Volleyball Unit Plan

Grade 8, Physical Education

Kayla Carmichael
 TABLE OF CONTENTS

Introduction: Defense.......................................................................................................... 3

Classroom Management Plan ............................................................................................. 4

Unit Plan in Grid Format .................................................................................................... 6

Module Assessment Plan ................................................................................................. 15

References ......................................................................................................................... 20

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Introduction: Defense Paper

Students were provided with the choice of three physical education modules, and

selected one. Students have chosen to participate in the volleyball unit, which is

comprised of 6 lessons and runs over a two-week period.

The purpose of the unit plan that I have designed is to create interest and

introduce the game of volleyball to grade 8 students. I recognize that grade 8 students

will have a wide range of skill levels, and some will have played on the school volleyball

team the previous year, whereas others will have minimal experience with the game. The

focus of my unit is to teach the most important volleyball skills, and to provide lots of

opportunity to learn and practice. Students will also learn volleyball rules, scoring,

cooperation and fair play.

My goal is to inspire students to live an active and healthy lifestyle. I believe a

positive learning environment, where all students feel comfortable, regardless of gender

or athletic ability, provides the foundation for student to be active inside and outside of

school, and throughout their lives. My aim is to provide students with the knowledge and

skill to enjoy the game of volleyball. Most students will be motivated to participate in

volleyball, given they have chosen to take this unit. I will do my best to engage all

students and ensure they feel capable and not judged. I believe that everyone can benefit

from volleyball, regardless of individual differences, and I have incorporated a variety of

teaching strategies and a wide range of activities into the unit to ensure that every student

will experience success.

The volleyball unit has been designed to meet specific learning outcomes (SLOs)

from the Alberta Program of Studies, grade 8, Physical Education, and the general

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learning outcomes (GLOs) of activity, cooperation and do it daily. These objectives will

be met through students acquiring knowledge, skills and practice activities, as related to

the game of volleyball. I will use a variety of teaching strategies to create interest,

motivation and a fun learning environment for students. I will use a combination of

formative and summative assessment, including pre-assessment, teacher observation,

feedback and the PE rubric, to ensure that students are achieving the learning outcomes. I

will adapt lesson plans, as needed, to keep students engaged in learning.

Classroom Management Plan

There are many classroom management strategies that I will implement

throughout the volleyball unit including the following:

o Explain to students the focus and goals of the volleyball unit

o Clearly explain rules and expectations, make sure students understand, provide

reminders

o Establish classroom procedures, teach, practice and reinforce, until they become

routine

o Write the daily/weekly schedule and post in the gym before students arrive

o Teach to students interest and make it fun

o Be a positive role model for the students, listen, encourage and provide feedback

Physical Education teachers must be dedicated to developing the knowledge,

skills, and attributes (KSAs), the teaching quality standards, to successfully deliver the

curriculum and inspire students to lead an active and healthy lifestyle. In order for

students to learn best, I will follow my classroom management plan to ensure that every

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student is reaching his or her potential, and having fun while doing so. For this unit, my

classroom management plan will be heavily based on getting to know the students and

developing positive relationships, especially since I am new to the classroom and this

group of students. I will discuss my expectations for learning and clearly explain the

classroom procedures and rules to be followed throughout the class.

Developing relationships is very important to maintaining positive classroom

management. As a new teacher, it is critical that I develop positive relationships with

students, to gain their respect and confidence. The volleyball unit will allow me to create

meaningful positive relationships with students because it is interactive and allows me to

be directly involved in the activities, and to provide feedback in a respectful manner.

Motivation and engagement of students in physical education is key to learning.

The volleyball unit is interactive and has lots of opportunity for practice and games. In

creating games, I will ensure that teams are equal and fair, and this will increase

motivation. When teams are not equal, with all of the strong players on the same team,

students can become disinterested and motivation is decreased. I will use flexible

grouping and the information that I will obtain through direct observation to ensure teams

are fair and competitive.

