Springfield College Daily Lesson Plan

Name: Thomas Girolamo Date: 11/13/17

Period(s): 1 & 4 School: Roger L Putnam Vocational-Technical High School
Lesson #: 6 of 7 Facilities: Gymnasium
Class Size: 20-24 Grade: 10-11
Unit/Theme: Volleyball Generic Level: Utilization/Proficient
Equipment: 2 sets of volleyball nets, 10-12 volleyballs, First Aid Bag with Walkie Talkie,
Peer Feedback Papers, Skill Evaluation Papers
Focus of Lesson: Skill Evaluation & Gameplay (game style depending on class skill
level)

Student Performance Objectives (SPO): (National # ; MA CF # ;

Task/Activity # )
By the end of the lesson, students should be able to:
(P) Demonstrate the overhand/underhand serve, bump/forearm pass, and set pass with
70% accuracy while using the skill cues during the Skill Evaluation. (National #:
S1.H1.L1; MA CF#: 2.17; Task/Activity#: Skill Evaluation)
(C) Identify what counts as a successful pass during the skill evaluation by answering
questions asked by the teacher as well as filling out the evaluation form correctly during
the activity. (National #: S2.H1.L1; MA CF#: 2.17; Task/Activity #: Skill Evaluation)
(A) Use communication skills for at least 85% of the gameplay & serving game to
promote teamwork and help group dynamics. (National #: S4.H3.L1; MA CF #: 2.26;
Task/Activity #: Gameplay & Skill Evaluation)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teachers Performance Objectives During the lesson the teacher will:
1. Make sure to walk around to each station to check students progress and to ensure
they are fully understanding how to evaluate their peers performance.
2. Make sure students are on task by asking multiple students checking for
understanding questions before and during the activity.

Special Considerations What are the safety concerns? What is unique about the
students in this class?
1. Ensure that all students are safe by setting boundaries for the activity and coning
off any hazardous objects outside of the boundaries so students know to watch
out for it.

References: (include page # and/or actual web site address)

 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (p.21)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

PECentral.org (n.d.). Overhand Serve Cues. Retrieved from

http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=94

PECentral.org (n.d.). Underhand Serve Cues. Retrieved from

http://www.pecentral.org/lessonideas/cues/underhandserve.html

PECentral.org (n.d.). Set Pass Cues. Retrieved from

http://www.pecentral.org/lessonideas/cues/archive9798/cues69798.html

PECentral.org (n.d.). Bump Pass Cues. Retrieved from

http://www.pecentral.org/lessonideas/cues/archive9798/cues59798.html

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

0-3 min Locker Rooms: Students will go SSSSSSSSSSSSSSSSSS

get changed then come out to
the gym ready for the teachers T
instructions and line up in ABC
order for attendance.

3-4 min Transition: After attendance, the

students will move into their
warm up.

4-6 min Introduction:

- Focus of the day: Skill X X
Evaluation & Gameplay
(style depending on the
skill level of the class)
- Start and Stop Signals:
Start signal will be ready _______________________
go and the Stop signal
will be 2 whistles. T
- Safety: Stay inside the
boundaries during the
 class period and listen to X SSSSSSSSSSSSSSSS X
the teachers instructions.

7-12 min Warm Up:

Students will jog to each (Jog to the organization
station then Mr.G will attached below)
explain what to do at the
station.
Jog to station 1
Jog to station 2
Jog to station 3
- STATION 1:
Bump/Forearm Pass
Station (explanation
posted on the paper & on
a posterboard at the
station)
- STATION 2:
- Set Pass Station
(explanation posted on
the paper & on a
posterboard at the
station)
- STATION 3:
- Serving Station
(explanation posted on
the paper & on a
posterboard at the
station)

CHECKING FOR
UNDERSTANDING:
- If I toss the volleyball to
my partner and he or she
12-13 does not hit the ball back
min to me, does that count as
a successful pass? (No)
- If I only hit the ball back
to my partner with correct
form 4 out of 10 times
what would I put on the
sheet? (4/10)
 Transition: Students will get into
partners. Mr.G will assign that
pair a 1, 2 or 3. Whichever
number they get they will start at.
Mr.G will make sure there is an
even number of students at each
station. One partner will get a
skill evaluation form and fill out
their name and their partners. (Organization for Stations
The other partner will get a Attached Below)
volleyball. They will then go over
to their station and read the
directions of the first station on
the sheet or poster board till
Mr.G says start.

13-35 Skill Evaluation

min - Students will go through
(Activities 3 different stations testing
and their skills that they have
Transitio learned in previous
ns) lessons. (Description of
the stations attached
below on paper)
- Students will get 3-5
minutes to complete their
task at that station then
Mr.G will blow his whistle
and have them rotate
stations.
STUDENT ROLE: The student
who is not performing the skill
will use the peer feedback paper
to help his or her partner to
remember the skill cues and
hopefully it will lead to more
success with that skill.

Extension Up: Have the skills be

tested during gameplay
situations instead of drill form.
Extension Down: Have the
student focus on the skill process
instead of the results if they are
struggling with accuracy.

Transition: Mr.G will put the

students into groups of 6-8
partners. Mr.G will walk around
with the volleyball bag to collect
the extra volleyballs from the
students so there is only 1
volleyball per court. Students will
get into the normal setup for
gameplay and get ready to play.
Games will be played with teams
of 8 v 8 or 6 v 6 with 2 subs
depending on class size and skill
level.

REVIEW BASIC RULES OF

VOLLEYBALL:
- Two teams of 6-8 players
will play against each
other.
- One side will start play
with a serve (either
underhand or overhand)
and the gameplay will
continue until the ball is
hit out or touches the
floor.
- If the offensive team hits
it over to the other teams
side and the ball hits their
side within the boundary,
then they score a point.
- If the offensive team fails
to return the ball to the
other teams side or hits
the ball out, then the
defensive team wins the
point and gets the ball to
serve.
 - Games are played to 25
points and the scoring is
rally style which means
every point counts to the
teams overall score.
- When serving, the player
has to successfully hit the
ball over the net and
have it stay within the
boundaries of the other
teams court. If he or she
fails to do that, the other
team gets the ball and a
point. If the player hits the
ball on his or her first
serve and it hits the net
but makes it over to the
other teams side, then
that player gets to redo
their serve. A player only
gets to redo his or her
serve once.
- After the serve, a team is
allowed 3 total hits to get
the ball back to the other
teams side. No player is
allowed to hit the ball two
times in a row.
- Rotation:
- Students will rotate after
their team gets the ball
and a new person gets to
serve.
- They will rotate positions
clockwise.

Volleyball Gameplay: (Organization attached

- Students will play a game below)
of volleyball.
- The game will start with a
student from a team
serving the ball. Using
 the Overhand Serve or
Underhand Serve ONLY.
- The gameplay will have
score kept and follow the
same rules as placed in
games in the previous
lesson.
- Rotation will happen
when the defensive team
wins the point. Someone
who was on the side will
come in or everyone will
rotate clockwise
depending on the class
size.

Extension Up: Games with 8

people will be put down to 6
people with 2 subs to allow
everyone to get a feel for a real
volleyball game.

Extension Down: Switch the

volleyball out for a softer and
bigger sized volleyball to make
the ball easier to hit.

35-36 Transition:
min Have the students bring in the
equipment to the bag and have
them stay for a quick closure.

36-38 Closure:
min - When would the bump S S S S S S S S S S S
pass be used in a game? S S
(when a ball is hit low) S S
- When would the set pass T
be used in a game?
(when a ball is hit high)

38-43 Transition: Mr.G will dismiss the

min students and have them go into
their locker and change for class.