Steven Betsch

Volleyball

12/8/22-12/16/18

10th-grade

Minnechaug Regional High School

Unit Outcomes MA CF & NASPE Content to be taught Assessments
SWBAT: Standards

Psychomotor- MA CF 2.17 Day 1: Forearm Exit slip

Practice forearm and NASPE Standard 1 passing and setting
overhead passing in a Day 2: Setting and Class discussion
game-like scenario by spiking
the end of the unit. Day 3: Blocking and Formal Assessment
serving (checklist)
Day 4-5: gameplay
using all elements
Day 6-7: playoff
games using all
elements

Cognitive- MA CF 2.19 Day 1: Skill Cues Formal Assessments

Identify why it is NASPE Standard 2 Day 2: Rules (review sheets)
more effective to set Day 3: Regulations
up a bump, set, & Day 4: Offensive and Informal Assessments
spike for offense Defensive Strategy
instead of just hitting Day 5-7: Putting all Class discussion
it over on a written elements together
assessment by the end
of the unit.

Affective- MA CF 2.26 Day 1 & 2: Safety Informal Assessment

Apply safe practices, NASPE Standard 4 and Boundaries
rules, procedures, and Day 3 & 4: Formal Assessment
sportsmanship Teamwork and skills (peer/team
etiquette in physical Day 5 & 6: assessment)
activity settings, Sportsmanship
including how to Day 7: Competition
anticipate potentially
dangerous
consequences and
outcomes of
participation in
physical activity.
 PRE/POST Test

Name_______________

Date________________
How many players are on the court at one time?
a) 3
b) 5
c) 6
If the ball hits a line, it is considered…
a) In
b) Out
If the ball hits the net and goes over, is the ball still in play?
a) Yes
b) No, it is not in play
What is the ideal hit when returning a serve?
a) Set
b) Bump
c) Spike
Place in order (label 1-3)that these hits should be performed when receiving a ball from over the
net:
___ Set
___ Spike
___Bump

When spiking a ball, does one want to hit the ball with a:
a) Closed fist
b) Open hand
c) Just the fingers
If you have to move out of bounce to hit the ball, is the ball still in play? Circle one:
Yes No
How many hits does each team get per possession?
a) 4
b) 2
c) 3
d) 5
Volleyball Exit Slip

Name____________

Date_____________

Place in order (label 1-3) of the sequence that

these hits should be performed when

receiving a ball from over the net:

___ Set

___ Spike

___Bump

_______________________________________________________

Affective Worksheet Exit Slip

Name_______________

Date________________

Instructions- Please list 3 possible dangers that could result in injury that we discussed in class:

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________
Volleyball Rules Worksheet

Name____________

Date_____________

Answer the following question

1) What is the maximum number of hit a team can have when on

offense?___________________________________________

2) The offensive team hits the ball over the net to the defense, and

the ball lands ON the line of the defensive side. Who is

rewarded the point?

Circle the correct answer: Offense Defense

3) If the ball is served, hits the net, and falls over onto the

opponent's side, is it a point?

Circle the correct answer: Yes No

4) Name the two types of serves that can be performed.

1._________________

2._________________
 Volleyball Review

Name____________________

Date_____________________

1) Fill in the blank: How many positions should be out on the court

at one time. (Remember: there are 6 players on the court at any

given time.)

___ Setter

___ Outside hitter

___ Middle hitter

___ Libero

2) If you have to move out of bounce to hit the ball, is the ball still

in play? Circle one:

Yes

No

What is the max number of sets played in a volleyball game?______

How many sets do you need to win in order to win the game?_____
 Psychomotor Checklist

Provide a checkmark if student demonstrated an efficient forearm pass and overhead pass during

tournament play.