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 Unit Plan in Grid Format

Grade: 8 Unit: Volleyball Dates: September 13- September 29, 2017

Date Lesson G SL Learning Activities Assessment Safety Instructional Equipment Motivation

To Title L Os Strategies
teac O
h s
Sept. Intro to A A8 -Ask students: Who has played volleyball before? -Pre -Make sure - -Volleyball -Fun
13 volleyball C -2 (show of hands) assessment students have Demonstration (one per games
-Bump -What rules do you know? their own space student)
Pass A8 -What are the different types of volleyball passes? -Observation and are not close -Modeling -Learning
-5 -What is a bump pass? (skill to anyone -Volleyball a new skill
assessment -Learning net and
C8 -Introduce game and discuss safety. and -Spatial drills poles -Pick a
-3 -Practice proper form for bumping. feedback) awareness when partner
-Bumping- thumbs together, interlock hands, straight hitting the ball -Direct
arms, bend your knees to hit the ball, dont elephant -PE Rubric instruction
swing your arms, lower body does the work for -Do not hit the
controlling the ball (demonstrate proper technique ball anywhere, -Individual
and improper technique) must be aware guided
of who is around practice
Individual Activity you
- Students will bump to themselves, in the air -Small group
- Students will bump to the wall (how many times -No unattended learning
can you bump without the ball hitting the ground) balls left on the
floor
Partner Activity
-Students will bump with a partner

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Keep the Ball Up
-In small group of 5-6, students will stand in a circle
and bump the ball. The goal is for students to work
together to keep the ball in the air using proper
technique, and calling mine for the ball. Students
will count out loud the number of times they keep the
ball up. Once it hits the floor, they start over.

Forearm Pass Commands Activity

-With a partner, students will find an open area in the
gym
-Teacher will call out commands and students will do
that command 5 times, then their partner will do it
-Partners should make good passes and encourage
their partner while performing
-First- toss the volleyball so your partner can easily
bump it back to you for 5 hits
-Second-toss the volleyball so your partner has to
take a quick step to the right to hit the ball back to
you
-Third- toss the volleyball so your partner has to take
a quick step to the left to hit the ball back to you
-Fourth- toss the volleyball so your partner has to
take a quick step forward to hit the ball back to you
-Fifth- toss the volleyball so your partner has to take
a quick step back to hit the ball back to you
-Now, well make it more game like, your partner
will toss the ball to you using any of the five previous
commands without telling you what one they will
use, and you will return it to them (5 times then
switch, same commands can be used more than once)

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 2 on 2 Half Court
-Rally over the net practicing the bump pass
-If the ball hits the ground or is hit out of bounds, the
other team gets the point
-Games to 5 points
Sept. Set pass A A8 -Practice proper technique for setting- fingers spread -Observation -Make sure - -Volleyball -Fun
15 C -2 apart, (triangle position with thumb and pointer (skill students have Demonstration (one per games
finger), hands in front of face close to forehead, on assessment their own space student)
A8 contact, set by extending the arms and legs and and are not close -Modeling -Learning
-5 (demonstrate proper and improper technique) feedback) to anyone -Net and a new skill
-Learning poles
C8 Individual Activity -PE Rubric -Spatial drills -Pick a
-3 -Students will set to themselves, in the air awareness when partner
-Students will set the ball to the wall hitting the ball -Direct
instruction
Partner Activity -Do not hit the
-Two partners face each other and set the ball (how ball anywhere, -Individual
many times can you set the ball without it touching must be aware guided
the ground) of who is around practice
you
Set and Bump Activity -Small group
-Groups of about 8 students, split into 2 lines that -Watch for poles learning
face each other, about a meter apart when running
-First student in line will set to the opposite person,
then run to the back of that line. Receiver will set or -No unattended
bump ball back over the net, then run to the back of balls left on the
opposite line. Goal is to get the ball over the net with floor
only one pass
-How long can you rally?
-Be sure to use both bump and set pass

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 -Make the game more challenging by moving the
lines further apart

