAN FORM


TIME
0:00-0:15 sec.

0:15-0:30 sec.

0:30-6:30 min.

6:30-6:45 min.

SEQUENCE OF LESSON
Opening The teacher will greet the students at the door
leading to the gymnasium.
Transition The students will march in a straight line into the
gymnasium led by the teacher.
Instant Activity The students will run, gallop, and skip one time
each around the sides of the activity area for a total
of three laps.
Transition The students will walk to the meeting place upon
being dismissed by their team line color.
Introduction

Meeting Place: The meeting place will be established


by the students team lines, which will be distinguished
by five columns of these individuals sitting in a straight
line with one another behind a different color (red, blue,
orange, green, and purple) cone assigned by the teacher.
Stop/Go Signals: The teacher will notify the students
that their stop/go signals in the lesson will be ready,
pizza for starting an activity, while the end of an
activity will be indicated by the sound of a whistle.
Student Behavior Expectations: The teacher will

ORGANIZATION
Opening Diagram:
SSSSSSSSSSSSSSSSSSSSS
T
Transition Diagram:
SSSSSSSSSSSSSSSSSSSSST
Instant Activity Diagram:
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S S
Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSS

REFLECTIONS
Teacher Demonstrations:
- I have found that I have
begun to initiate how to go
about physically
demonstrating both individual
skills and activities in a
fashion that aids students in
comprehending the material
which is highlighted within
these acts. This complete
understanding of the content
that I present via these
displays was apparent in this
lesson from the students
responses to the checking for
understanding questions to
which I asked them following
these illustrations. I felt that
this method was essential in
holding these learners
accountable for gaining a
grasp on the subject matter in
focus by forcing them to pay
attention to my instruction
regarding these matters. That
is why my goal from this
point moving forward is to
continue implementing this

6:45-11:45 min.

explain to the students that it is essential they conduct


themselves in an appropriate manner throughout the
entire duration of the lesson, whereas they will have to
sit out if they are prompted for their behavior a total of 3
times.
The teacher will inform students that they will be
learning about how to underhand volley (or bump)
throughout todays lesson.
The teacher will then communicate what the lesson
purpose is to students for their skill performance during
the class period (Lesson Purpose: Volleys a ball
continuously in a small group.).
Skill Cues:
Flat Surface (Keep your palm flat, like a pancake.)
Extend to Target (Extend your legs, body, striking arm
toward the target.)
Quick Feet (Move your feet quickly to always be in
position behind the ball.)

Introduction Diagram:
S S S S S
S S S S S
S S S S S
S S S S S
S
T

Transition11:45-12:00 min.

The students will move to any poly spot with a


volleyball trainer placed on top of it that is arranged
within the activity area upon being dismissed to perform
this task by their team line color.

Activity #1- Volley Selfie

Demonstration: The teacher will demonstrate the


procedure by which the students will be mandated to
adhere to in order to carry out the first instructional
activity of the lesson.
Checking For Understanding:
1.) Should the skill cues of underhand volleying be

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSS

same sequence of pedagogical


practices into how I go about
conveying such themes to
these pupils so that the level
of knowledge they accrue
from these exhibitions in my
succeeding teaching episodes
is, thus, immense.

12:00-18:00 min.

performed in a successive or simultaneous motion?


(They must be performed in a successive
motion.)
The students will underhand volley the volleyball trainer
to themselves as many consecutive times as they can
standing on top of the poly spot.
Extension Up- Have students underhand volley their
volleyball trainer at a high level.
Extension Down- Have students underhand volley their
volleyball trainer at a low level.

Activity #1 Diagram:
S

18:00-18:15 min.

The students will move to a different poly spot arranged


in the middle of the gymnasium that is facing directly
across from another poly spot with half of them carrying
their volleyball trainers to this location upon being
dismissed to perform this task by their team line color,
where the individuals standing on both of these
equipment platforms will be designated as partners
during the next activity (there will be one group of three
students).

18:15-24:15 min.

Demonstration: The teacher will demonstrate the


procedure by which the students will be mandated to
adhere to in order to carry out the second instructional
activity of the lesson.
Checking For Understanding:
1.) Do the skill cues of catching need to be performed
in a certain order or can they be performed in no
particular order? (They need to be performed in a
certain order.)

S
S

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSS

Activity #2 Diagram:
S
S

Activity #2- Volley Friend

S
S

Transition

Student Pinpointing:
- I have realized that I have
become effective in
pinpointing students who are
exhibiting superior
performance in the different
components that are attached
to my lessons by having them
demonstrate their execution of
these elements to fellow
classmates. This instructional
strategy was utilized on a few
different occasions in these
sessions based on the fact it is
useful in respect to setting
expectations for my students
through the competency level
to which each of their peers
display in the various
elements that they are
assessed on in these class
periods. It is by reason of
these standards with how my
learners motivation towards
carrying out the instructional
activities in these sessions
increased seeing as they
wanted to gain a sense of
embellishment upon being
recognized by the teacher in
front of the whole class. The

24:15-24:30 min.

