High School Volleyball (9th-12th Grade)

Gabi Robles, Nick Skorin, Dawson Finch, Eustis Tapia

KIN 260

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 Table of Contents

Unit Context (edTPA document)..................................................................................................3

Unit Overview.................................................................................................................................6

State & National Standards........................................................................................................10

Unit Objectives.............................................................................................................................12

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 Unit Context

TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your
responses within the brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the
maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate description; if “other”
applies, provide a brief description.)
Elementary school: _____
Middle school: _____
High school: __X__
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)1
City: __X__
Suburb: _____
Town: _____
Rural: _____
3 Describe the physical facilities (e.g., hallway, parking lot, gym, tennis court) and equipment available
to you for the learning segment.
[Volleyball court, nets, volleyball]
4. Describe any district, school, or cooperating teacher requirements or expectations that might affect
your planning or delivery of instruction, such as required curricula, pacing plan, use of specific
instructional strategies, or standardized tests.
[Equipment and space availability, weather, lesson assessments]

About the Class Featured in this Learning Segment

1. If a course:
a. What is the name of the course?
[Physical Education.]
b. What is the length of the course? Type an “X” next to the appropriate description; if “other”
applies, provide a brief description.)
One semester: __X__

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If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

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 One year: _____
Other (please describe): _____
2. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[50 minutes every day]
3. Is there any ability grouping or tracking? If so, please describe how it affects your class.
[Yes, there is ability grouping. This affects our classroom when separating students into teams of equal
skill levels.]
4. Identify any textbook or instructional program you primarily use for instruction. If a textbook, please
provide the title, publisher, and date of publication.
[N/A]
5. List other resources (e.g., electronic whiteboard, heart monitors, stopwatches, online resources,
tablets, pedometers, Polar® TriFit™ system, heart-rate monitors, BIAs [bioimpedance analysis], DDR
equipment, Nintendo® Wii™) you use for instruction in this class.
[N/A]

About the Students in the Class Featured in this Learning Segment

1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[High School Students]
2. Number of

◼ students in the class: 15

3. Complete the charts below to summarize required or needed supports, accommodations or
modifications for your students that will affect your instruction in this learning segment. As needed,
consult with your cooperating teacher to complete the charts. Some rows have been completed in
italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., students with Individualized
Education Programs [IEPs] or 504 plans, students with specific language needs, students needing
greater challenge or support, students who struggle with reading, students who are underperforming
or those with gaps in academic knowledge).

For Assessment Task 3, you will choose work samples from 3 focus students. At least one of these
students must have a specified learning need. Note: California candidates must include one focus
student who is an English language learner.2

Students with IEPs/504 Plans

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California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.

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 IEPs/504 Plans: Number of Supports, Accommodations, Modifications,
Classifications/Needs Students Pertinent IEP Goals
Down Syndrome 1 Teaching Assistant, Adaptive Equipment
Emotional Behavior Disorder 1 Teaching Assistant
Mild Autism 1 Use of generic colors in class

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
N/A N/A N/A

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations, Modifications
Students
N/A N/A N/A

Unit Overview

Content Area: Volleyball (9th-12th graders)

4-60 Minute Lessons

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Lesson 1: Lesson one of the unit will specifically discuss offensive skills within the sport of

volleyball. Skills such as bumping, setting, serving, and spiking will be taught to the class with

varying activities for each specific skill. Moreover, at the completion of the lesson, students will

be provided an exit slip with 3 assessment questions on it that students will complete prior to the

completion of the class.

Lesson 2: Lesson two of the unit will be pertaining to defensive skills in volleyball. These skills

include blocking, bumping, and digging. Similar to that of the first lesson, each skill taught will

also have an activity with it. Finally, all of the skills taught in class as well as the skills taught in

lesson 1 will be brought together for a final closing activity which includes basic volleyball

gameplay without much structure within the gameplay.

Lesson 3: Lesson three of the unit will focus on understanding the rules of volleyball as well as

application of those rules during gameplay. The activities performed during lesson three all

include volleyball gameplay, but unlike lesson two, this volleyball gameplay includes much

more structure and upholding the rules of volleyball. To close, students will complete an exit slip

with questions pertaining to the rules and correct application of said rules during gameplay.

Students will complete these exit slips prior to the completion of class.

Lesson 4: Lesson four of the unit primarily focused on bumping, setting, and athletic stance

while playing volleyball. Lesson four was created separate from the lesson sequence of lessons

one, two, and three due to the fact it was for a younger group of kids outside of this classroom.

Nevertheless, this lesson could be utilized prior to lesson three as a review of volleyball skills

and athletic stance before teaching the rules of volleyball. At the end of class, the teacher will

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complete an informal assessment of the students by asking a variety of questions pertaining to

the skills taught during the lesson.

Rationale for Lesson Distribution & Progression

According to the National Standards and Grade-level Outcomes, high school physical

education should correspond with lifetime activities and prepare students for their years after

graduation (SHAPE America 2014). This unit plan of volleyball provides the necessary skills

needed to carry over into volleyball activities students may occur later on in life. Offensive skills

taught at the beginning of the unit were strategically placed in the beginning of the lesson

because it is likely the most exciting component of volleyball. The hope was this would be an

excellent way to grab student’s attention and get them excited for the unit ahead. Moreover,

offensive skills in volleyball are foundational for all volleyball skills that a student could

possibly learn. The next lesson, defensive skills in volleyball, continued the process of teaching

students the basic skills of volleyball. This was taught because defensive skills in volleyball are

just as important as offensive skills, and it is the goal of teachers to teach students to be well-

rounded athletes. By teaching both offensive and defensive skills, it allows students to become

far more balanced and multifaceted in their volleyball skills over time. The final lesson in this 3

lesson sequence was specifically discussing the rules and application of said rules in volleyball

gameplay. This lesson is crucial for students because it puts together all of the skills learned in

the first and second lesson into one lesson with the inclusion of rules. This lesson also really

focuses on the cognitive and affective goals of physical education. Of course, all three lessons

include objectives from all three components, but this final lesson really requires the student’s to

master their cognitive and affective goals. The final lesson of this unit was developed separate

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from the lesson sequence of the beginning three lessons. However, this lesson taught basic skills

of volleyball as well as the rules of volleyball. This lesson would be excellent for younger aged

students, or this lesson could be modified to be utilized in an adaptive physical education class.