3 on 3 Game
-Students will play a modified volleyball game
-No serving (toss is used to start the rally)
-Do at least 3 passes using bump or set before hitting
the ball over the net (at this point it does not matter
how many they use)
-Remember to call for the ball mine
-If the ball hits the ground, is hit out of bounds or hits
the net the other teams gets the point
-Normal boundaries
-Games played for 5 minutes, winning teams stay at
the court, losing teams will move to a new court
Sept. Serving A A8- -Serving rules (where to serve from, where the ball -Observation -Make sure - -Volleyball -Fun
18 C 2 has to pass on the other side, how to serve) (skill students have Demonstration (one per games
-Demonstrate proper and improper technique assessment their own space student)
A8- and and are not close -Modeling -Learning
5 -Demonstrate underhand serve -stance- feet, feedback) to anyone -Net and a new skill
shoulder width apart facing the net, and step forward -Learning poles
C8-
on the opposite foot you are serving with. Bend -PE Rubric -Spatial drills -Pick a
3 -Papers
knees slightly and lean forward, hold the ball at waist awareness when partner
level in the palm and fingers of your non-serving hitting the ball -Direct labeled 1-
hand. Movement- open your serving hand (dominant instruction 6 (2)
hand), swing it back then swing forward to make -Do not hit the -Tape to
contact with the ball, shift your weight from the back ball anywhere, -Individual outline
foot to the front foot as you swing to hit the ball, must be aware guided each 1-6
follow through once you hit the ball and step forward of who is around practice area
to complete the movement. you
-Small group

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-Demonstrate overhand serve -stance-feet shoulder -Watch for poles learning
width apart facing the net, hold the ball in your non when running
dominant hand straight in front of you, swing your
arm up and back next to your head, make sure your -No unattended
elbow is pointing upwards and your hand is at or balls left on the
slightly above your ear, toss the ball in the air floor
keeping it in line with your hitting shoulder. (Dont
toss the ball too high or low, or too far to any side)

Individual Activity
-Practice individual underhand/overhand serving to
the wall: serve to the wall, then catch and serve
again, pick a line about 3 meters (10 ft.) above
ground and serve just above the line

Partner Activity
-Partner serving: serve ball to partner who catches it
and serves it back
-Next, try partner serve over the net (more
challenging)

Serving Challenge
-Have numbers labeled from 1-6 in boxed off areas
on one side of each court
-Students with a ball stand on the side that is not
numbered (with a partner, one ball per pair)
-Goal is to reach 15 points before your partner
-Teacher calls what zone they should aim for
-If they get it in the zone that player will get 3 points,
if they miss the zone, but serve it in bounds they get
1 point and minus 1 for a serving error

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 -Partners will switch serving each time (students can
choose type of serve)

Dead Fish
-Divide players in 4 equal groups
-Both teams serve at once (concentrate!)
-When a player misses, player lies down on the
opposite court
-Students can return to their side to serve if they
catch one of their teams serves
-After a certain time (e.g. 5 minutes) the team with
most servers, wins

Around the World

-Same court labels as previous game
-Students stand behind service line and students must
go in order starting at 1 to 6- if they get the ball
served into area 1, they move to 2, then 3, and so on.
If they miss at any time they go back and start at 1
again
Sept. Block & A A8- -Ask: What is blocking? Spiking? -Observation -Make sure - -Volleyball -Fun
20 Spike C 5 -Demonstrate blocking and spiking (skill students have Demonstration (one per games
assessment their own space student)
C8- Spiking Practice and and are not close -Modeling -Learning
3 -Split students into 3 groups of 9, half of the group feedback) to anyone -Net and a new skill
will be on one side of the net and the other half on -Learning poles
the other side, all the balls will be on one side of the -PE Rubric -Spatial drills -Pick a
court. Students will throw the ball high over the net awareness when partner
and the students on the other side will spike it back, hitting the ball -Direct
then they will switch roles. Spiking students will start instruction
first movement when the ball is set up in the air -Do not hit the

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 (footsteps, R-L-R-L if right handed, L-R-L-R if left ball anywhere, -Individual
handed), they will do a one hand hit downward over must be aware guided
the net onto the other sides court. of who is around practice
you
Blocking Practice -Small group
-Same groups as above. Students will block the ball -Watch for poles learning
when it comes over the net. Students will jump when running
towards the ball, as close to the net as possible,
without touching the net, and using two open hands -No unattended
they will let the ball hit their hands to send it back balls left on the
over the net floor