Name of student Date of assessment Forearm Pass Overhead Pass

 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Steven Betsch DATE:12/8/2022

TIME: 12:30-2:05
SCHOOL: Minnechaug LESSON#:1 FACILITIES: Inside Gym
CLASS SIZE: 20-30 GRADE:_10
UNIT/THEME: Volleyball GENERIC LEVEL: Highschool
EQUIPMENT: Volleyballs, nets, hula-hoops
FOCUS OF LESSON: Forearm passing and setting
By the end of the lesson, students should be able to:

P. SWBAT practice forearm passing to a moving target in activity 3 at least 2 times. (MA CF. 2.17)(Shape
Standard 1)

C. SWBAT identify the skill cue for setting a volleyball by giving a visual demonstration at the closure of
class. (MA CF. 2.19) (Shape Standard 2)

A. SWBAT write 3 safety hazards that can occur while playing volleyball on an exit slip at the closure of
class. (MA CF. 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. Clearly explain the rules, boundaries and safety hazards while playing volleyball.
2. Give visual demonstrations of forearm passing and setting.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students running into stationary objects or other students trying to retrieve a pass, students getting hit in
the face with a ball, and students can roll their ankles when jumping.

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

PE Lesson Plans for High School (FREE High School PE Activities) | PLT4M
 LESSON PLAN FORM

TIME SEQUENCE OF ORGANIZATION REFLECTIONS

LESSON
0:00-0 Take attendance of students T
: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.
T
Have students walk two SS
0:10-0 laps around the track or SS
:25 walk for 10 minutes around SS
gymnasium and guide them SS
through a full body static
stretch

0:25-0 Introduction to T Don’t forget to mention that

:35 volleyball: SSSSSSSSSSSSSS hitting the net is a point for
Rules: SSSSSSSSSSSSSS the other team. Next time
-3 hits per side draw the boundaries out on
-if ball is on the line it is in the white board.
-if ball hit the net and still
goes over it is good
-after every point there is a
serve to the team who won
the point
-no “carrying”
Boundaries:
-black lines all around
Safety
-running into objects and
other students
-rolling ankle when landing
-can hit in the body or face.

Forearm passing cues Instead of giving just a visual

First option: demonstration, have all the
-close one fist students do it with you.
-wrap other hand around
fist
-thumbs together
-squeeze elbows together
-tilt
 Second option:
-Hand on top of hand
-Touch thumbs
-Elbows

Setting
-Triangle above your head
-Look through the window
-Fingertips

0:35-0 Activity one: Went well, when I do this

:45 Partner Passing: students again I will give them more
will get into groups of time. This felt a little short.
three. Students will find
their own personal practice
their forearm passing using
one of the two options.
Modifications: Challenge
students to keep the ball
low and controlled. See
how many each group can
get in a row S
Extensions: Have students
increase the distance
between each other S T

0:45-0 Activity two: S Efficient.

:50 Same activity as one, but
now setting to one another.
Modifications: Challenge
students to see how many
they can get in a row
without dropping it
Extensions: Have students S
set the ball as high as they S
can. S

0:50-1 Activity three: Forearm Walk the students through

:05 and setting tennis: students S this one, first couple attempts
will be broken into two were a little sloppy. Walk
groups. Each group will them through the activity.
line up on the end line. S
First student underhand
tosses the ball over to S
another student, and that S
student bumps the ball back S
 over, then the next student
comes on and bumps the
ball back over. Each
student gets one hit then
goes to the back of their
line.

Repeat then with setting.

1:05-1 Activity four: Small sided S S S Went smoothly.

:15 4v4 games. Student will be S
in teams of four. Students S S S
can only bump and set to ____________ S
get a point. The winner
stays on the court and the S S
loser rotates off. Games to
won. S S
Take more time reviewing
1:15-1 Conclusion: critical elements.
:25 Review critical elements of
cues and forearm passing T
and setting. Review SSSSSSSSSSSSSS
boundaries, rules, and SSSSSSSSSSSSSS
safety hazards. Ask student
to get into their “setting
position.” Hand out exit
slip and students are
dismissed to the locker
room after it has been
completed.
 Affective Worksheet Exit Slip

Name_______________

Date________________

Instructions- Please list 3 possible dangers that could result in injury that we discussed in class:

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________
 PRE/POST Test

Name_______________

Date________________
How many players are on the court at one time?
a) 3
b) 5
c) 6
If the ball hits a line, it is considered…
a) In
b) Out
If the ball hits the net and goes over, is the ball still in play?
a) Yes
b) No, it is not in play
What is the ideal hit when returning a serve?
a) Set
b) Bump
c) Spike
Place in order (label 1-3)that these hits should be performed when receiving a ball from over the
net:
___ Set
___ Spike
___Bump