Of course, all four lessons could be used in an APE situation, but this lesson teaches a variety of

skills in volleyball without focusing on the more complex, sophisticated skills of volleyball.

Overall, this unit is extremely important for teaching students volleyball. With this lesson

progression, students are able to learn the foundational skills of volleyball and be a part of

volleyball gameplay to combine all the skills at the end.

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 State & National Standards Addressed

Illinois Standards

STATE GOAL 19: Acquire movement and motor skills and understand concepts necessary to

engage in moderate to vigorous physical activity.

A. Demonstrate physical competency in a variety of motor skills and movement patterns.

B. Analyze various movement concepts and applications.

C. Demonstrate knowledge of rules, safety and strategies during physical activity.

STATE GOAL 20: Achieve and maintain a health-enhancing level of physical fitness based

upon continual self-assessment.

A. Know and apply the principles and components of health-related and skill-related fitness

as applied to learning and performance of physical activities.

B. Assess individual fitness levels.

C. Set goals based on fitness data and develop, implement, and monitor an individual fitness

improvement plan.

STATE GOAL 21: Develop skills necessary to become a successful member of a team by

working with others during physical activity.

A. Demonstrate personal responsibility during group physical activities.

B. Demonstrate cooperative skills during structured group physical activity.

STATE GOAL 22: Understand principles of health promotion and the prevention and treatment

of illness and injury.

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 A. Explain the basic principles of health promotion, illness prevention and safety including

how to access valid information, products, and services.

B. Describe and explain the factors that influence health among individuals, groups, and

communities.

C. Explain how the environment can affect health.

D. Describe how to advocate for the health of individuals, families and communities.

STATE GOAL 23: Understand human body systems and factors that influence growth and

development.

A. Describe and explain the structure and functions of the human body systems and how

they interrelate.

B. Explain the effects of health-related actions on the body systems.

C. Describe factors that affect growth and development.

D. Describe and explain the structures and functions of the brain and how they are impacted

by different types of physical activity and levels of fitness.

STATE GOAL 24: Promote and enhance health and well-being through the use of effective

communication and decision-making skills.

A. Demonstrate procedures for communicating in positive ways, resolving differences and

preventing conflict.

B. Apply decision-making skills related to the protection and promotion of individual,

family, and community health.

C. Demonstrate skills essential to enhancing health and avoiding dangerous situations.

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National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor

skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles,

strategies and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve

and maintain a health-enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior

that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for

health, enjoyment, challenge, self-expression and/or social interaction.

Unit Objectives

Psychomotor Goals & Objectives

PM Unit Goal #1: (Volleyball) Students will show improvements in offensive skills

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PM Unit Objective: Students will be able to serve, pass, and spike.

PM Unit Goal #2: Students will show improvements in defensive skills

PM Unit Objective: Students will be able to return serves and block offensive attempts

Cognitive Goals & Objectives:

Cog. Unit Goal #1: Students will improve offensive and defensive strategies.

Cog. Unit Objective: Students will be able to accurately understand basic offensive and

defensive strategies such as player positioning and rotations during a volleyball unit.

Affective Goals & Objectives

Aff. Unit Goal #1: Students will be able to demonstrate good sportsmanship.

Aff. Unit Objective: Students will be able to demonstrate good sportsmanship by celebrating

with teammates after each point earned.

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 Academic Language

Vocabulary:

Dig: First contact made after an attacker from the other team sends the ball over to the defensive

team

Bump: A pass made with the player’s forearms

Set: The second contact is considered a set, usually a set is made with two hands overhead

Spike/Hit: Typically the third contact with the ball when a player uses one open hand and swings

at the ball to send it over the net

Serve: The first contact that starts every rally. Usually a server uses one, open hand to swing

overhead and send the ball over the net from behind the end line.

Pass: The first contact after a serve. Usually a pass is made with a player’s forearms but can also

be made overhead with two open hands.

Block: This move/contact is made by a player at the net to prevent the ball from coming over

when an opposing player is sending the ball over the net. This move is made with two extended

arms with open hands above their head.

Dive: When a player lands on the floor with their body in an attempt to save the ball with their

arm or arms before it hits the floor

Tip: When a player uses one open hand to send the ball over the net

Rally: While the ball is in play it is said to be a “rally”

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Kill: An attack that is non-returnable in which it either hits the floor or a controlled second

contact cannot be made off of the dig.

Call the Ball: Players should make an early call to indicate they will play it.

Substitution: When one player is replaced by another during a game

Game/Set: A round that is set to a predetermined score, typically 25 points, that must be won by

a score of more than 2 points than the opponents

Match: A predetermined number of games, often best or 3 or 5 games

Language Functions

● To explain

● To utilize

● To demonstrate

● To understand

● To perform

● To reflect

● To express

Facilities & Equipment

Facilities

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 There are 15 students in the classroom with varying genders. Within the class, there is

one student with down syndrome, one student with emotional behavior disorder, and one student

with mild autism. There is one sand volleyball court outdoors approximately ½ mile away

available for use near Freer Hall at Illini Grove. Moreover, there is grass area around the sand

volleyball court available for use if necessary. The grass area is roughly 30-40 yards long and 20

yards across. The sand volleyball court is effective for the activities, but it is not maintained

throughout the school year, so there are a lot of objects in and on the sand from the surrounding

trees and people.

Equipment

During the unit, we are using volleyballs, dome cones, a volleyball net, balloons, and a

wall.

● Volleyballs (6)

● Dome Cones (10)

● Volleyball Nets (2)

● Balloons (12)

● Wall (1)

Assessments

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Name: _________________ Date: ________________

Exit Slip #1

1. How far away should a student stand when preparing for a spike?

2. Where should a student’s eyes be when preparing to serve?

3. How should the elbows be placed when bumping the volleyball?

Cognitive: By the end of the lesson, students will be able to answer basic questions regarding

how to do either a serve, bump, set, or spike during the closing informal assessment.

