William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name Ms. Louie Date 11/9/21 Lesson # 1 of 15

Unit Volleyball  Grade 7th Duration of Class 55 min

Central Focus
Forearm Pass (Bump)
of lesson
Objectives: Label domain and include the behavior, condition and criteria parts of a well-written Assessment: Indicate below and
objective. Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as attach assessment artifacts to lesson.
needed

Domain SHAP (Formal Assessment

(P,C,A) NJSLS Objective(s)
E Informal) tool(s)
SWBAT demonstrate the correct techniques of the
S1.M13. forearm pass (athletic stance, arms extended, hand over Teacher
P 1 Informal
7 hand, contact on flat platform) within a given period of observation
time after demonstration.
SWBAT identify the necessary techniques and strategies
S1.M13.
C 2 for the forearm pass with power and accuracy during Informal Q&A
7
closure activity.
SWBAT work cooperatively with others during lesson Teacher
A 4 S4. M2.7 Informal
activities. observation

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson. 
☐ CRP ☐ CRP
X CRP 2 ☐ CRP 3 X CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 8 X CRP 9 ☐ CRP 10 X CRP 11 X CRP 12
1 7

Planned Academic Language 

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized
to promote learning.
Language Function Identify
Vocabulary ☐ forearm pass, athletic stance, extended, power, accuracy
Syntax ☐ demo how to pass with the forearm, cues in order, ask for volunteers
Discourse ☐ Q&A, teacher giving advice

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the Specifically indicate technologies and equipment needs based on class
task(s) size
 Students will drop all equipment when whistle is 1 Volleyball net
blown Open space
 Be aware of surroundings entire time 30 volleyballs
 Stop play when someone else’s ball is in court 15 Polydots
 Underhand toss as serve ONLY 8 hula hoops
2 by 2 Fitness activity cards
Music
Speaker
Pedometer

Task Development Teaching Points Planned Supports

Describe each task in detail. Include, organization (drawing or in Cues, critical questions, talk  Include supports for
Time
writing), transitions, modifications, technology use as needed.  phrases used to support whole group and/or
(min) (Indicate instructional strategies in parentheses) instruction individual and/or specific
learning groups
Introduction (includes instant/fitness activity; create new rows as needed)
Moon Ball Communicate Allow one bounce on
Students are situated into teams of 4-6 students, depending on Soft hands the ground
class size. Using a well-inflated beach ball, the group has to Get under the ball Balloons will fall
hit the ball from point A to point B (width or length of a slower
soccer field) as quickly as they can. No player can hit ball Give paddles
5 min
more than once until everyone in the group has had a chance. Allow a double hit if
If ball hits ground, the team has to start over. needed
Progression: After you hit the ball you must complete 2
jumping jacks or 1 burpee
 
10 Fitness: 2 by 2  Find a new partner If card is too
 Students will split their groups to make pairs (groups of 2). Place back face down challenging, student
Lay out activity cards in the center of the gym for partners to Work hard can ask teacher for
quickly run and grab and complete the exercise listed. Hustle! modification or find a
Students grab the task card, read the required exercise, place new card
the card back face down, and begin performing the exercise
min together. Once completed, they come back, search for a new Offer extensions up
partner, and repeat. Stop the class after 1.5 minutes and
perform a flexibility activity. Offer a default exercise
Group students into pairs. Lay out activity cards in the center students can perform
of the gym for  (15 jumping jacks, etc.)
Music: 1 min and 30 seconds ON, 30 seconds OFF
Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
Game 1: 4v4 Rally It Emphasize cooperative play Higher the net for more
Students are organized in groups of 4, as the volleyball court Eyes on ball time to get to the ball
5 min is split in half. With two games going on at each court, Communicate!
students must complete a minimum of 2 passes on their side Beach ball vs
before sending the ball over the net. Keep a tally on how many Guided Discovery: volleyball
times the teams can rally back-and-forth. The groups with the  Who was successful in
most consecutive rallies win. A rally will not count if hit over scoring a point?  Use a ball with a bell
to the other team on the first hit. Start play with an underhand  What was challenging inside for visually
free ball toss (no serving).  about that game? impaired students 
2 min  What were some things
that you needed to do
well in order to keep a
rally?
 Where or how should
the ball look after the
1st hit in order to
successfully complete a
2nd? 
 High or low?
10 Drill 1: Triade Move feet Use lighter ball (beach
min Students work in triads, with one tosser, one passer, and one Athletic stance w knees bent volleyball)
 catcher. The tosser tosses a high, playable catch for the passer Arms extended
to perform a forearm pass to the catcher, who catches the ball Hand over hand Use a ball with a bell
and bounces it back to the tosser. Repeat this for 3 trials then Thumbs crossed inside for visually
rotate positions. Contact on platform impaired students
Use legs to propel body w/
minimal arm swing

Move under the ball

Drill 2: Bump, Bump, Catch Extend arms with non-
Students are organized into teams of three, providing each dominant palm up with the
team with a volleyball. On the signal, one student starts the back dominant hand resting on
play with a bump to the performing player, as they bump the top, cross thumbs
10
ball to the reviewer who catches the ball and hands back to the Use staggered stance with non-
min
first bumper. Progression: dominant foot forward
Count how many times the students can bump the ball in a Make contact on forearms
row, without the ball hitting the floor. Use legs to propel the ball
Game 2:  Emphasize cooperative play Higher the net for more
Same game, except the first pass must be a forearm pass to Eyes on ball time to get to the ball
your teammates before sending over the net. Most consecutive
rallies using the forearm pass and two hit rule, wins. Beach ball vs
7
volleyball
min 
Use a ball with a bell
inside for visually
impaired students
Closure (includes lesson extension, summary, homework; create new rows as needed)
Closure:
2 min Q&A- What does it take to get the ball over the net
cooperatively?
What are the steps in order needed to properly forearm pass to
a teammate?
How do we get power when bumping?