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SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 4/13/15 & 4/15/15

SCHOOL: Rebecca M. Johnson School

LESSON#: 7

TIME: 1:55-2:35 PM

FACILITIES: Gymnasium

CLASS SIZE: 20-25


GRADE: 5
UNIT/THEME: Balancing
GENERIC LEVEL: Utilization/Proficiency
EQUIPMENT: 1 Whistle, 5 Team Line Cones, 6 Volleyball Trainers, 2 Small (Lowered) Volleyball Nets,
1 Big (High) Volleyball Net, 2 Hula Hoops, and 4 Visuals
FOCUS OF LESSON: Demonstrate Setting
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 all of the skill cues for setting within the various tasks of the class period by simulating the
teachers physical demonstrations of this motion (SHAPE (S1.E22.3); MA CF 2.2) (Taught:
Introduction; Assessed: Activity #1, Activity #2, and Activity #3).
(C) Identify all of the skill cues for setting 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.E2.5); MA
CF 2.1) (Taught: Introduction; Assessed: Closure).
(A) Accept responsibility for instances of off-task behaviors they engage in throughout the class period
without having to comply with any voiced prompts aimed to desist these inappropriate acts of conduct
given out by the teacher (SHAPE (S4.E2.5b); 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 all skill cues of setting to students by demonstrating how they must be executed in order to
successfully carry out this action.
2. Sympathize with students effectively through instruction and feedback so that a positive learning
environment is maintained without having to desist any instances of off-task behavior.
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 setting. 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 in 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

SEQUENCE OF LESSON
Opening-

0:00-0:15 sec.

The teacher will greet the students at the door leading to the gymnasium.

Transition0:15-0:30 sec.

The students will march in a straight line into the gymnasium led by the
teacher.

ORGANIZATION
Opening Diagram:
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Transition Diagram:
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Instant Activity0:30-6:30 min.

The students will walk, hop, and (horizontal) jump and land one time each
around the sides of the activity area for a total of three laps.

Transition6:30-6:45 min.

The students will walk to the meeting place upon being dismissed by their
team color.

Introduction

Meeting Place: The meeting place will be established by the students team
lines.
Stop/Go Signals: The teacher will notify the students that their stop/go
signals in the lesson will be ready, go for starting an activity, while the
end of an activity will be indicated by the sound of a whistle with the
learners succeeding this noise by saying, Stop, Look, Listen, Shh
simultaneously out loud.
Student Behavior Expectations: The teacher will explain to the students
the importance of behaving themselves in an appropriate manner
throughout the entire duration of the lesson (whereas they will have to sit
out during this class period if they are prompted for their actions a total of 3
times).
The teacher will inform students that they will be learning about how to
perform a set in volleying throughout todays lesson.
The teacher will then make the students aware of the following aspects of

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Instant Activity Diagram:


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Transition Diagram:
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REFLECTIONS
Safety:
- I witnessed
several students
either touching,
sliding under, or
jump over the two
volleyball nets that
were set up in the
gymnasium during
each of these
lessons. To prevent
these issues from
occurring again I
addressed them to
the students during
the very next
transition between
activities. I found
that this tactic was
helpful in limiting
these safety hazards
from transpiring
multiple times upon
making the students
more aware of the
dangers that they
posed. That is why
in the future I will

6:45-11:45 min.

the set:
o Why learn the set? (It is a vital skill that when perfected
correlates to a players/teams success in the sport of
volleyball.)
o When do we set? (When an oncoming ball in the sport of
volleyball is above a players waist to pop it up in the air.)
o How do we set? (By executing all of the skill cues for this
motion in a successive manner.)
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 over a net.).
Demonstration: The teacher will demonstrate to the students how to
perform the action of setting by highlighting its skill cues using the wholepart-whole method.
Skill Cues:
Activity #1 Crab Fingers (Curl your fingers for contact on the pads.)
Bend and Extend (Bend your knees in preparation; extend your
legs and arms on contact.)
Quick Feet (Move your feet quickly to be in position under and
behind the ball.)
Activity #2 & #3 Quick Feet (Always keep on the move to be in position for the
volley.)
Bend and Extend (Bend the knees and arms in preparation; extend
the arms, legs, and body toward the target on contact.)
Offense
Open Space (Hit to the open space.)
Defense
Ready (Bent knees, ready hands.)