Rationale: This assessment was used because it was a simple way for the student’s to complete

the cognitive objective of the lesson. Although a physical assessment would be preferred, it is far

more difficult to assess each student individually by the end of one lesson.

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Name: _________________ Date: ________________

Exit Slip #2

1. What are two defensive skills used in volleyball?

2. How should your hands be positioned when bumping the volleyball?

3. When the ball is blocked, does this count towards the three hits per team?

Cognitive: By the end of the lesson, students will be able to answer basic questions regarding

how to do either a block or bump during the closing informal assessment.

Rational: This assessment is used because it is an effective way to evaluate the students'

knowledge of the cognitive objective. Since the class size is slightly larger, it is better to do an

informal assessment since there are a variety of skill levels within the class.

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Name: _________________ Date: ________________

Exit Slip #3

1. In which direction do players rotate after each successful rally in which they gain
possession of the ball?

2. How should players be positioned when on the court?

3. When substituting back in, what is your immediate task?

Cognitive: Students will be able to express knowledge of rotations, subbing and roles on a

volleyball court during match play at least 90% of the time

Rational: This assessment was used because it is an easy way for the students to show and

reinforce knowledge of the rules of the game while completing the cognitive objective of the

lesson.

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Name: _________________ Date: ________________

Exit Slip #4

1. How should you set your hands in order to properly hit the ball?

2. How comfortable are you with being able to implement these skills in an actual
game?

3. What is the proper way to position your body while waiting for the ball to get near
you?

Cognitive: Students will be able to recall the proper way to hit and set the ball, as well as the

proper way to position yourself throughout the game 90% of the time.

Rational: This assessment is used as a way for students to reflect on their skills/lessons as well

as a way to know if they need to work on anything, or ask me for further assistance.

Block Plan Template

Content: Volleyball Grade Level: 9-12 Number of Students: 15

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Day 1
Lesson Focus: Offensive Skills of Volleyball
Content: Serving, Bumping, Setting, and
Spiking
Learning Activities: Keep it up, Serving Drill,
Pepper, Wall Spike Activity
Assessment: Informal Assessment by teacher
asking a variety of questions to class:
- How far away should a student stand
when preparing for a spike? 5-6 feet
- Where should a student’s eyes be when
preparing to serve? Staring at the
contact point of the ball
- How should the elbows be placed when
bumping the volleyball? Straight
Day 3
Lesson Focus: Understanding Rules of the
Game With Application
Day 2
Lesson Focus: Defensive Skills of Volleyball
Content: Bumping and Blocking
Learning Activities: Keep it up, Bumping
Activity, Blocking Drill, Game Application
Assessment:
- Students will be able to demonstrate
proper bumping skills.
- Students will be able to demonstrate
proper blocking skills.
- Students will be able to apply bumping
skills toward game play.
- Students will be able to apply blocking
skills toward game play.
- Students will understand appropriate
times to apply bumping and blocking
skills.
Day 4
Lesson Focus: Bumping, setting and athletic
stance.
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 Content: Rotations, Net and Boundaries, Content: Keeping the ball in the air, hitting
Sets/Matches over the net.

Learning Activities: Six on Six, King/Queen Learning Activities: Big circle where students
of the Court, Three Touch will try and get X amount of hits, three touch.

Assessment: Assessment:

- Students should be able to rotate and - Students should be able to properly

conform to new roles associated with bump the ball.
their positioning - Arms form a V
- Students should understand how to - Hands are held together but
play considering the boundaries and thumbs are not crossed
other rules - Students should be able to explain what
- Students demonstrate an understanding an athletic stance is.
of scoring, sets, matches and general - Students should be able to properly set.
play

Lesson Plans

Unit Name Net Games

Lesson Name Offensive Skills of Volleyball
Equipment Needed Volleyball (4), Wall (1), Volleyball Court (1)

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Location of Lesson Illini Grove Volleyball Court
Lesson Sequence 1 2 3
Teacher’s Name Dawson Finch
Grade Level 9-12
National PE Standard SHAPE America Standards 1, 2, & 4

Specific Objectives
(How will you meet the above standard & state goal in each of the 3 learning domains?)

COGNITIVE PSYCHOMOTOR AFFECTIVE

What will students learn? What skills will students be able to do? How does the student feel?
By the end of the lesson, students will By the end of the lesson, students will By the end of the lesson, students will
be able to explain knowledge through be able to utilize different offensive be able to demonstrate proper
the answering of basic questions skills of volleyball [bumping, setting, competitive nature by focusing on
regarding how to do either a serve, spiking] when prompted by the keeping the ball up as opposed to
bump, set, or spike during the closing teacher during the lesson focus and “winning” during the introduction
informal assessment. closing activity. activity.

Essential Questions & Essential Content

What questions will you ask students to prompt their learning & how will you expand upon the necessary
info/definition/concepts to facilitate learning and understanding?