When spiking a ball, does one want to hit the ball with a:
a) Closed fist
b) Open hand
c) Just the fingers
If you have to move out of bounce to hit the ball, is the ball still in play? Circle one:
Yes No
How many hits does each team get per possession?
a) 4
b) 2
c) 3
d) 5
 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: Volleyball GENERIC LEVEL: Highschool
EQUIPMENT: Volleyballs, nets
FOCUS OF LESSON: Serving and setting
By the end of the lesson, students should be able to:

P. SWBAT practice underhand serving to a partner who is across the court 3 out of 5 times in activity 3.
(MA CF. 2.17)(Shape Standard 1)

C. SWBAT identify what part of the hand you should be striking the ball with for an underhand serve by
giving a visual demonstration at the closure of class. (MA CF. 2.19) (Shape Standard 2)

A. SWBAT identify the boundaries of the class and volleyball court during a class discussion at the
closure of class. (MA CF. 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. Provide clear and concise instruction with visual demonstrations

2. Provide individual feedback to at least half of the class.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students running into stationary objects or other students trying to retrieve a pass, students getting hit in
the face with a ball, and students can roll their ankles when jumping.

REFERENCES : Free PE Lesson Plans – American Coaching Academy

https://www.thepeshed.com/pe-game-ideas

LESSON PLAN FORM

TIME SEQUENCE OF ORGANIZATION REFLECTIONS
LESSON
0:00-0 Take attendance of students T
: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 the gym.
T
Have students walk two SS
0:10-0 laps around the track or SS
:25 walk for 10 minutes around SS
the gymnasium and guide SS
them through a full body
static stretch

0:25-0 Introduction to volleyball T Have the students do a

:35 serving and review of SSSSSSSSSSSSSS follow-along when
setting SSSSSSSSSSSSSS explaining and
Setting demonstrating.
-Triangle above your head
-Look through the window
-Fingertips

Underhand serving
-step in opposition
-hold ball out and front and
have a steady hand
-swing arm back
-contact ball with the heel
of your hand
-follow through

Activity one: Warm up S S Next time do just partners,

0:35-0 with setting and bumping not groups. Student will get
:45 with a partner or small more OTRs.
group.
Modifications: At the final S S
two minutes of the activity,
challenge students to see
how long they can keep the
ball up. If your group lets
the ball hit the ground you
 are out. The last group
standing wins.

0:45-0 Activity two: Underhand S S S S S S S S S Went smoothly.

:55 serving. Students will grab
a partner and serve across
the court to their partner.
Modifications: Challenge
students to see how many
times they can serve it to
their partner without
making their partner move
in one minute. S S S S S S S S S

0:55-1 Activity three: Forearm S Next time I do this there will

:05 and setting tennis: students S be no returning the ball.
will be broken into two S Students will catch the ball
groups. Each group will and then underhand serve the
line up on the end lines. volleyball back.
First student underhand S
serves the ball over to
another student, and that
student bumps the ball back S
over, then the next student
comes on and bumps the S
ball back over. Each S
student gets one hit and S
then goes to the back of
their line.

1:05-1 Activity four: Hoop S

:15 Challenge. Students will S Add more cues words to help
get into groups of 5 and S students understand accuracy
grab two volleyballs. is more important than
Students will find their own power.
basketball hoop. Students
will form a line at the free
throw line and try to
underhand serve the ball
O
into the basketball hoop.
_______
The first students to get to
Basketball hoop
3 wins.
Extensions: Have students
move forward if they are
having difficulty. If it's to
 easy have students step
back to the three-point line.
1:15-1 Did a good visual
:25 Conclusions: demonstration of skills. Class
Review critical elements of T discussion went well.
cues and underhand serving SSSSSSSSSSSSSS
and setting. Review SSSSSSSSSSSSSS Exit Slip was great.
boundaries, rules, and
safety hazards. Ask the
students to show you where
you want to hit the ball
when serving. Have a class
discussion about the
boundaries of the class and
the volleyball court.
Dismiss students to gather
their things.
Volleyball Exit Slip

Name____________

Date_____________

Place in order (label 1-3) of the sequence that

these hits should be performed when

receiving a ball from over the net:

___ Set

___ Spike

___Bump
 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Steven Betsch DATE:12/12/2022

TIME: 12:30-2:05
SCHOOL: Minnechaug LESSON#:3 FACILITIES: Inside Gym
CLASS SIZE: 20-30 GRADE: _10
UNIT/THEME: Volleyball GENERIC LEVEL: Highschool
EQUIPMENT: Volleyballs, nets
FOCUS OF LESSON: Spiking and blocking
By the end of the lesson, students should be able to:

P. SWBAT practice spiking over the net 2 out of 4 times in activity 2. (MA CF. 2.17)(Shape Standard 1)

C. SWBAT identify rules and regulations by answer questions on the exit slip and score a 3 out of 4 at the
closure of class. (MA CF. 2.19) (Shape Standard 2)

A. SWBAT identify how sportsmanship can lead to better gameplay in turn and talk at then closure of
class. (MA CF. 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. Establish quality classroom management by address distracting behaviors.

2. Keep my back to the walls so I can see the entire class for the entire class.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students running into a stationary objects or other students trying to retrieve a pass, students getting hit in
the face with a ball, students can roll their ankle when jumping. Also having a slippery floor due to snow
being brought in.

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
0:00-0 Take attendance of students T
: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.
T
Have students walk two SS
0:10-0 laps around the track or SS
:25 walk for 10 minutes around SS
gymnasium and guide them SS
through a full body static
stretch

0:25-0 Introduction to spiking T Give a visual demonstration

:35 and blocking SSSSSSSSSSSSSS of spiking, maybe use a
Spiking: SSSSSSSSSSSSSS student as a demonstration.
-left, right, left with feet for
right-handed spikers,
opposite for left-handed
- “show your armpit” for
swinging
-hit ball with open, stiff
hand
-hit down on the ball

Blocking:
-Both arms stiff with open
hand and spread fingers
-Jump straight up

0:35-0 Activity one: Wall spikes. S S S S S S S Went well. Spread students

:40 Student will find their own out to prevent off-task
personal space and spike bahavior.
against the wall. Student
should focus on spiking
down and over the top of
the ball into the floor. (Wall)
0:40-0 Activity two: Triangle S(A)
:50 Passing. Students will get Went very well. Try to add a
into groups of 3. Students modification that challenges
will be in a triangle. them to see how many their
Student A will toss the ball S(C) S(B) group an get in a row.
the ball to student B,
student B will bump the
ball to student C, student C
will set the ball to A, T
student A will the spike to
ball to student B. Then
repeat.

0:50-1 Activity three: Spiking S Worked well for the kids that
:00 lines S could jump up and spike. I
All students will be on one S think lowering the nets one
side of the net. There will S more notch would make this
be one spiker with the line S great.
behind him and one setter. S
The spiker will toss the ball
to the setter, the setter will S(Spiker)
set the ball, the spiker will
spike it over to the other S(Setter)
side of the net.
Modifications: No toss S(Blocker)
exchange from spiker to
setter. Spiker hand ball to
setter and setter tosses the
ball up.
Cues:
-Left, right left (or
opposite)
-Down onto the ball

1:00-1 Progression of activity Same as above.

:05 three:
After each person has gone
3 times, a blocker now
comes to the other side of
the net. The activity
remains the same but now
there is a blocker trying to
block the ball.
1:05-1 Activity four: Student will S S Instead of having a student
:15 play a live game of 4v4. serve the ball, underhand toss
The only way the students to students can get more
can score if by bump, set, OTRs.
and spike. It must be in that S S
order, one or two hits and S S
over do not count.

S S

1:15-1 Conclusion: T Exit slips worked great. Use

:25 Review critical elements SSSSSSSSSSSSSS these more!
and cues of spiking and SSSSSSSSSSSSSS
blocking. Review
boundaries, rules, and
safety hazards. Have
students turn to a partner
and discuss how
sportsmanship is important
and how it can lead to
better gameplay. Then have
students share. Hand out
exit slip and have student
complete. Dismiss students
to gather their things.
Volleyball Rules Worksheet

Name____________

Date_____________

Answer the following question

1) What is the maximum number of hit a team can have when on

offense?___________________________________________

2) The offensive team hits the ball over the net to the defense, and

the ball lands ON the line of the defensive side. Who is

rewarded the point?

