Lesson Plan 3

LEARNERS AND THE LEARNING ENVIRONMENT

Teacher(s) Name(s): Jamie MacNeil
Where the Lesson is Taught: Troy High School
Grade Level: Intro to Physical Education
Unit: Volleyball
Day: 1
Title of Lesson: Introduction to Volleyball. Skill: Forearm Passing
Total Time Planned: 50 Minutes
Engaging and Supporting Diverse Learning: Applying Principles of Universal Design for Learning
This is a Co-Ed class that contains students that identify as males and females.
There are students in this class that have different religious beliefs, but this
does not usually affect their participation in physical education, it is just
something to keep in mind when teaching. All students speak English. All
Sociocultural Details: activities will be demonstrated to ensure student understanding. Making sure I
am a culturally sensitive when using examples, videos and any other forms of
teaching to make sure no groups or cultural are offended and feel as if they can
express themselves and their cultures in the classroom.

Students Strengths and Needs
Relevant to this Lesson:
Equipment and Set-Up for
Lesson:
Risk Management Concerns:
State Standards Addressed:
There is a broad range of ability in the class. I have some students who are
more athletic and competitive than others. All students bring their best effort
while they are in the gym. Some students are more competitive than others, but
they balance each other out in competition. Students have strong problem-
solving skills and can work with others in a mature manner.
Materials and Digital Tools Needed
 20 Volleyballs
1. Students must be aware of their surroundings and where they are
in space. Knowing where other groups may be workings and how
their body is moving as well.
2. Students need to make sure they are alert at all times. Especially
when we are using the volleyballs in a drill or activity.
3. Students need to make sure they are communicating and only
using the equipment the way it was intended to be used.
OUTCOMES AND ASSESSMENT
S1.L1.1 Demonstrates competency in a variety of motor skills and
movement patterns. Lifetime activities:Demonstrates competency
and/orrefines activity-specific movement skills in 2 or more
lifetime activities (outdoor pursuits, individual-performance
activities, aquatics, net/wall games,
or target games).

S2. L1 1 Applies knowledge of concepts, principals, strategies and

tactics related to movement and performance. Movement concepts,
principles and knowledge: Applies the terminology associated with
 exercise and participation in selected individual-performance activities,
dance, net/wall games, target games, aquatics, and/or outdoor pursuits
appropriately.
S4.L1 3.Exhibits responsible personal and social behavior that
respects self and others. Working with others. Uses communication
skills and strategies that promote team or group dynamics.

1. SWBAT: forearm pass using proper techniques getting the ball

over the net 8 out of 10 times. (Psychomotor)
2. SWBAT: Work cooperatively with others during drills 100% of
the time with their partners. (Affective)
Lesson Objectives:
3. SWBAT: identify and define 3 terms of vocabulary and 1 rule at
the end of the class period that I mentioned during the
introduction. (cognitive)
Objectives for Differentiated Instruction
1. Students will be assessed through teacher observation on their
form for forearm passing throughout the different drills.
2. Through peer assessment and teacher observation, partners will
share with me how well they were working as a pair or group
Lesson Assessments: during drills.
3. Students will verbally respond to my questions asking them the
terms and rule I told them about at the beginning of the class.

Assessments for Differentiated Instruction

INSTRUCTIONAL PRACTICE
1. Good Morning Class! We will be staring our volleyball unit and I
will be your main teacher for it Mrs. Danhoff will be assisting
when needed. I’m sure most of you are familiar with volleyball.
By a show of hands how many of you think you know how to
play or have played before? Well today we will be going over
some background and rules but our first skill we will be working
on is introducing the forearm pass. Before we do all that, we
need to warm up, Mrs. Danhoff said that you all know how to
run through a dynamic warm up? Who wants to lead it?
2. Last week we finished up with our soccer unit, which you all did
Lesson Preview: a great job with sportsmanship in partners during skills and in
teams during game play. I want to see you guys continue to do a
great job and to continue to improve you will need a lot of
patience in volleyball.
3. The objectives for today is the learn how to forearm pass. By the
end of today I want you to be able to complete a forearm pass to
your partner with proper height and control 8 out of 10 times. I
also want you to be able to use proper technique during practice
because I want you practicing good habits not bad ones. You will
be assessed on your skill by myself and your partner. I will be
watching to see who is doing things properly and working well in
 their groups or pairs the entire class period. Lastly before you
leave today I will ask you to tell me the vocabulary terms and
rules that I will be talking about throughout the class period to
show we me are understanding the game and learning skills.
4. Does anyone know any history or facts about Volleyball like
where it originated or who may be the best? Well, you are in luck
I do! Volleyball was invented in the United States in 1985 by a
man called William Morgan. It was created used “elements of
basketball, baseball, tennis and handball to create a fastpaced
team sport with little physical contact. The first official game of
volleyball was played at Springfield College in Massachusetts on
July 7, 1896.”(Doyle.K)
Now who is ready to play volleyball!
These DO NOT have to be in this exact order but need to be labeled
and clearly identified
Lesson 1. Warm Up (5minutes) Differentiated Instruction
Development: a. Then they will have a student led run
a dynamic stretch from one baseline
to the mid court. 1. High knees 2. If a student has a problem
Butt Kicks 3. Leg kicks 4. Lunges 5. serving a real ball we can
Side-to-side stretch 6. Arm swing give them the soft
skips alternative volleyball’s so
2. Introduce myself & my expectation: that they can learn.
3. Sport Facts. Ask who plays or played.
4. Go over Cues of Passing & demonstrate.
5. Talk about Vocab and Rules 3 Terms:
DOUBLE HIT: When a player hits the ball
two consecutive times:
LIFT: A illegal contact in which the ball is
held momentarily in the hand or hands. (DO
NOT CATCH THE BALL)
Rule violations that result in a point for the
opponent