COGNITIVE PSYCHOMOTOR AFFECTIVE

What information do you want students to What movements/skills do you want What social and/or emotional learning
learn? students to be able to do? do you want students to be able to
*must answer the questions you pose *must answer the questions you pose discuss/reflect upon?
How far away should a student stand when How do you perform a serve? What should be the main focus when
preparing for a spike? ● Start with your feet in an up-and- playing the “Keep it up” activity during
● 5-6 feet back stride position with weight on the introduction activity?
Where should a student’s eyes be when the back right foot ● The main focus should be
preparing to serve? ● Ball is held in the left hand in front enjoyment, not attempting to “win”
● Staring at the contact point of the ball of your body just below your waist, the activity
in front of the right hip ● The class should work as a team to
How should the elbows be placed when
● Shoulders and upper body should try and keep the ball up
bumping the volleyball? be slightly leaning forward
● Straight ● Skill Acquisition > Winning
● Eyes are focused on the contact
point of the ball
● Swing the right arm backward then
forward in a pendulum manner.
● Weight is then transferred to the
front foot as the arm swings to
contact the ball.
● Contact is made just below the
equator in the center of the ball.
● The left hand drops just prior to
contact.
● After contact, continue to follow
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 through the ball toward the target
How do you perform a bump?
● Keep your feet shoulder - width
apart, with your legs slightly bent
● Create your platform by wrapping
your left hand around your right
fist, with your thumbs pointing
straight down to the ground
● Keep elbows straight and arms
together and square your body to
the target
● As the ball reaches the student, the
platform created by your hands
should hit the ball square
How do you perform a set?
● Bring your hands together
● Put your hands together with your
finger tips touching
● Open up your hands, forming a
triangle with your index fingers and
thumbs
● Bring your fingers apart to a
distance that would be perfect for
placing a ball
● As the ball approaches, the student
should push the ball upwards with
both hands at the same time to
attempt to limit the amount of spin
placed on the ball
How do you perform a spike?
● Stand 5 or 6 feet back from the net.
Run to the net as the ball is
approaching the top of its flight
● Take a large step forward with your
left foot—if you spike with your
right hand, opposite if you spike
left-handed—to create a base for
your jump. Bring your right foot
forward and bend your knees
● Jump off the ground and get as high
in the air as possible. Position your
body so it’s to the left of the ball.
Bring your right arm back behind
your body with your palm open
● Swing your arm forward as fast as
you can so that it comes in contact
with the ball moving downward
and away from any blocking
players. Hit the ball with the ball of
your hand, down near where the
base of your thumb meets your
wrist
● Follow through fully by bringing
your hitting arm down and across
your body

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 Learning Activities & Teaching Script
What are you having your students do & how will you effectively communicate/execute it?

Visuals Script
60 min Activity include a drawing for each Your guide to everything you’ll include in your lesson; in order
activity that visually outlines *Include your cognitive, psychomotor, and affective essential
lesson Name how you plan to set up your questions into your script it its appropriate location (highlighted in
equipment/activity appropriate color)

Keep it up! ⬤ ⬤ ⬤ ⬤ Intro Activity

- This introduction activity is designed for the
⬤ ↖ ↗ ⬤ purpose of enjoyment and primarily
⚪ controlled by the students while the teacher
monitors the activity
⬤ ↙ ↘ ⬤
- While the students participate in the game, it

is important that the teacher is supporting the
⬤ ⬤ ⬤ ⬤ students and emphasizing the enjoyment of
the activity rather then correct form

- Activity Objective: __Allow students to
immediately be active to start the lesson while
letting them use volleyball skills they may
already possess__
- Organization: __1 large circle of students__
- Strategy:
- The teacher should quickly have
the students circle, and due to the
Intro class size, the students will only
Activity be able to have one circle
(3-7 min) - The teacher should bring a lot of
enthusiasm before and during the
game. All students will be
required to participate in the
activity, but the teacher is
responsible for encouraging the
students the entire time
- The teacher can implement
another ball if the singular ball is
getting easy, but it is not required
based off of time and skillset
- The teacher should advocate for
keeping the ball up as opposed to
“winning” since the class should
be working together
- Activity Rules:
- The class will form a large circle on
one end of the volleyball court
- One volleyball will be given to a
student and the students must hit the

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 ball anywhere they want around the
circle without letting it touch the
ground
- As time progresses, the teacher may
add another ball to make it more
challenging
- Activity Wrap-up:
- The teacher will close the activity
when 3-5 minutes have passed.
However, with the 15 minute lesson,
the teacher should transition to the
lesson focus in about 2-3 minutes

Offensive
Skills - Transition: _Once the introduction is
Introduction completed, students can grab a quick drink if
(Bumping, necessary and move to the sideline to receive
Setting, next instructions_
Serving, - Instruction:
Spiking) - The students will be taught the basic
followed by fundamental offensive skills of
serving drill, volleyball. These include bumping,
pepper, and setting, serving, and spiking
wall spikes - We will begin with serving. The steps
(if time to a proper serve are:
allows) - Start with your feet in an up-
and-back stride position with
Serving weight on the back right foot
Drill - Ball is held in the left hand in
Lesson front of your body just below

Focus

your waist, in front of the right
hip
(40 min)
- Shoulders and upper body
should be slightly leaning
forward
- Eyes are focused on the contact
point of the ball
- Swing the right arm backward
then forward in a pendulum
manner.
- Weight is then transferred to
the front foot as the arm
swings to contact the ball.
- Contact is made just below the
equator in the center of the
ball.
- The left hand drops just prior
to contact.
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 - After contact, continue to
follow through the ball toward
the target
- Activity: Serving Drill
- Activity Objective: Allow the students to
practice the serving technique taught by the
teacher
- Organization:
- Have students separate into two equal
lines and go behind the baseline of
either side of the court
- Activity Rules:
- Each line should have two volleyballs
and the students should take turns
hitting the ball to the opposite side of
the court over the net using the
techniques taught by the teacher
- Once the students hit their ball, they
should jog to the other line across the
court from them
Pepper - Transition:
- Allow an opportunity for water and
have the students return to the
sideline of the volleyball court
- Instruction:
- Next, the students will be taught how