Transition11:45-12:00 min.

The teacher will split the students up into groups of four (there will be one
group of five) by counting them off, where these factions will be provided
with one volleyball trainer and be told to walk to either one of two small
(lowered) volleyball nets or one big (high) volleyball net in which two

Introduction Diagram:
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Transition Diagram:
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utilize the
instructional
strategy of critical
demandingness to
require that
individuals whom
violate these
protocols go back to
perform such duties
in the proper
manner.

individuals will stand next to each other on one side of this structure at
arms-width apart with the remaining members standing directly across from
these individuals on its opposite side upon being dismissed to perform this
task by their team color.

Activity #1 Diagram:
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Activity #1- Setting it Up

12:00-18:00 min.

18:00-18:15 min.

Demonstration: The teacher will demonstrate with a group of three student


volunteers the procedure to which the class will be mandated to adhere to in
order to carry out the first instructional activity of the lesson by utilizing all
of its required equipment within the task space that will be used for it.
Checking For Understanding:
1.) What part of your fingers should the ball make contact with when setting?
((finger)pads)
The groups will continuously set the volleyball trainer to one another over
the net as many times as they can without this object making contact with
the ground.
Extension Up: Have groups take three steps further away from one another
in order to set their beach balls to each other over the net at an increased
distance.
Extension Down: Have groups take three steps closer to one another in
order to set their beach balls to each other over the net at an increased
distance.

Transition

The groups will remain in the exact same location for where they are
standing with the volleyball trainer placed at their feet while waiting for the
next series of instruction to be given out by the teacher.

Activity #2- Set Volleyball

Demonstration: The teacher will demonstrate with a group of three student


volunteers the procedure to which the class will be mandated to adhere to in
order to carry out the second instructional activity of the lesson by utilizing
all of its required equipment within the task space that will be used for it.
Checking For Understanding:
1.) What are the phases for setting when you should bend your knees and
extend your legs and arms? (in preparation for knees and on contact for

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Teacher Signals:
- I made sure to
communicate the
stop/go phrases that
were employed
throughout these
lessons to students
before them
participating in
their activities. This
routine was highly
effective on account
of how I
incorporated it into
my instruction by
asking the learners
checking for
understanding
questions about
what these signals
were composed of
seeing that they had
also been used in
my previous
teaching episodes. I
discovered that this
ploy was beneficial
in making the
expectations for
complying with
these indicators

18:15-24:15 min.

arms and legs)


The groups will compete against themselves in a modified game of
volleyball in which they will be required to only set the volleyball trainer
each time that they make contact with this object, where all of the rules for
this sport will remain the same.
Extension Up: Have groups set the beach ball to their fellow teammate
before hitting it over the net.
Extension Down: Have groups set the volleyball trainer as many times as
they can before hitting it over the net.

Transition24:15-24:30 min.

The teacher will split the students up into teams of six (there will be one
team of seven) by this instructor selecting them by themselves, where these
factions will be assigned to walk to their own side of either a small
(lowered) volleyball net or the big (high) volleyball net with a volleyball
trainer prearranged at these locations upon being dismissed to perform this
task by these group designations.

Activity #3- The Volleying Grand Finale

24:30-34:30 min.

Demonstration: The teacher will demonstrate with a group of eleven


student volunteers the procedure to which the class will be mandated to
adhere to in order to carry out the final instructional activity of the lesson
by utilizing all of its required equipment within the task space that will be
used for it.
Checking For Understanding:
1.) What is the position to where you move your feet to contact the ball during
setting? (under and behind it)
The teams will rotate to compete against one another in a modified game of
volleyball using the volleyball trainer by incorporating all of the skills
taught throughout this unit as a culminating task for it, where all of the
rules for this sport will remain the same except for how these individuals
will be given an unlimited amount of opportunities to serve since they were
never introduced to this motion. These games will be played to two minutes
with a King of the Court format being applied to them with which the court
with the big (high) net will be allocated as this desired arena of play. This
exercise is aimed to prepare the learners for similar type of material in

Transition Diagram:
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clear to the students


by verifying that
they were aware of
the fashion with
which they were
anticipated to
conduct themselves
upon these prompts
being enforced
during the class
period. My goal
moving forward is
to convey these
same cues in a way
that is succinct so
that this critical
exchange of
information to these
individuals is less
timely.

association with this content that they will have to carry out in middle
school.
Extension Up: Have teams set the volleyball trainer to their fellow
teammates a total of three times before hitting it over the net.
Extension Down: Have teams set the volleyball trainer with this object
making contact with the ground one time before hitting it.

