UTEP PETE

University of Texas at El Paso

Learning Experience Plan

Teachers: Irma Delgado Date: 2/19/2020
th th
Grade Level: 8 grade or 6 Time: 7:45am – 8:30am
grade
Activities: Number of Students: 35
Equipment: Volleyballs, Cones, Speaker
Equipment provided by me: none
Facility: Ensor Middle School Gymnasium

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will be able to demonstrate fundamental ball control by using
proper technique for setting.
2. Students will be able to participate in groups of 3 that will improve their
setting skill.

Cognitive:
1. Students will be able to apply concepts of class levers throughout the
activities.
2. Students will be able to work with their groups to complete successful
setting passes.

Affective:
1. Students will be able to demonstrate appropriate behaviors throughout the
lesson by encouraging each other.
2. Students will be able to respect each other and show good sportsmanship
throughout the activities.

TEKS:
8th grade:
- §116.24.(b)(1)(F) demonstrate without cue critical elements in specialized
skills related to sports such as overhand throw for distance/force, serving
and bumping, volleyball, shooting a basketball, shooting a lay-up,
forehand and backhand striking with a racket or club, or batting;
- §116.24.(b)(2)(D) detect and correct errors in his/her or partner's skill
performance;
- §116.24.(b)(2)(F) identify and apply basic biomechanical principles such
as lowering the center of gravity and widening the base of support to
increase stability;
- §116.24.(b)(5)(A) use equipment safely and properly;

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National Standards:
8th grade:
- (S2.M1.8) Opens and closes space during small-sided game play by
combining locomotor movements with movement concepts.
- (S2.M7.8) Creates open space in net/wall games with either a long- or
shorthandled implement by varying force or direction, or by moving
opponent from side to side and/or forward and back.
- (S2.M8.8) Varies placement, force and timing of return to prevent
anticipation by opponent.

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Warm Up

Wall Set

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Development Management 1. Task Analysis
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Transitions
7:45- Teachere will take attendance. START
7:48am un SIGNAL:
(3 min) ns One whistle, or the
de music starts.
e d
7:48- Students
r will suit out.
u
7:53am n
(5 min) d
STOP SIGNALS
e Three consecutive
r whistles or the
music stops.
SET Induction/HOOK
Did you know that the setter is
the playmaker in volleyball?
Without a setter, there is not a
good game.
Attention Getter:
I will blow my whistle in a
rhythmic pattern, and the
students will clap in that pattern.

ORIENTATION Transition 1:
“Today in class, we will be Students will meet in
learning the fundamental skills the center of the
gym.
needed in order to play in a
volleyball game. The purpose of
this lesson is to show you how
to do the “set”. I will also be SAFETY:
explaining the three class levers Do not bump into
again and what lever is used for other students. Do
setting. not kick other
students. Be aware
of your
WARM-UP
7:53- surroundings.
(routing set since
8:00am beginning of the class) Possible Student CUES:
(7 min) Students will go to their Clarification High Knees: Chest up,
designated warm up lines. Needed Knees up, Back
There should be no more than 5 You need to get in 8 Straight,
students per 8 lines. I will then lines of 5 students Butt Kicks: Chest up,
say what dynamic stretch they per line.
Heels to Butt, don’t
will be performing and they will lean forward
Modifications
go to half court as I blow the SPED students will Frankenstein kicks:
whistle. The dynamic stretches go on the own pace. Legs Straight,
are high knees, butt kicks, If they are unable to Opposite arm with