to bump and set a volleyball. The steps
to a proper bump are:
- Keep your feet shoulder -
width apart, with your legs
slightly bent
- Create your platform by
wrapping your left hand
around your right fist, with
your thumbs pointing straight
down to the ground
- Keep elbows straight and arms
together and square your body
to the target
- As the ball reaches the student,
the platform created by your
hands should hit the ball
square
- The steps to a proper set are:
- Bring your hands together
- Put your hands together with
your finger tips touching
- Open up your hands, forming a
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 triangle with your index
fingers and thumbs
- Bring your fingers apart to a
distance that would be perfect
for placing a ball
- As the ball approaches, the
student should push the ball
upwards with both hands at
the same time to attempt to
limit the amount of spin placed
on the ball
- Activity: Pepper
- Activity Objective: Allow the students to
practice the bumping and setting techniques
taught by the teacher
- Organization:
- Students should find a partner that has
equal skill as them in volleyball
- Activity Rules:
- Students will hit the ball back and
forth to their partner alternating
bumping and setting the volleyball
- Students should not be attempting to
“beat” their partner, but rather, this is
an opportunity to use the technique in
a faster setting
- Transition:
- Allow an opportunity for water and
Wall Spike have the students return to the
sideline of they volleyball court
- Instruction:
- The final offensive skill that the
students will be taught will be spiking.
- It should be explained to the students
that this is a skill that not every player
will use depending on positioning
- The proper steps of a spike are:
10 ft. - Stand 5 or 6 feet back from the
net. Run to the net as the ball is
approaching the top of its flight
- Take a large step forward with
your left foot—if you spike
with your right hand, opposite
if you spike left-handed—to
create a base for your jump.
Bring your right foot forward
and bend your knees
- Jump off the ground and get as
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 high in the air as possible.
Position your body so it’s to the
left of the ball. Bring your right
arm back behind your body
with your palm open
- Swing your arm forward as fast
as you can so that it comes in
contact with the ball moving
downward and away from any
blocking players. Hit the ball
with the ball of your hand,
down near where the base of
your thumb meets your wrist
- Follow through fully by
bringing your hitting arm
down and across your body
Round 2 of Game Play (always plan a round 2 of game play
in case you have extra time, but know that you may not have time to
get to it):
- _Wall Spike Activity_
- Students will lineup in a line facing a
wall 10 feet away from the wall
- Students should practice the jump
followed by the hit of the volleyball
down into the ground
- The ball should hit the ground, then
the wall, and return to the student
- Students can catch the ball, or if they
desire a challenge, the students can
practice running up into a spike when
the ball returns to them

Volleyball
- Organization: _2 equal teams separated on
either side of the volleyball court_
- Strategy:
- The teacher should continue to
preach technique as opposed to
Closing competition
- Of course, the reality is that
Activity students will begin to become
(3-7 min) more competitive, but the teacher
should use proactive management
strategies to ensure that skill
acquisition is the number one
priority
- Students should practice using
each of their newly acquired skills

28
 throughout the game including
serving, setting, bumping, and
spiking if able
- Activity Objective: _Allow the students to
practice their newly acquired volleyball skills
in a game setting_
- Activity Rules:
- A student will serve the ball over the net
beginning the activity
- Students on the opposing team have 3 hits
to return the ball back to the opposite side
of the court
- Preferably, students would use a bump
followed by a set and spike to return the
ball to the other side of the court
- If the ball hits the ground inside the lines
of the court, the “point” is awarded to the
team who hit the ball over the net
- Score should not be kept in this activity as
practicing offensive skills should be the
priority

- Transition:
- Have students come together into 1 large
circle
- Closing Informal Assessment:
- The teacher should ask questions to the
Closing students regarding the techniques taught
during class
Informal - How far away should a student
Assessment stand when preparing for a spike?
(2-3 minutes) 5-6 feet
- Where should a student’s eyes be
when preparing to serve? Staring
at the contact point of the ball
- How should the elbows be placed
when bumping the volleyball?
Straight

Accommodations & Modifications

How can you modify activities to meet a variety of skill levels and abilities?

Select (1) specific

How can you regress How can you progress
component from your
lesson: (scaffold down)? (scaffold up)?
1. Wall Spike Activity - Students can choose to spike the - Students can choose to spike the
ball into the ground, and after the ball into the ground, and after the

29
 ball hits the ground and the wall, ball hits the ground and the wall,
the student can catch the ball and the student can choose to hit the
repeat the process ball out of the air back into the
ground in one fluid motion

















Unit Name Net Games
Lesson Name Volleyball (Defensive Skills)
Equipment Needed Volleyball (5); volleyball net (2)
Location of Lesson Illini Grove Volleyball Court
Lesson Sequence 1 2 3 4
Teacher’s Name Gabi Robles
Grade Level (K-6) 9-12
National PE Standard 1, 2

Specific Objectives
(How will you meet the above standard & state goal in each of the 3 learning domains?)

30
 COGNITIVE PSYCHOMOTOR AFFECTIVE
What will students learn? What skills will students be able to do? How does the student feel?
SWBAT (understand) the defensive SWBAT (perform) bumping (flat SWBAT (demonstrate) safe
skills required in volleyball (jumping forearms, follow through towards classroom behavior (being aware of
to block, 3 hits, watching out of target, knees bent) and blocking open spaces and keeping heads up
bounds) during the Volleyball game (fingers spread wide, arms extended, for balls in the air) during Volleyball
play section of the lesson. jumping stance) during game play game play.
and skill practice (Pepper and
blocking activity).

Essential Questions & Essential Content
What questions will you ask students to prompt their learning & how will you expand upon the necessary
info/definition/concepts to facilitate learning and understanding?

COGNITIVE PSYCHOMOTOR AFFECTIVE

What information do you want students to What movements/skills do you want What social and/or emotional learning
learn? students to be able to do? do you want students to be able to
*must answer the questions you pose *must answer the questions you pose discuss/reflect upon?