Talk about CUE Words:

Call the ball-got it, mine, ball!
Ready Position;
Stance- feet shoulder width apart,
knees bent
Arms out in front
Shoulders- square to target
 Contact Point-forearm between wrist
and elbow follow ball with eyes. DO
NOT SWING ARMS
Lift-with the legs not the arms.
Walk through the pass-Step toward
the target.
CONTROL THE BALL
6. Partner Ball Toss. Focus on height &
Control
7. Partner Pass (1 Tosser, one passer)
CONTROL
8. Vocab & Rules Review
9. W Drill (Groups of 3, stand in a W 2 passers
one tosser)
10. Shuffle Drill (Partners 1 tosser, 1 passer,
passer must shuffle left and right)
11. BUMP- Groups of 6 students must only use
to forearm pass to practice communication.
.
12. Cool Down (3 minutes)
a. “Now I want you all to static stretch
your arms out hold each stretch for
12 seconds. 1. Right arm Arm across
chest 2. Left arm across chest 3.
Right arm wraps around head 4. Left
arm wraps around top of head 5
reach arms to the ceiling. Great job
class.
Vocab Words:
DOUBLE HIT: When a player hits the ball
two consecutive times:
LIFT: A illegal contact in which the ball is
held momentarily in the hand or hands. (DO
NOT CATCH THE BALL)
Rule violations that result in a point for the
opponent

Lesson Review: 1. “Great job today class! I want everyone to make sure they pick
up at least on volleyball and return it to the rack, then bring it in.
You all did a great job today with the skills we will be working
on more skills next week. I know that skills can be boring and we
want to go into game play but we have to learn the skills so that
we can keep up a rally. We have to make sure we come with
 patience and work well with our partners to develop our skills.
Who enjoyed their first day of volleyball?
2. Monday we will be working on the set/volley. This can be
challenging for many so make sure to pack your patience and get
ready to learn some new drills. Have a great weekend happy
Friday!

PROFESSIONAL RESPONSIBILITY: TEACHER REFLECTION

Teacher Reflection: 1. Describe the portions of the lesson that worked well and why.
The students worked well independently they were not off task, they put in
a great amount of effort to learn and practice. The students worked at their
own pace and always asked questions when they needed help. When I was
walking around, they were receptive to my feedback and showed
improvements after my corrections/feedback. I had students go to areas
where they were comfortable I wanted everyone to learn at their own pace
and feel comfortable doing so. So, separating the skill levels was a good
thing everyone was on task and doing what they needed to do as best as
they could.
2. Describe the portions/aspects of the lesson that did not go as planned and
why.
Some students were at different levels some more skilled than others so
some of the basic drills were too easy for them so they seemed bored and
didn’t really understand why we couldn’t just start playing. So having to
separate and instruct them along with trying to provide feedback and
correction for those that needed it I had to tend to the high level students
who needed a challenge. I also found that they were not receptive to
wanting to help the lower level students which i encouraged them to do.
3. Discuss what you would do differently next time to better support your
students’ learning.
Next time I would have tried some game play for the advanced students
instead of simple drills and relays, this would have been closer to the
practice, play approach but I wanted to make sure all students were
proficient in skills and that all students were moving at a similar pace.
4. Provide evidence from the lesson that allows you to determine whether or
not each of the outcomes for the lesson were met.
Through my observations their partners observations and my verbal
assessment the students showed me that they were able to complete the
forearm pass, work well with partners and they retained the vocabulary
terms because they were able to verbally responds when I asked them to
define and state the rules.
5. Describe how you will use data from the assessment portion of your lesson
to inform future lessons. For example, consider what you would do if a
significant portion of the student did not do as well as expected in one or
more of the assessments.
 I would talk to that specific person and ask them what they may need or
see if they wanted to partner up with a different person in the class that
they may learn better or work better with so that they can stay on task
learning and performing the skills the entire hour.
Resources: 1. Doyle, K. (2017, September 11). Facts About Volleyball. Retrieved February
22, 2018, from https://www.livestrong.com/article/268531-facts-about-volleyball/