SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Steven Betsch DATE:12/9/2022

TIME: 12:30-2:05
SCHOOL: Minnechaug LESSON#:2 FACILITIES: Inside Gym
CLASS SIZE: 20-30 GRADE:_10
UNIT/THEME: Net sports GENERIC LEVEL: Highschool
EQUIPMENT: Volleyballs, low nets, hula-hoops
FOCUS OF LESSON: Spiking in net sport
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:

P. SWBAT Practice spiking a volleyball over a net using an open hand 3 out of 5 times on a low net in
our last activity. (MA.21.7) (Shape Standard 1)

C. SWBAT Identify why it is more effective to spike with an open hand opposed to a closed fist by the
closure of class in a class discussion. (MA. 2.19) (Shape Standard 2)

A. SWBAT Follow the proper rules and etiquette of nitro ball for the entire class for the entire class.
(MA. 2.26) (Shape Standard 4)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Make sure teams are using the proper form and including all teammates during gameplay.

2. Encourage students to switching up from spiking hard to using finesse to place the ball in open space.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
A safety concern is a student getting hit with a volleyball causing injury. Another safety concern is
students not wearing the proper footwear

REFERENCES : Walker, P.J., Markos, N.J.E., A Colvin, A.V., (2016). Teaching Fundamental Motor
Skills, (3 ed.) Champain, IL, Human Kinetics
rd

https://www.thepeshed.com/pe-game-ideas
 LESSON PLAN FORM

TIME SEQUENCE OF ORGANIZATION REFLECTIONS

LESSON
0:00- Take attendance of students T
0:10 and upload to computer, SSSSSSSSSSSSS
have students put their bags SSSSSSSSSSSS
away and fill up waters,
have students walk from
locker room to field or
back to gym.
0:10- T
0:30 Have students walk two SS
laps around the track or SS
walk for 10 minutes around SS
gymnasium and guide them SS
through a full body static
stretch
0:30-
0:35 Nitroball Introduction T
and rules: SSSSSSSSSSSSSS
-Ball must bounce on the SSSSSSSSSSSSSS
ground before being hit
-Ball must be hit within the
boundaries
-Ball must be hit over to
the opposing teams side
using a maximum of 3 hits
-Must serve behind line

Skill cues This was a good build up

- “look through the unit to volleyball. Students
window” got volleyball skills very
- “high ball” easily.
- “Open hand”
- “Come down on the ball”
S S
0:35- Activity One: Good for a warm-up. I will
0:45 Partner passing. Students T change this to partners
will be in groups of 3 or 4. instead of groups for more
Students must hit the ball S S OTRs.
to partners.
Extensions: Have students
increase the distance to
make it more difficult.
Modification: Challenge
 students to hit the ball at
different forces to make it
more challenging for their
partners.
0:45- Activity two: Spiking
0:55 lines. Students will be in
one line on each court. One
student will be the setter,
another student will be the
spiker. The setter bounces a
ball to the spiker and the
spiker hits the ball over the
net to the other side. The
hitter becomes the setter.
The setter retrieves the ball,
and the rotation continues.
Modifications/Extensions:
Add single defender on the
other side. Emphasis that if
defender is near spike far,
if defender is far, spike
close AND/OR Add Hula-
hoop on the floor as a
target for spiking
downwards.
0:55- Activity three: Live
1:20 games. Put students into
teams of 3 or 4. Teams will
play on court 1, 2, and 3.
Games will be 6 minutes.
When students are serving,
they must be behind the
back line. A maximum of 3
hits to get the ball over to
the other side. Students
must rotate server when
possession changes.
1:20- Conclusion: Review the
1:25 rules of the game, spiking,
and strategies of placing
the ball. If defender is near
spike far, if defender is far,
spike close. Dismiss class
This was a class favorite.
S Hula-hoops worked very
S well and provided a realistic
S target. Students were very
S successful.
S
S
S S(Setter)
___________________
Went well for most students,
I think making this extension
its own activity will be more
effective with an
introduction beforehand.
S S
T
I will make games a little bit
S S longer. Teams of 4 worked
S S best.
S S
T
SSSSSSSSSSSS
SSSSSSSSSSSS
Instead of telling the students
the critical elements, a Q &
A would be better for student
learning.
back to locker room to
gather belongings.