What is volleyball? How do you bump a volleyball? What are some things you did
Volleyball is a popular sport Player will be in a ready during game play to create a safe
which can be played both position. environment for yourself and
indoors and outdoors. It is a Shoulders squared to the your peers?
fast-paced games, with ball Self-control/emotion-
constant jumping and running, Feet slightly wider than regulation
which provides a great aerobic shoulder width and
exercise. It requires mental knees flexed
Following the game rules
alertness and quick reactions. Trunk slightly bent Communicating with
It originated in Massachusetts forward with arms and teammates
in 1895 when the director of a shoulders relaxed in Being aware of my
local YMCA used the bladder of front of the body surroundings
a basketball for a ball and a Player will grip hands
tennis net as the first volleyball together and straighten arms
net. to create a flat contact
What equipment is used in volleyball? surface from wrist to elbow
Volleyball court with marked (create a “V” shape with
lines for play arms).
Volleyball net Player will make contact
Volleyball with the ball with both
How do you play volleyball? forearms slightly above the
The overall objective of the wrists.
game is to hit the ball over the Player will follow through
net in a way that the opposing contact by moving their body
team cannot return it. in forward in the direction of
The game is played by two their target.
opposing teams with six How do you block a volleyball?
players on each team. Player should anticipate an
31
 Once the ball is put into play opponent’s spike and
(served), it is “volleyed” back position themselves
and forth between the accordingly.
teammates up to three times The blocker will jump just
before it is hit over the net. after the spiker has jumped
If the team is unable to and extend their arms
successfully return the ball to upward with their fingers
the opposing team after three spread wide apart.
hits (ball hits the ground, a Blocker attempts to make
fault is called, or the ball goes contact with the ball at the
out of bounds) then the heel of their hands and make
opposing team is rewarded a the ball land on the opposing
point. side of the net.
The same player may not hit
the ball two times in a row. References:
An exception to this is volleyball bumping cues -
when a player blocks a Microsoft Bing Search
spike, the block is not Volleyball.pdf (core-
considered a “hit” docs.s3.amazonaws.com)
How does scoring work?
Rally point scoring system:
when the receiving team wins a
rally, they gain a point and the
right to serve. At this time,
players will rotate one position
clockwise.
The best three of five
games will win matches.
Game is won by the team
that first scores 25 points
with a minimum of a two-
point advantage.
What are defensive skills used in
volleyball?
Blocking
Bumping/digging
References:
Volleyball.pdf (core-
docs.s3.amazonaws.com)
TEPE 16.4 (20-56)
(humankinetics.com)

Learning Activities & Teaching Script

30 min Activ
Visuals Script
lesson ity
32
 Nam
e
Passing Warm-Up Activity:
This activity is designed for students to use
previously learned passing skills in order to
assess skill level of the class as well as
promote students to self-reflect on their
performance since they will be loosely
X monitored by the teacher.
X X When introducing this activity, make sure to
X positively reinforce behavior (teamwork,
effort, enjoyment) rather than outcomes.
- Activity Objective: Allow students to explore
different passing methods and to allow for
Instant observation of class to understand the skill levels
Activity - at hand.
- Organization: 5 groups of three students per
Bumping group. Students form a circle facing one another.
(5 min) - Strategy: Give students very vague
instructions in order to allow them to use
previous knowledge of passing
- Activity Rules:
- Students are to form 5 groups of three to work
with.
- Students will use a volleyball and pass the ball
to one another within their circle (group of 3)
- Objective is to continue to beat previous
number of volleys.
- Activity Wrap Up:
- Ask students to return to a
common area to discuss next activity.

X
- Transition: Ask students if they can explain
X X defensive skills within volleyball.
X X - Hype Builder: set the scene for students by
X explaining the proper form for a bump.
- Activity Objective: Teach students the proper
Lesson way to bump a ball (especially in regards to serve
Focus -
receive)
Organization: Students are split into teams (3
(15 min)
groups of 4 and 1 group 3)
- Each team is on designated
side of the net, similar to a game set-
up.
- Activity Rules:
- Students are to toss the ball to the opposing

33
 team, in which the opposing team will bump
the ball and pass to their teammates
- Players must hit the ball three times and
attempt to hit the ball to the opposing side.
- If students are unable to return the ball,
volleyball resets with opposite team tossing to
the other side.
- Overall objective is to have a controlled volley
between teams with no spikes in order to
encourage passing and bumping skills.

Round 2 of Game Play: Blocking
- Organization: Students are split into teams (3
groups of 4 and 1 group 3)
- Activity Rules:
- Students form a line on their side of the net
- One at a time, students will practice going across
the net blocking (without a ball)
- Teacher will observe and provide feedback to the
students about form

Activity Wrap Up: Allow students to stay in their area,
but call for their attention

Game Play:
- The final stage is designed to give participants the
opportunity and freedom to play, without interruption or
restrictions in a format the replicates a game.
- Organization: Students are split into teams (2
groups – 1 group of 7, 1 group of 8)
- Strategy: observe students during prior
activities and “randomly” assign teams based
on current skill level and intensity of
Closing participation
- Activity Objective: Allow students to experience
Activity – a full-court game-like experience of volleyball
Game Play with more competition but still working on
(3-7 min) personal and peer respect and safety.
- Activity Rules:
- Students will play an abbreviated game of
volleyball to 15 points, including all skills and
rotations.
- Students will guess my favorite color to
determine who serves first.
- Procedures
- Teacher will observe students and provide
feedback from material learned in class.

34
 Accommodations & Modifications
How can you modify activities to meet a variety of skill levels and abilities?

Select (1) specific

How can you regress How can you progress
component from your
lesson: (scaffold down)? (scaffold up)?
1. Bumping To make it easier to pass, have students - to make it harder, I can spike the ball or
begin bumping to themselves rather than have other more advanced students spike
with a team to the student and ask them to bump it.









Unit Name High School Volleyball
Lesson Name Understanding Rules of the Game with Application
Equipment Needed Volleyballs (3)
Location of Lesson Illini Grove
Lesson Sequence 1 2 3 ***edit to match the number of lessons in your group’s unit plan
Teacher’s Name Nick Skorin
Grade Level (K-12) (9th-12th Grade)
Standard 2: The physically literate individual applies knowledge of concepts, principles,
National PE Standard
strategies and tactics related to movement and performance.

Specific Objectives
(How will you meet the above standard & state goal in each of the 3 learning domains?)

COGNITIVE PSYCHOMOTOR AFFECTIVE

What will students learn? What skills will students be able to do? How does the student feel?
Students will be able to express Students will be able to effectively Students will be able to
knowledge of rotations clockwise, rotate and assimilate roles demonstrate good sportsmanship
subbing 1st spot on rotation and associated with their positioning by exchanging high fives, positive
roles such as server, blocker, etc. during match play and activities at words, and by being honest with
35
on a volleyball court during match least 80% of the time. classmates during activities by
play at least 90% of the time high fiving after plays at least 90%
of the time.

Essential Questions & Essential Content

What questions will you ask students to prompt their learning & how will you expand upon the necessary
info/definition/concepts to facilitate learning and understanding?