Circle the correct answer: Offense Defense

3) If the ball is served, hits the net, and falls over onto the

opponent's side, is it a point?

Circle the correct answer: Yes No

4) Name the two types of serves that can be performed.

1._________________

2._________________
 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Steven Betsch DATE:12/13&14/2022

TIME: 12:30-2:05
SCHOOL: Minnechaug LESSON#: 4 & 5 FACILITIES: Inside Gym
CLASS SIZE: 20-30 GRADE: _10
UNIT/THEME: Volleyball GENERIC LEVEL: Highschool
EQUIPMENT: Volleyballs, nets
FOCUS OF LESSON: Gameplay
By the end of the lesson, students should be able to:

P. SWBAT practice forearm passing at least 2 times in a live game. (MA CF.2.17)(Shape Standard 1)

C. SWBAT identify why it is the more effective offensive strategy to bump, set, and spike as opposed to
just hitting the ball over at the closure of class. (MA CF. 2.19) (Shape Standard 2)

A. SWBAT express different ways to be a good teammate with their team at the end of the last game.
(MA CF. 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. Provide a safe learning environment by making sure the gym does not have water on it from the
snow before the start of activities.
2. Provide individual feedback to at least half of the class.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students running into a stationary objects or other students trying to retrieve a pass, students getting hit in
the face with a ball, students can roll their ankle when jumping. Also having a slippery floor due to snow
being brought in.

REFERENCES : Lesson Plans & Worksheets for Teachers | Lesson Planet

https://www.thepeshed.com/pe-game-ideas

LESSON PLAN FORM

TIME SEQUENCE OF ORGANIZATION REFLECTIONS
LESSON
0:00-0: Take attendance of students T
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.
T
Have students walk two SS
0:10-0: laps around the track or SS
25 walk for 10 minutes around SS
gymnasium and guide them SS
through a full body static
stretch

0:25-0: Introduction to T Be very specific with game

35 gameplay: SSSSSSSSSSSSSS times and team creation.
Games will be 10 minutes SSSSSSSSSSSSSS
long. The team with the
most points is the winner.
Break students up into 4-5
teams of 6. The schedule
will
S S S
0:35-0: Activity one: Efficient.
40 Team warm-up. Each team
will be on their side of the
assigned court and have S S S
five minutes to warm up. S S S
Students should be
bumping, setting, and
spiking within their side. S S S

Activity two: Game Play I think a good idea for next

Live game of 6v6 time is post all games and
courts on a poster and allow
First First day: students to mark off wins.
game. Court 1: 1v2 1v3 3v2
0:40-0: Court 2: 3v4 4v5 5v1
50 Court 3: 5 have the practice
Second bye. Team 2 has the
game. practice bye. Team 4 has
the bye.
0:50-1: Make sure all students are
00 Second day: S S S rotating and serving. Some
Third Court 1: 5v2 4v2 2v3 students try to hide.
game. Court 2: 1v4 3v5 1v5
1:00-1: Court 3: Team 3 has the
10 practice bye. Team 1 has S S S
the practice bye. Team 4 S S S
has the practice bye.

S S S

Teams discuss how to be a

better teammate in a group
1:10-1: discussion. (First day)
15 Discuss what offensive and
defensive strategies worked
best. (Second day)
This went well. I think a
good idea for next time is
give them pen and paper so
they can track their thoughts.

Conclusion T
Discuss as a group what the SSSSSSSSSSSSSS Have each group elect a
1:15-1: students talked about in SSSSSSSSSSSSSS group leader for presentation
25 group discussion. (First of ideas.
day) Discuss what
offensive and defensive
strategies worked best.
(second day) Dismiss
students to gather their
things.
 Psychomotor Checklist

Provide a checkmark if the student demonstrated an efficient forearm pass and overhead pass

during tournament play. (For lesson 4,5,6,7)

Name of student Date of assessment Forearm Pass Overhead Pass

 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Steven Betsch DATE:12/15&16//2022

TIME: 12:30-2:05
SCHOOL: Minnechaug LESSON#:6 & 7 FACILITIES: Inside Gym
CLASS SIZE: 20-30 GRADE: _10
UNIT/THEME: Volleyball GENERIC LEVEL: Highschool
EQUIPMENT: Volleyballs, nets
FOCUS OF LESSON: Spiking and blocking
By the end of the lesson, students should be able to:

P. SWBAT practice overhead pass at least 2 times in a live game. (MA CF.2.17) (Shape Standard 1)

C. SWBAT identify why it is more effective to “bump, set, spike” for an offensive strategy than just
hitting the ball over in a class discussion at the end of class. (MA CF. 2.19) (Shape Standard 2)

A. SWBAT show good sportsmanship at the end of the class by shaking all students’ hands 100% of the
time. (MA CF. 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. Provide a safe learning environment by making sure the gym does not have water on it from the
snow before the start of activities.
2. Provide individual feedback to at least half of the class.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students running into a stationary objects or other students trying to retrieve a pass, students getting hit in
the face with a ball, students can roll their ankle when jumping. Also having a slippery floor due to snow
being brought in.

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

P.E. Lesson Plans | Teacher.org

 LESSON PLAN FORM

TIME SEQUENCE OF ORGANIZATION REFLECTIONS

LESSON
0:00-0 Take attendance of T
:10 students and upload to SSSSSSSSSSSSS
computer, have students SSSSSSSSSSSS
put their bags away and
fill up waters, have
students walk from locker
room to field or back to
gym. T
SS
0:10-0 Have students walk two SS
:25 laps around the track or SS
walk for 10 minutes SS
around gymnasium and
guide them through a full
body static stretch
0:25-0 T
:35 Introduction to game SSSSSSSSSSSSSS
play: SSSSSSSSSSSSSS
Games will be 10 minutes
long. The team with the
most points is the winner.
Break students up into 4-5
teams of 6. The schedule
will S S S
0:35-0 Let teams have more time to
:40 Activity one: warm-up and strategize.
Team warm-up. Each team
will be on their side of the S S S
assigned court and have S S S
five minutes to warm-up.
Student should be
bumping, setting, and S S S
spiking within their side.

Make sure teams are keep

Activity two: Game Play the correct score. Put
Live game of 6v6 yourself in a position to see
Tournament rules. both games.
Each win is a point for a
team. The two teams with
the most points at the end
 of the two days will play
for the class
championship. S S S

First
game. First day (Lesson 6):
0:40-0 Court 1: 5v2 4v2 2v3 S S S
:50 Court 2: 1v4 3v5 1v5 S S S
Secon Court 3: Team 3 has the
d practice bye. Team 1 has
game. the practice bye. Team 4 S S S
0:50-1 has the practice bye.
:00
Third Second day (Lesson 7):
game. Court 1: 5v1 4v2
1:00-1 Court 2: 1v4 3v5
:15 Court 3: First game team 3
has the practice bye.
Second game team 2 has
the practice bye.
T This is a great theme for the
Final Game: SSSSSSSSSSSSSS unit. Students were very
Two teams with the most SSSSSSSSSSSSSS engaged. For the entire unit.
points play on court 1 for
gold and silver metal. The
third and fourth team play
on court 2 for bronze
metal. The last teams has
the choice to watch or
practice on court 3.

1:15-1 Conclusion Have students write their

:25 Have teams get together thoughts on paper.
and talk about what they
think they did well as a
team. (First day) Have
class come together and
have a class discussion of
why “bump, set, spike” is
more effective than just
hitting the ball over. Have
the class express how they
felt about the overall unit.
Have students complete
 POST Test. Dismiss class
to gather their things.
PRE/POST Test

Name_______________

Date________________
How many players are on the court at one time?
d) 3
e) 5
f) 6
If the ball hits a line, it is considered…
c) In
d) Out
If the ball hits the net and goes over, is the ball still in play?
c) Yes
d) No, it is not in play
What is the ideal hit when returning a serve?
d) Set
e) Bump
f) Spike
Place in order (label 1-3)that these hits should be performed when receiving a ball from over the
net:
___ Set
___ Spike
___Bump

When spiking a ball, does one want to hit the ball with a:
d) Closed fist
e) Open hand
f) Just the fingers
If you have to move out of bounce to hit the ball, is the ball still in play? Circle one:
Yes No
How many hits does each team get per possession?
e) 4
f) 2
g) 3
h) 5
 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Steven Betsch DATE:12/10/2022

