SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 10/19/2015-10/23/2015

SCHOOL: Wolf Swamp Road School

FACILITIES: Gymnasium
UNIT/THEME: Volleying

TIME: 9:15AM-11:45 AM

LESSON#: 5
CLASS SIZE: 20-23 Students GRADE: 3-5
GENERIC LEVEL: Control/Utilization

EQUIPMENT: 23 Sets of Cutout Puzzle Pieces, 4 Beach Balls, 4 Volleyball Trainers, 4 Balloons, 2
Volleyball Nets, 4 Volleyball Net Posts, 23 Blank Sheets of Paper, and 23 Pencils
FOCUS OF LESSON: Demonstrate Player Rotation in Volleyball
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Perform volleyball player rotation without alternating court positions incorrectly no more than 3, 2, or
1 time(s) upon successfully executing the skills of the forearm pass, setting, and underhand serve within
one of the learning tasks from the class period by simulating the teachers physical demonstrations of
these motions. (SHAPE (S1.E22.3), (S1.E22.4), (S1.E23.4), & (S1.E23.5); MA CF 2.2) (Taught:
Introduction; Assessed: Main Closing Activity)
(C) Identify 1, 2, or 3 ways how the skills of the forearm pass, setting, and underhand serve can be
incorporated in the sport of volleyball by drawing a picture of such instances on a blank piece of paper at
the closure of the class period. (SHAPE (S2.E2.3), (S2.E2.4), & (S2.E2.5); MA CF 2.1) (Taught:
Introduction; Assessed: Closure)
(A) Discuss 1, 2, or 3 techniques that can be used to exhibit sportsmanship in the sport of volleyball when
carrying out the skills of the forearm pass, setting, and underhand serve by writing a brief journal
response about this topic at the closure of the class period. (SHAPE (S4.E1.3), (S4.E1.4), & (S4.E1.5);
MA CF 2.7) (Taught: Entire Lesson; Assessed: Closure)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Produce unlimited amounts of specific feedback to all students about their performance of the skills of
the forearm pass, setting, and underhand serve by making sure to reinforce their use of player rotation
when taking part in modified volleyball games.
2. Select 10 different student volunteers to carry out demonstrations of instructional activities by choosing
only those quietly raising their hand to complete this task.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students need to be sure to stay in their own personal space when carrying out the forearm passing,
setting, and underhand serving tasks through volleyball player rotation. If students get tired during the
class period the teacher needs to remind them to move outside of the boundaries so that they dont get
injured. Lastly, the students will also be made aware of any hazardous equipment for which the facility
presents.
REFERENCES:

Graham, G. (2008). Teaching children physical education: Becoming a master teacher (3rd
ed.). Champaign, IL: Human Kinetics.

Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to
teaching physical education (9th ed.). New York, NY: Mcgraw-Hill Education.
Hopple, C.J. (2005). Elementary physical education teaching and assessment: A practical guide
(2nd ed.). Champaign, IL: Human Kinetics.

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION

Opening0:00-0:20 sec.

0:20-10:20 min.

Ss will enter the gymnasium, where they will be told to find their own
personal space following being greeted by the T.

Instant Activity Ss will be provided their own set of cutout puzzle pieces by the T in
which denote a certain exercise along with a number of repetitions that
they will be required to perform once they have successfully formed this
arrangement.

Transition10:20-10:40 min.

Ss will clean up working station, give cutout puzzle pieces to T, and walk
over to take a seat at whiteboard.

Introduction

10:40-13:40 min.

T will inform Ss that todays lesson signifies the start of the final week in
volleying unit.
T will then tell Ss that they will be learning how to carry out the player
rotation used in the sport of volleyball.
T will make Ss aware of the key aspects in regards to learning about the
volleyball player rotation by responding to the following questions:
o Why learn the volleyball player rotation? (To correctly play an
organized game of volleyball)
o When do we use the volleyball player rotation? (When given
players team has just scored a point on an opponents serve)
o How do we apply the volleyball player rotation? (By moving to
correct location on court)
T will simulate what volleyball rotation looks like to class along with five
S volunteers.