COGNITIVE PSYCHOMOTOR AFFECTIVE

What information do you want students to What movements/skills do you want What social and/or emotional learning
learn? students to be able to do? do you want students to be able to
*must answer the questions you pose *must answer the questions you pose discuss/reflect upon?

- How should players be positioned - Should you swing your arms on - Students should be able to
on the court? the receiving action of a serve? reflect upon their actions and
* Players should be lined up with * No, swinging into a serve will accept the outcome.
both those in front of/ behind them likely lead to the ball going in the - Students should build positive
and those to their sides. wrong direction relations with teammates
through mutual congragulations
- When subbing back into the game - What direction should you move after points earned.
what is your immediate task? in during a rotation?
* Once subbed back in your task is * Clockwise
the serve
-
- What is the primary objective of
those in the front row (nearest the
net)?
* The goal of the front row is to
properly execute attacks

Learning Activities & Teaching Script

What are you having your students do & how will you effectively communicate/execute it?

Visuals Script
30 min Activity include a drawing for each Your guide to everything you’ll include in your lesson; in order
activity that visually outlines how *Include your cognitive, psychomotor, and affective essential
lesson Name you plan to set up your questions into your script it its appropriate location (highlighted in
equipment/activity appropriate color)

36
 Three
Touch - Activity Objective: Students should recognize the
importance of using the time and hit allotted to
them while setting up the best attack
- Organization: Have students in a full six on six
setups
- Strategy: Start by throwing the ball in rather
than having the ball served to provide the best
chance at starting a volley
- Activity Rules:
- Students must touch the volleyball three times
Intro before it goes over the net to the opposing
Activity team
(3-7 min) - Procedures:

- What is the primary objective of those in the front
row (nearest the net)?
- Have students line up on the court as if in a full
match.
- Check for understanding “How should players
be positioned on the court?”
- What direction should you move in during a
rotation?
-
- Activity Wrap Up: __________

Six on Six
Match - Transition:
- Hype Builder: set the scene for students by
______________
- Activity Objective: Students should demonstrate
knowledge of the game utilizing skills acquired
throughout previous unit lessons
- Organization: Students will be positioned
according to a standard six on six match
- Activity Rules:
Lesson
- Players must rotate according to the rules of
the game
Focus - “When subbing back into the game what is
(15 min) your immediate task?”
-
Procedures:
-
Students will play a six-on-six match of volleyball
following all rules of the game and implementing
skills of attack and defense learned thus far.
- Should you swing your arms on the receiving
action of a serve?

Round 2 of Game Play (always plan a round 2 of game play in
case you have extra time, but know that you may not have time to get to
it):

37
 - Sets are played to the best of 25 typically, in order
to get through multiple sets this will be reduced to
15, best 2/3

Activity Wrap Up: __________

King/Queen
of the Court - Organization: 3v3 game
- Strategy: Instructor throws the ball into the
court to start volleys and reduce potential for
quick turnovers as a result of serve dominance
or error
- Activity Objective: With fewer player it is more
likely that each player will have the opportunity to
Closing touch the ball during interactions
Activity - Activity Rules:
(3-7 min) - The winning team (King/Queen) side of the
court maintains their position until dethroned
- King/Queen side always starts with the first
volley
- Procedures: Students line up in three lines behind
the challenger’s side. In a 3v3 game challengers play
against the Kings/Queens of the court, the winner of
the match takes the King/Queen side. Those who lose
the round jog back and re-enter the line

Class End - Distribute Exit Slip #3

Accommodations & Modifications

How can you modify activities to meet a variety of skill levels and abilities?

Select (1) specific

How can you regress How can you progress
component from your
lesson: (scaffold down)? (scaffold up)?

1. King/Queen of the Instructor throws volleyball into the Challenging team serves ball to their
court court to start the game opponents the Kings/Queens of the court

38
Unit Name Volleyball

Lesson Name Intro to volleyball

list each piece of equipment needed for this lesson and then put the number of pieces of that
Equipment Needed equipment you need behind each item in ( ), separate equipment items by a comma
Volleyballs (4), Net (1), Balloons (12)

Location of Lesson YMCA Gymnasium

Lesson Sequence 1 2 3

Teacher’s Name Eustis Tapia

Grade Level (K-6) 3rd

National PE Standard SHAPE

39
 Specific Objectives
(How will you meet the above standard & state goal in each of the 3 learning domains?)

COGNITIVE PSYCHOMOTOR AFFECTIVE

What will students learn? What skills will students be able to do? How does the student feel?

SWBAT SWBAT SWBAT

Students should not interlock their
hands while hitting the ball. Students
will learn to keep their heads up
while on the court to know where the
ball is at all times, as well as know
where classmates/teammates are.
Keep an athletic stance while playing
(legs shoulders width apart, on the
balls of your feet and slight squat).
Students will learn how to properly Students should feel excited to attend
bump a volleyball with knees bent, class and excited to play volleyball so
fingers overlapping but not that they can hit the volleyball
interlocked, arms straight, hit ball correctly 75% of the time.
with forearm and keep arms in a V
shape, and how to keep an athletic
stance [legs shoulders width apart, on
the balls of your feet and slight
squat].

Essential Questions & Essential Content

What questions will you ask students to prompt their learning & how will you expand upon the necessary
info/definition/concepts to facilitate learning and understanding?

COGNITIVE PSYCHOMOTOR AFFECTIVE

What information do you want students to What movements/skills do you want students What social and/or emotional learning do
learn? to be able to do? you want students to be able to
*must answer the questions you pose *must answer the questions you pose discuss/reflect upon?

_______________________? _______________________? _______________________?

● How can we be aware of our ● What is an athletic stance? ● Who here has played
surroundings? ○ Staying in a semi volleyball?
○ Through the use of squat or at least on ● Do we like volleyball?
our peripheral vision the balls of their ● How do we feel about
and keeping our toes. volleyball now?
heads up ● How do we hit the ball? ● How confident are we in
● How can we consistently be ○ Hands not
playing volleyball now?
ready to hit the ball? interlocked, create
○ Staying in an a V with our
Athletic stance, and forearms.
not locking our
hands.
*List your references for the essential
content here

*List your references for the essential

content here

Learning Activities & Teaching Script

What are you having your students do & how will you effectively communicate/execute it?