Block and Spike Activity

-In groups of 4-5 (2 groups per court), 2 students on
one side of the court and the other 2-3 on the other
side. Start with the volleyball on the side with 2
people, have one student set the ball in the air and the
other student spikes it over the net. The students on
the other side can try to block the spike or return the
spike back over the net. Once the volleyball hits the
ground, rotate students around so everyone gets a
chance to spike, set and block.
Sept. Refining A A8 -Ask: How do we set the ball? Bump? Spike? -Observation -Make sure - -Volleyball -
25 Skills C -6 -Choose students to demonstrate (skill students have Demonstration (one per Becoming
assessment their own space student) proficient
C8 Partner Practice and and are not close -Modeling in a skill
-3 -With a partner, how many times can you pass the feedback) to anyone -Net and
ball using only setting and bumping while standing -Learning poles -Fun
close together, further away, sitting on the ground -PE Rubric -Spatial drills games
awareness when -Hula-
Setting/Spiking Activity hitting the ball -Direct hoops or -Music

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 -Groups of about 6 students, two groups at a net instruction Frisbees
-Line up on one side of the net, 2 hula hoops on the -Do not hit the (10)
opposite side, one close to the net and one further ball anywhere, -Individual
back (one student in each of the hoops) must be aware guided -Pylons
-Student on the side with the line will throw the of who is around practice (10)
volleyball high over the net to the student in the back, you
that student will set the ball to the student standing -Small group -Score
beside the net and they will try to spike it over the net -Watch for poles learning cards (1
back to the first person in line when running per
-Once you throw the ball over you go to the setting partner,
position, setting position goes to spiking, and spiking -No unattended about 16)
goes to the back of the line balls left on the
floor -Pencils
Volley Golf Activity (about 16)
-Students will choose a partner
-There will be about 10 holes set up
-Students have to start at the pylon and try to get the
volleyball into the designated hole (hula hoop,
Frisbee), they can only move closer to the hole when
they are setting or bumping the ball back and fourth
-The goal is to get the ball in the hole using the least
number of passes
-Each pass counts as 1 (so if you take 3 passes then
hit the ball into the hoop, it counts as 4)
-If you take no passes and get it in, it is a hole in 1
-If you hit it and it misses you have to start back at
the pylon
-Students will get a scorecard to keep track of how
they do at each hole.
Sept. Tourname A A8 -Warm up Memory Drill Circuit -Observation -Make sure -Direct -Volleyball -Playing a
27 nt (round C -10 -When the music starts the first person in line (skill students have instruction (one per real game

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robin D (teacher) will lead the group through the following assessment their own space game and
format) C8 actions: and and are not close -Flexible few extra) -Music
-6 -Run forward to the net, block at the net, shuffle step feedback) to anyone grouping
to the other corner while facing the net, block at that -Net and -Playing
D8 corner, run backward to back corner, shuffle step to -PE Rubric -Spatial -Learning poles new teams
-3 the corner our group started at. awareness when games
-After 1 rotation, leader will go to the back of the line hitting the ball - -
and the next student will lead -Group Tourname Competiti
-3-5 rotations -Be aware of learning nt chart ve games
who is around (on board
-Ask: What are the volleyball rules? How do we you or paper)
score a point? What are the court boundaries?
-Watch for poles
Round Robin Games when running
-Assign students into even teams of 6 or 7
-Every team will play each other
-Game played to 11 points
-Concurrent games (number dependent on courts)
-When not playing students will officiate the game

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 Assessment Plan
Stage 1 Desired Results
Established Goals:

GLO A: Acquire skills through a variety of developmentally appropriate movement activities; dance, games,
types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and
outdoor pursuits.

GLO C: Interact positively with others.

GLO D: Assume responsibility to lead an active way of life.

Understandings: Essential Questions:

Students will understand

1. The knowledge and basic rules of the
game of volleyball.
2. How to play fairly individually, with a
partner and in groups.
3. Sport specific movements and techniques
that are required to play volleyball and
improve ones performance.
Students will know
1. Why is it important to learn the knowledge and
rules to play volleyball? What are the rules?
2. What are some qualities of playing fairly
individually, with a partner, and in a group?
3. What skills do you need to play volleyball?
Students will be able to do

Cooperation: Activity:

C8-3: Demonstrate etiquette and fair play. A8-2: Select, combine and perform locomotor skills by
using elements of body and space awareness, effort and
C8-6: Identify and demonstrate positive relationship to improve personal performance.