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Frankenstein kicks, karaoke,
high skips, and sprints.
8:00- LESSON FOCUS/SKILL
8:12am BUILDING ACTIVITY
(12 min) Wall Set
Each student will grab a ball and
find a place in the wall. They will
start off by being in “ready
position” (extending your arms
up over your head, hands
should be 4-6 inches above
forehead, hands form a
triangular window, feet should
be spread out shoulder width
apart with one foot slightly in
front of the other, knees are
slightly bent.) They will then do
short sets for 2 minutes. After
they will do short sets but in a
circular motion for 2 minutes.
Then they will find a spot on the
wall and do high sets for 2
minutes.
I will talk about the 3 class
levers again. While doing
this, I will pass around a
paper that shows a picture of
a person setting and
explaining where the applied
force, axis (fulcrum), and
effort is.
DIFFERENTIATION
For diverse learners, students
will be able to grab a chair
and sit down while doing the
sets on the wall.
STUDENT EXPECTATIONS:
do high knees, they opposite leg.
will just pick up the Karaoke: Be sideways,
knees without One leg in front and
jumping. They will same leg to the back.
also just pick up the
High Skips; Reach for
legs for butt kicks
without jumping. For air, Opposite arm and
karaoke, they will opposite leg goes up.
walk it instead of run Sprint: Arms go up,
it, and for high skips, long strides.
they will walk
instead of run as Refinement:
well. Focus on getting as
many reps instead of
going fast.
Transition 2:
Students will meet in
the center of the
gym for instructions.
CUES:
-Extend your arms up
over your head
-Hands should be 4-6
inches above forehead
SAFETY: -Hands form a
Do not set the ball triangular window
super hard that it Feet should be spread
bounces hard off the out shoulder width
wall. Do not bump
apart with one foot
other students. Be
slightly in front of the
careful if there is
volleyball rolling other
around. -Knees are slightly
bent.
Possible Student
Clarification
Refinement:
You will be working
by yourself. The They are quick sets.
short sets are Do not catch and set, it
quicker than the is continuous.
high sets.
Modifications
For SPED students,
they will be able to
sit on a chair and set
the volleyball to the TASK ANALYSIS:
wall. They will just Students will be
toss the ball to evaluated by me as I
themselves and then
walk around and check
set it without being
continuous. for proper form on the
volleyball set. I will be
looking for knees bent,
dominant foot slightly
in front of nondominant
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Students are expected to stay in foot, bend knees, and

ready position while setting to hands in a triangular
the wall. They are not to mess form.
around and do super high sets.

Psychomotor:
This domain is addressed when
students are setting to the wall,

Cognitive:
This domain is addressed when
students are focusing on controlling
the wall sets. .

Affective: CUES:
This domain is addressed when -Extend your arms up
students being respectful towards over your head
other students.
-Hands should be 4-6
inches above forehead
SKILL APPLICATION -Hands form a
8:12- ACTIVITY Transition 3: triangular window
8:22am Partner Pass plus One. Students will meet Feet should be spread
(10 min) Students will be separated into back in the center out shoulder width
groups of 3. One student will be and wait for
apart with one foot
instruction.
in “ready position” The other slightly in front of the
student will be holding the other
volleyball and high toss it to the -Knees are slightly
partner in “ready position,” and SAFETY: bent.
the student will set it back to Be aware of your
them. The last student will be surroundings. Watch
Refinement:
giving feedback to the student in out for volleyballs.
When you toss the Person giving feedback
“ready position.” Students will
ball, give them a should help correct
rotate positions after completing
target. their ready position if
5 sets.
they do not have it
correct.

DIFFERENTIATION
For diverse learners, if they
are unable to bend their TASK ANALYSIS:
Students will be
knees, they will do the set Possible Student evaluated by me as I
standing up or they will be Clarification walk around and check
sitting down in a chair and There will be one for proper form on the
perform the set. tosser, one passer,
volleyball set. I will be
and one giving
feedback. After 5 looking for knees bent,
sets, you will switch dominant foot slightly
STUDENT EXPECTATIONS: in front of nondominant
positions
Students are expected to foot, bend knees, and
participate fully and be social active
Modifications hands in a triangular
with their classmates. Students are
For SPED students, form.
expected to give feedback to the
they will be able to
partner who is setting the volleyball.
sit on a chair and set
it back to the tosser
Psychomotor:
or they can stay
This domain is addressed when the
standing up if they
students are in “ready position,”
can’t bend their
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and they are setting to the other knees.

students.

Cognitive:
This domain is addressed when the
students are trying to control the set
by setting it back to the partner who
tossed it.

Affective:
This domain is addressed when the
students are working in groups of 3
and giving feedback.

Debrief/Closing/Cool Down
8:22-
(what, so what, now what):
8:25am Psychomotor Transition 4:
(3 min) - Our hands are in what Students will meet
shape when setting? back in the middle
- Can someone show me for closing.
how to do the “ready
position” for a set?
Cognitive:
- How do we control the
volleyball set when the toss
it to us?
- What class lever is a set?

Affective:
- How did you feel when the
toss was too low or too
high?

Insight/Preview:
Tomorrow we will be continuing on
the set and do more drills.

8:25- Students will suit out.

8:30am
(5 min)