UTEP PETE

University of Texas at El Paso

Learning Experience Plan

Teachers: Irma Delgado Date: 2/17/2020
th
Grade Level: 8 grade Time: 7:45am – 8:30am
Activities: Partner Toss plus Number of Students: 35
One, Triangle Pass
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 passing.
2. Students will be able to participate in groups of 3 that will improve their
passing 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
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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6th grade:
- §116.22.(b)(2)(B) make appropriate changes in performance based on
feedback to improve skills;
- §116.22.(b)(2)(C) practice in ways that are appropriate for learning skills
such as whole/part/whole, shorter practice distributed over time is better
than one long session, or practicing is best in game-like conditions.
- §116.22.(b)(5)(A) use equipment safely and properly;

National Standards:
8th grade:
- (S1.M16.8) Forehand- and backhand-volleys with a mature form and
control using a short-handled implement during modified game play
- (S1.M17.8) Two-hand-volleys with control in a small-sided game.
- (S2.M1.8) Opens and closes space during small-sided game play by
combining locomotor movements with movement concepts.
- (S2.M9.8) Varies the speed, force and trajectory of the shot based on
location of the object in relation to the target
6th grade:
- (S1.M16.6) Forehand-volleys with a mature form and control using a short-
handled implement
- (S1.M17.6) Two-hand-volleys with control in a variety of practice tasks
- (S1.M7.6) Creates open space in net/wall games with a short-handled
implement by varying force and direction

DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

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Warm Up

Triangle Pass

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Transitions
7:45- Teacher ewill take attendance. START
7:48am un SIGNAL:
(3 min) ns One whistle, or the
de music starts.
ed
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 most
volleyball players jump about
300 times a game? That is why
it is important to stay active and
moving around, so you won’t get
tired.
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
needed in order to play in a gym.
volleyball game. The purpose of
this lesson is to show you how
to do the “pass”. Others call this
a dig or a bump, which is also a SAFETY:
correct term. I will also be Do not bump into
explaining briefly the 3 Class other students. Do
Levers and what lever is used not kick other
students. Be aware
for digging.
of your CUES:
surroundings. High Knees: Chest up,
WARM-UP Knees up, Back
7:53- (routing set since Possible Student Straight,
8:00am beginning of the class) Clarification Butt Kicks: Chest up,
(7 min) Students will go to their Needed
Heels to Butt, don’t
You need to get in 8
designated warm up lines. lean forward
lines of 5 students
There should be no more than 5 per line. Frankenstein kicks:
students per 8 lines. I will then Legs Straight,
say what dynamic stretch they Modifications Opposite arm with
will be performing and they will SPED students will opposite leg.
go to half court as I blow the go on the own pace. Karaoke: Be sideways,
whistle. The dynamic stretches If they are unable to One leg in front and
are high knees, butt kicks, do high knees, they same leg to the back.
Frankenstein kicks, karaoke, will just pick up the High Skips; Reach for
knees without
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high skips, and sprints.
jumping. They will air, Opposite arm and
also just pick up the opposite leg goes up.
legs for butt kicks Sprint: Arms go up,
without jumping. For long strides.
karaoke, they will
walk it instead of run
it, and for high skips, Refinement:
they will walk Focus on getting as
instead of run as many reps instead of
well. going fast.