40
 Visuals Script
30 min Activity include a drawing for each activity Your guide to everything you’ll include in your lesson; in order
lesson Name that visually outlines how you plan to *Include your cognitive, psychomotor, and effective essential questions into
set up your equipment/activity your script it its appropriate location (highlighted in appropriate color)

Ice breaker

● Activity Objective:
● Being able to properly set up to hit a
volleyball and learning what an athletic
stance is.
● Organization:
● Start off by introducing myself to the
students and asking for their names.
● Asking questions,
■ “Who here has played
volleyball?”
■ “Do we like volleyball?”
■ “What is an athletic stance?
● Can you show me?
Intro ■ “How do we hit the ball?”
Activity ● Can you show me?
● Strategy: Trying to build excitement and get a feel
(3-7 min)
of where my students are, in terms of
comfortability with volleyball.
● Activity Rules:
● Keeping their eyes on me.
● Being respectful to each other.
● Being spatially aware.
● Procedures:
● Having students lined up in front of me
● Implementing CUES, i.e., 1 clap means a
clap back and eyes on me / FREEZE means
stop wherever we are and find me.
● Activity Wrap Up:
● Once students seem ready to begin hitting a
ball, I will transition them into the main
activity.

41
 Hitting the
ball
● Transition: Now that we know the basics, let’s put
them to use.
● Hype Builder: set the scene for students by bringing
out a ball and actually hitting it to show them how it
should be done.
● Activity Objective:
● Groups should be able to hit the ball and
keep it up for at least 3 touches.
● Students are for the most part in an athletic
stance.
● Organization:
● Start off by asking if students can
demonstrate how to properly hit the ball.
■ Can someone show me how to
bump the ball?
■ If students cannot then I will
demonstrate.
● If students seem to be having trouble I
will give them balloons instead of balls.
Lesson ● If students are excelling I will modify
hitting the balls in partners to a full class
Focus session.
(15 min) ● Activity Rules:
● Stay in an athletic stance
● Do not interlock hands
● Have fun
● Try to get three hits
● Keeping their heads up
● Procedures:
● Having students lined up in front of me
● Implementing CUES, i.e., 1 clap means a
clap back and eyes on me / FREEZE means
stop wherever we are and find me.

Round 2 of Game Play (always plan a round 2 of game play in case you
have extra time, but know that you may not have time to get to it):

● Have students begin to rotate if one side “scores”

● Take balloons away and provide children with balls.

Activity Wrap Up: Have students help with cleanup and call
them back towards the middle.

42
 Reflection

● Organization: Have everyone come together.

● How do we feel about volleyball now?
● How confident are we in playing
volleyball now?
● How do we hit the ball?
■ Can you show me?
● What is an athletic stance?
■ Can you show me?
● How can we consistently be ready to hit the
ball?
Closing ● How can we be aware of our surroundings?.
Activity ● Activity Objective: Trying to see if answers changed and if
(3-7 min) objectives were met.
● Activity Rules:
● One person talking at a time
● Raise hand to be able to speak
● Procedures:
● I will call students back and ask the
following questions.
■ If it is a large group I will try to
get at least 35-55% of their
answers per question.
■ Ultimately try to get a response
from each student.

Accommodations & Modifications

How can you modify activities to meet a variety of skill levels and abilities?

Select (1) specific component How can you regress How can you progress
from your lesson: (scaffold down)? (scaffold up)?

Hitting the ball. Use a balloon at first to try and get the Remove the balloon and actually use a ball,
students used to hitting something or even allow them to do some games (not
without it hurting or being too difficult. a full on game but something similar).

Classroom Management Plan

Teachers: Dawson Finch, Gabi Robles, Nick Skorin, Eustis Tapia

Grade Level: 9th-12th Grade
1. Rules
- Be respectful
- Be responsible
- Be safe
- Try your best

43
 - Work well with others
2. Routines
- Line up alphabetically for attendance
- All equipment on the ground while listening to instruction
- Ask the teacher for permission to get water or go to the bathroom. Students get a
bathroom pass from the teacher and must return it when they arrive back to class.
- Change, and then come back to gymnasium to wait for bell to ring to dismiss class
3. Expectation
- Always be on time
- Always dress for class
- Always speak to others with respect
- Be open to new ideas
- Give your best effort
- Encourage classmates

Classroom Routines

School/Grade Level: 9th-12th Grade

Routine Description of routine

Begin/End Class

Attendance Students line-up in alphabetical order at the beginning of class to allow

the teacher to take attendance

44
Changing into PE Students have approximately 5-7 minutes to change into their PE attire
clothes after attendance is completed

Leaving Class Students should wait in the gym until the bell rings to leave. Nobody
should be leaving the gym for any reason unless prompted by the
teacher until the bell rings to go to their next class

In Class

Going to the Students must ask for permission to get water or go to the bathroom.
bathroom/water Once given permission, students must get a bathroom pass from the
teacher and must return it to the teacher when they arrive back.

Start/Stop A whistle will be used to start and stop each activity. Music can also be
used in certain situations, and when the music, the activity also stops

Selecting Students are allowed to select their own equipment when the teacher
Equipment gives permission for the students to get equipment. If equipment
management becomes a problem, the teacher will give out equipment

Answering Students are encouraged to answer questions throughout the class, but
Questions they should raise their hand and allow the teacher to select them to
answer the question

Emergency/Injuries

Precautionary At the beginning of the school year, the teacher will go around the gym
Measures showing the class where emergency items are [fire extinguisher, phone,
tornado shelter]

References

Gold Medal Squared. (n.d.). Volleyball terms and definitions. Volleyball Terms |
Volleyball for Beginners. Retrieved November 2, 2021, from
https://www.goldmedalsquared.com/coaching-resources/volleyball-terms.

Volleyball activities for Physical Education. S&S Blog. (2019, July 18). Retrieved
November 11, 2021, from https://www.ssww.com/blog/volleyball-activities-for-
physical-education/.

45
46