TIME: 12:30-2:05
SCHOOL: Minnechaug LESSON#: Gym in use plan FACILITIES: Weight room
CLASS SIZE: 20-30 GRADE: _10
UNIT/THEME: Physical wellness GENERIC LEVEL: Highschool
EQUIPMENT: Weight room equipment
FOCUS OF LESSON: Cardiovascular Endurance, strength training, yoga
By the end of the lesson, students should be able to:

P. SWBAT practice taking their own heart rate 4 out of 4 times at the end of their stations. (MA CF
.2.17)(Shape Standard 1)

C. SWBAT understand how activity participation patterns are likely to change throughout life and identify
strategies to deal with those changes, including a plan for life-long wellness. (MA CF. 2.25) (Shape
Standard 2)

A. SWBAT identify dangers in the weight room when lifting with improper form in a class discussion at
the end of class. (MA CF. 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. Provide proper instruction for each station in the weight room.
2. Provide individual feedback to at least half of the class.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students lifting with improper form. Students participating in off task and dangerous behavior.

REFERENCES :
Lesson Planning for MS & HS PhyEd - Gopher SportWeight Training - Fall 2022 | Physical

Education (cornell.edu)
 LESSON PLAN FORM

TIME SEQUENCE OF ORGANIZATION REFLECTIONS

LESSON
0:00-0 Introduction: T
:10 Explain to the class the SSSSSSSSSSS
types of machinery and SSSSSSSSSSS
weightlifting equipment in SSSSSSSSSSS
the weight room. Explain
how to measure their max
heart rate equation
(220-your age=max heart
rate.)
Students will calculate
0:10-1 heart rate at each station.
:10
Activities:
Give instruction for each Station one:
station: SSSS
Divide students up into SSSS
four groups. Each group
will go to a station. Stations Station two:
will last 15 minutes. SSSS
Students rotate every 15 SSSS
minutes.
Station three:
Cardio station SSSS
: treadmill SSSS
: elliptical
: assault mike Station four:
: stair master machine SSSS
SSSS
Weightlifting station:
: dumbbell curl
: dumbbell bench
: dumbbell shoulder press
: dumbbell triceps press
: dumbbell squat
: dumbbell RDL

Stretching station:
: 6 stretches, already posted
in weight room

Abdominal station:
: plank
 : sit up
: leg kicks
: hanging leg raises
!:20-1 : hollow hold
:25
Conclusion:
Ask students what they got
their max heart rate to be at
each station. Review each
station. Have a quick class
discussion on what some
dangers could be in the
weight room and how
physical activity can be
beneficial. Finally, ask
students how they think the
physical activity can
change as they get older
and how they can adapt to
it.
 Grading Rubric
Grades consist of participation, effort, and average score of all worksheets completed in class. If
student is not present when worksheet is given out, the student can make up the worksheet with
no penalty. If student does not complete the worksheet the grade will be a zero. At the end of
each unit, the score of all worksheets will be added up and averaged out.

Catagories Max % % Earned

Participation 45%
Effort 40%
Average of scores 10%
Total 100%

Assessment Reflection
I think the assessments went very well I think the use of exit slips is what worked best for
my students. When I handed out longer review sheets, the students would not take the time to
focus and complete it because they were so eager to play. Exit slips were the most efficient and I
got the best results. When the results were not what I wanted I took that feedback and used it in
my next lesson. For example, if my students were struggling to understand some of the rules, I
took the time next class in the introduction to further explain the rules. Overall, I think the
assessments went great and a tool I am going to use in the future.
 Sources
Walker, P.J., Markos, N.J.E., A Colvin, A.V., (2016). Teaching Fundamental Motor Skills, (3 ed.)
rd

Champain, IL, Human Kinetics

Weight Training - Fall 2022 | Physical Education (cornell.edu)

https://www.thepeshed.com/pe-game-ideas

P.E. Lesson Plans | Teacher.org

Lesson Plans & Worksheets for Teachers | Lesson Planet

PE Lesson Plans for High School (FREE High School PE Activities) | PLT4M

Free PE Lesson Plans – American Coaching Academy

Lesson Planning for MS & HS PhyEd - Gopher Sport