8:00- LESSON FOCUS/SKILL

8:12am BUILDING ACTIVITY
(12 min) Partner Pass plus One. CUES:
Transition 2: -feet wider than
Students will be separated into Students will meet
groups of 3. One student will be shoulder width apart.
back in the center -dominant foot slightly
in “ready position” (feet wider and wait for
than shoulder width apart, in front of nondominant
instruction.
dominant foot slightly in front of foot
nondominant foot, bend knees, Bend knees,
bend forward at the waist and Bend forward,
put weight on your toes, arms SAFETY: Arms are loosely in
are loosely slightly in front of Be aware of your front of you.
surroundings. Watch
you). The other student will be
out for volleyballs.
holding the volleyball and toss it Do not swing your
to the partner in “ready position,” arms. Refinement:
and the student will pass (bump) Do not swing your
it back to them. The last student arms. Push the
will be giving feedback to the volleyball forward.
student in “ready position.”
Students will rotate positions
after completing 10 passes.
Possible Student
I will talk about the 3 class Clarification
levers. I will also explain why There will be one
we have levers in our body tosser, one passer, TASK ANALYSIS:
and what lever is used for and one giving Students will be
feedback. You will
digging. While doing this, I evaluated by me as I
rotate positions after
will pass around a paper that 5 passes. walk around and check
shows a picture of a person for proper form on the
digging and explaining where Modifications volleyball pass. I will be
the applied force, axis For SPED students, looking for knees bent,
they will be able to dominant foot slightly
(fulcrum), and effort is.
sit on a chair and in front of nondominant
bump it back to the foot, bend knees,
DIFFERENTIATION tosser or they can bending forward at the
For diverse learners, if they stay standing up if waist and putting
are unable to bend their they can’t bend their
weight on their toes,
knees.
knees, they will do the pass arms are loosely
standing up or they will be slightly in front of them.
sitting down in a chair and
perform the pass.

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STUDENT EXPECTATIONS:
Students are expected to
participate fully and be social active
with their classmates. Students are
expected to give feedback to the
partner who is passing the
volleyball.

Psychomotor:
This domain is addressed when the
students are in “ready position,”
and they are passing (bumping) to
the other students.

Cognitive:
This domain is addressed when the
students are trying to control the CUES:
pass by bumping it back to the -feet wider than
partner who tossed it. shoulder width apart.
-dominant foot slightly
Affective: in front of nondominant
This domain is addressed when the foot
students are working in groups of 3 Bend knees,
and giving feedback. Bend forward,
8:12- Transition 3:
Students will stay in Arms are loosely in
8:22am SKILL APPLICATION front of you.
groups of 3 but
(10 min) ACTIVITY move to the center
Triangle Pass of the gym and sit
Students will stay in their groups
Refinement:
down.
Shuffle to the other
of 3. They will create a triangle
tosser as soon as you
setup where two tossers will
bump the volleyball. Do
stand about 6-7 feet apart. Both
not swing your arms.
will face the third person, who is
about 7 feet in front of them.
SAFETY:
The single person will shuffle
Do not swing your
from side to side until they are arms to send the TASK ANALYSIS:
straight in front of each tosser. volleyball high. Do Students will be
The tosser will give the students not toss the ball evaluated by me as I
a good toss. The player then before the passer walk around and check
bumps the volleyball back to gets there. If there for proper form on the
them and then shuffle to the are volleyballs volleyball pass. I will be
other tosser. rolling, make sure to looking for knees bent,
tell the students.
dominant foot slightly
in front of nondominant
DIFFERENTIATION Possible Student foot, bend knees,
For diverse learners, students Clarification bending forward at the
will walk instead of shuffling You will need to be waist and putting
from one tosser to another shuffling side to weight on their toes,
tosser. side. As soon as arms are loosely
you bump the slightly in front of them.
volleyball, you
shuffle to the other
STUDENT EXPECTATIONS: side, do not wait.
Students are expected to
participate fully and the tossers
should be motivating the passer. Modifications
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I expect to see good tosses and For SPED students,

a good bump that is controlled.
Psychomotor:
This domain is addressed when
students are shuffling side to side
and bumping to the passer.
Cognitive:
This domain is addressed when
students are focusing on getting to
the tosser and controlling their
volleyball pass.
they will be able to
sit on a chair and
bump the volleyball.
They will not have to
shuffle side to side,
rather they will just
face each tosser
and pass the
volleyball to them.

Affective:
This domain is addressed when
students in the group are motivating
each other.

8:22- Debrief/Closing/Cool Down Transition 4:

Students will meet
8:25am (what, so what, now what): back in the middle
(3 min) Psychomotor for closing.
- Why did we shuffle in the
triangle pass instead of
walk?
- Can someone show me
how to do the “ready
position” for a pass?
Cognitive:
- How do we control the
volleyball when the toss it
to us?
- What class lever is a
volleyball dig?

Affective:
- How did you feel when the
toss was too low or too
high?
- How did you motivate the
students who were getting
tired in the triangle pass?

Insight/Preview:
Tomorrow we will be continuing on
the passing and doing more drills
and you will learn how to pepper.

8:25- Students will suit out.

8:30am
(5 min)