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 behaviours that show respect for self and others.
Do It Daily For Life
D8-3: Select and apply rules, routines and
procedures for safety in a variety of activities.
Learning Outcomes
A8-5: Demonstrate ways to receive, retain and send an
object with varying speeds, accuracy and distance in skills
specific to an activity.
A8-6: Select, combine and perform manipulative skills by
using elements of space awareness, effort and relationship,
with and without objects, to improve performance.
A8-10: Select, combine and perform activity-specific
basic skills in a variety of games.
Assessments
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 Pre- PE Rubric
Title
assessment (daily mark)
Type (Formative/Summative) F S/F

Weighting 0% 100%

A8-2: Select, combine and perform locomotor skills

by using elements of body and space awareness,

effort and relationship to improve personal
performance.

A8-5: Demonstrate ways to receive, retain and send

an object with varying speeds, accuracy and
distance in skills specific to an activity.

A8-6: Select, combine and perform manipulative

skills by using elements of space awareness, effort

and relationship, with and without objects, to
improve performance.

A8-10: Select, combine and perform activity-

specific basic skills in a variety of games.

C8-3: Demonstrate etiquette and fair play.

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C8-6: Identify and demonstrate positive behaviours
that show respect for self and others.

D8-3: Select and apply rules, routines and

procedures for safety in a variety of activities.

Assessment Tool Overview

Assessment
Outcomes Criteria For AS OF
Tool Title

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 PE Rubric (daily score)
EXCELLENT GOOD BASIC NOT MEETING
4 3 2 GRADE
1
PERFORMS AND REFINES MOVEMENT SKILLS
Thoroughly, Competently Adequately Limited and
Consistently Frequently Developing inadequate
Accurately Proficiently Fundamental Inadequate
performs performs aspects of the ability to perform
Improves and Improves movement skill this movement
refines movement movement skill Able to perform skill.
skill Able to perform this skill in When the
A8-2
Able to perform this skill in common or situation is
A8-5 this skill in simple, various familiar situations simple, rehearsed
A8-6 complex and unique circumstances Experiencing and highly
A8-10 circumstances Experiencing basic success structured, is able
PE Rubric C8-3 Experiencing good success to achieve some
C8-6 excellent success success
D8-3
COOPERATES TO DEMONSTRATE FAIR PLAY & TEAMWORK
Thorough, Competently Adequately Limited and
consistent frequently Respect inadequate
Respect Respect Leadership Respect
Leadership Leadership Followership Leadership
Followership Followership Demonstrates Followership
Cooperates to Cooperates to fundamental Ability to
demonstrate fair play demonstrate fair aspects of fair cooperate to
and teamwork play and play and demonstrate fair
Shows excellent teamwork teamwork play and
communication Shows good Shows basic teamwork
skills communication communication Unable to show
Positive behaviours skills skills and positive acceptable
Constantly Positive behaviours communication

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 improving and behaviours While skills and
refining skills in While often developing an behaviours
complex and unique working to ability to improve Unless in a
situations improve and skills in common simple, rehearsed
refine skills in and familiar and highly
various situations situations structured
situation

A8-2
A8-5
During the first lesson, I will ask students about their prior knowledge of
Pre- A8-6
volleyball. During the drills, I will observe students to get a sense of where they
assessment A8-10
are at and what I need to focus on for the volleyball unit.
D8-3

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 References

Doan, R.J., Couturier MacDonald, L. & Chepko, S. (2017). Lesson planning for middle school physical education: meeting the

national standards and grade-level outcomes. Champaign, Il: Human Kinetics.

Landy, J. & Landy, M. J. (1993). Ready-to-use PE activities for grades 7-9. West Nyack, N.Y.: Parker Pub. Co.

Wise, M. (1999). Volleyball drills for champions. Champaign, Il: Human Kinetics.

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