Activity #2 Diagram:
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Transition34:30-34:45 min.

The students will pick up any equipment used during the lesson so that
these individuals can place these items into their two respective hula hoops
next to the bleachers upon being dismissed to perform this task by their
team line color, where they will be permitted sit down at the meeting place
when once complete with this duty.

Closure

34:45-39:45 min.

39:45-40:00 min.

At the designated meeting place, the teacher will thank the students for
listening and cooperating during the lesson; however, this will only be done
if they did in fact behave respectfully.
The teacher will provide the students with feedback on their setting
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 then present visuals to the students that show different skill
cues of setting on them to briefly test the students knowledge which they
obtained from the lesson. For example, the students will be asked by the
teacher what skill cue of this element in the skill theme of volleying is
presented on the images. It will then be up to the students to work together
in order to come up with one common answer that the entire group agrees
upon so that they can then relay it back to the teacher.
The teacher will then ask the students one question focusing on the skill
cues of setting as followed:
1.) What were the three skill cues for setting presented in todays lesson?
(They were crab fingers, bend and extend, and quick feet.)
The teacher will ask the students to demonstrate the motion of setting
without any equipment for one final time to assess their technique.

Transition-

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Transition Diagram:
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Teacher Voice
Tone:
- The students
displayed confusion
about how to
perform the tasks of
the lesson once
given the signal to
begin carrying out
such exercises. It
was due to this
bewildered
execution of my
learners in as to
why I had to adjust
my instruction for
explaining these
activities since they
were scattered
throughout the
gymnasium when
these directions
were expressed by
reason of my voice
not being able to
carry in this space
for them to hear
what I clearly was
saying. This is why
I made sure that my
dialogue describing

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.

Activity #3 Diagram:

Miscellaneous Information of Lesson

Assessment: The teacher will assess the students performance for


achieving the lessons objectives by visually observing them throughout
the full duration of the class period.
Teacher Positioning: During the entire the lesson, the teacher will reposition themselves throughout each of the instructional activities when
they are not presenting content by scanning the gymnasium with their
back to the wall to provide the students with necessary feedback
regarding their performance.
Modifications/Accommodations:
Specialized instruction will be provided by the teacher to any
student that has an identified learning disability in an effort to
offer these individuals with one-on-one guidance for each
instructional activity within the lesson.
All ELL students will be given a translator in the event there
happens to be other bilingual peers present in the class so that
these individuals can successfully take part in the lesson.
If any chronicled IEP criteria is presented, these regulations will
be complied with throughout the course of the entire lesson for
students in need of such support.

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Transition Diagram:
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Closure Diagram:
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the protocol for


achieving the
following
movement
assignments was
done with these
individuals having
been moved in
closer proximity to
where I physically
was standing at the
time to make
certain that they
could fully
comprehend what I
had spoken to them.
My plan moving
forward is to stay
within this radius
between the class
and myself when
presenting them
with the scheme
they must adhere to
for partaking in
these drills of my
teaching episodes.

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Transition Diagram:
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Teacher Wait
Time:
- The students
consistently were
talking with one
another for an
extended duration
of time when I was
trying to administer
them with
instruction on the
activities in these
lessons. This
constant chattiness
illustrated by these
individuals
eventually forced
me into having to
use a significant
amount of my
teacher wait time in
response to
reducing their
conversations with
each other. I learned
that by articulating
to the class that no
further information
would be voiced to
them until they
silently placed their

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

Beach Ball

Small (Lowered) Volleyball Net

Big (High) Volleyball Net

Hula Hoop

full-fledged
attention on my
vocal delivery of
content was highly
beneficial in halting
these discussions.
In my succeeding
teaching episodes it
is of major
importance that I
employ this
pedagogical
practice more
efficiently in light
of how it helps in
decreasing the noise
that is produced by
these learners from
this discourse with
peers.