The students will underhand volley their volleyball


trainers to their partner as many consecutive times as
they without this object contacting the ground standing
on top of the poly spots.
Extension Up: Have partnerships underhand volley
their volleyball trainer to one another at an increased
distance.
Extension Down: Have partnerships underhand volley
their volleyball trainer to one another at a decreased
distance.

importance in my continuance
of scanning the teaching space
to observe these pupils with
my back to the wall is a
necessity with regards to
further application of this
didactic technique in my
subsequent teaching episodes.

Transition

The partnerships will randomly be paired together with


another partnership in the class at the selection of the
teacher, in which these four individuals will move their
poly spots along with one volleyball trainer to their
own location within the gymnasium to create a square
formation with one another upon being dismissed to
perform this task by their team line color.

Activity #3- Volley Square

24:30-34:30 min.

Demonstration- The teacher will demonstrate with a


student volunteer the procedure by which the students
will be mandated to adhere to in order to carry out the
final instructional activity of the lesson.
Checking For Understanding1.) Do the skill cues of underhand volleying need to
balance off of one another or is one of these motions
more important than the other in terms of
successfully being able to perform this action?
(They have to balance off of one another in order
to successfully perform this action.)

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSS
S

Activity #3 Diagram:
S
S

S
S

T
S

The groups of students will play a modified game of


Four Square by underhand volleying their volleyball
trainers to one another standing on top of the poly spots.
Extension Up: Have groups underhand volley their
volleyball trainer without being allowed to have this
object touch the ground prior to these individuals
making contact with it.
Extension Down: Have groups underhand volley their
volleyball trainer upon being allowed to have this object
touch the ground two times prior to these individuals
making contact with it.

34:30-34:45 min.

Transition

The students will pick up any equipment used during the


lesson that is laid out on the ground so that it can be
placed in its respective hula hoop upon being dismissed
to perform this task by their team line color, where they
will then sit down at the meeting place when once
complete with this duty.

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSS

Closure34:45-39:45 min.

39:45-40:00 min.

The teacher will provide the students with feedback on


their underhand volleying performance from the lesson
in terms of what they did well on and what they did not
do so well on regarding the skill cues of this motion.
The teacher will ask the students one question focusing
on the skill cues of underhand volleying as followed:
1.) What were two of the three skill cues for underhand
volleying presented in todays lesson? (They were flat
surface, extend to target, and/or quick feet.)
The teacher will ask the students to demonstrate the
motion of underhand volleying without any equipment

Closure Diagram:
S S S S S
S S S S S
S S S S S
S S S S S
S

Lesson Closure:
- I have discovered that the
closure of my lessons do a
sufficient job of reviewing the
content that is presented to the
students in these sessions
upon analyzing the elements
of behavior, performance, and
skills. This proficient
demonstration of reflection in
this closing segment was
evident within these lessons in
that my students attainment
of the central subject matter
was better assessed to
determine whether or not I did
an effective job of conveying
their key concepts. It was
clear that my learners were
better able to take away
critical knowledge in regards
to what they were expected to
have mastered by the
conclusion of these class
periods through this briefing.
That is why from this point
moving forward I will
continue to utilize the same
structure for how subject
matter is overviewed in this
portion of my teaching

for one final time to assess their technique.

Transition

The teacher will provide students with their High Five


points for the day so that they can stand in a line by the
door to wait for their regular classroom instructor to
arrive so that they can leave the gymnasium.

Miscellaneous Information of LessonModifications/Accommodations:


A paraprofessional will be provided to any
student with an identified learning disability in
an effort to provide these individuals with oneon-one guidance for each instructional activity
within the lesson.
All ELL students will be given a translator,
which will be performed by other bilingual
students in the class, so that they can
successfully take part in the lesson.
Any chronicled IEP criteria will be complied
with throughout the course of the entire lesson
for students in need of such support.

T
Transition Diagram:
SSSSSSSSSSSSSSSSSSSSS
T

episodes upon formulating my


instruction within it to match
the objectives to which have
been attached to the execution
of these pupils in such
gatherings.

Key:
S - Student
T -

Teacher

Moving Straight Ahead

Moving to the Left

Moving to the Right

Red Team Line Cone

Blue Team Line Cone

Orange Team Line Cone

Green Team Line Cone

Purple Team Line Cone

Poly Spot

Activity Progression:
- I have realized that the
progression to which is
present between the activities
that I have created for my
lessons are not
developmentally appropriate
in relation to my students
skill levels. This lack in
accommodating my students
needs was quite apparent in
the activities of this lesson
based on the fact that these
individuals began modifying
the procedure in carrying out
these exercises without my
approval since they were
unable to sufficiently perform
them the proper way. It was
because of this difficulty
within these tasks with as to
why these individuals began
exhibiting heightened levels
of misbehavior in comparison
to that of those in my other
class periods by virtue of
becoming frustrated with
illustrating limited success in
such duties. That is why my
plan moving forward is to ask
my learners checking for

Volleyball Trainer

Wall

Hula Hoop

understanding questions
regarding the content that is
going to be presented in my
teaching episodes at their
outset in order to gauge what
these pupils already know
about this material so that I
can then go about altering the
movement assignments for the
skill(s) in focus from their
responses to these inquiries if
need be.