S S
S
S S
S
S
S S
S S
S
S
S
S
S
S S
S S S
T

REFLECTIONS
- Recognized that some Ss
became easily off-task
when carrying out this
task based on difficulty
with putting puzzle
together, so in succeeding
lessons I split the class
into three different groups
where all learners could
work together to provide
support for each other.

13:40-14:00 min.

14:00-19:00 min.

T will last encourage Ss to use the skills of the forearm pass, setting, and
underhand serve during modified volleyball games to be played in class
period, where good sportsmanship in such tasks will also be stressed to
them.

Transition T will split class into teams of six Ss, provide them with one beach ball,
and assign them to a designated area in gymnasium.
Main Opening Activity- Practice (Task) Style
Demonstration: T will demonstrate procedure for carrying out the first
essential instructional activity to class with five S volunteers.
In teams, Ss will stand on their own poly spots arranged in a circular
formation facing across from each other.
3rd Grade- Perform task at 5 feet away from teammates
4th Grade- Perform task at 7 feet away from teammates
5th Grade- Perform task at 10 feet away from teammates
Task: Ss will volley a beach ball using the forearm pass, setting, and
underhand serve motions as many times as they can without this object
making contact with the ground.
CFU: What is the number of times that each team must volley beach ball
to one another using the actions of the forearm pass, setting, and
underhand serve? (As many times as possible)
Extension Up: Use a volleyball trainer to volley between each other with
Extension Down: Use a balloon to volley between each other with

Transition19:00-19:20 min.

T will ask Ss to pick up poly spots, place them in a pile at side of

gymnasium next to wall, and have them walk with teammates to own
personal space across from shortened volleyball net.

Main Closing Activity- Inclusion Style

S
S
S

S
S
S

S
S
S

- Found that Ss were

bumping into each other
T when performing this task,
so in succeeding lessons I
required that they could
not move any part of their
body off own poly spot.

S
S
S

S
S
S

S
S
S
S
S
S

S
S

19:20-34:20 min.

34:20-34:40 min.

Demonstration: T will demonstrate procedure for carrying out the final

essential instructional activity to class with five S volunteers.
In same teams from previous activity, Ss will stand on X mark taped on
floor across from shortened volleyball net.
3rd Grade- Perform task at 5 feet away from shortened volleyball
net
4th Grade- Perform task at 7 feet away from shortened volleyball
net
5th Grade- Perform task at 10 feet away from shortened volleyball
net
Task: Ss will play modified volleyball games against other teams of
fellow classmates using volleyball player rotation in Round Robin format
by applying the motions of the forearm pass, setting, and underhand serve
during these matches to volley their choice of a balloon, beach ball, or
volleyball trainer over net.
CFU: What are the three skills which must be performed during modified
volleyball games? (The forearm pass, setting, and underhand serve)
Extension Up: Increase the height of volleyball net
Extension Down: Decrease the height of volleyball net

Transition

Ss will put balloons, beach balls, or volleyball trainers used in prior

activity at side of gymnasium next to wall, get a drink from water
fountain, and walk over to take a seat at whiteboard.

Closure

34:40-44:40 min.

T will supply Ss with a bank piece of paper that they will be required to
draw how the skills of the forearm pass, setting, and underhand serve are
applied in the sport of volleyball altogether.
On same sheet of paper, T will ask Ss to write a brief three sentence openended journal response to the following question:
How do you think sportsmanship is demonstrated in the sport of

S
S

S
S

S
S

S
S

S
S

S
S

S
S

S
S

S
S

S
S

S
S

- Noticed that certain Ss

would volley almost every
return over the net during
the course of each rally, so
in succeeding lessons I
mandated that all players
attempt executing this task
at least three times within
all their games.


44:40-45:00 min.

volleyball when carrying out the skills of the forearm pass,

setting, and underhand serve?
T will thank the Ss for listening and cooperating during the lesson;
however, this will only be done if they behaved respectfully.

Transition

The Ss regular classroom T will dismiss class upon their arrival to

gymnasium.

Note: The T will assess Ss performance for carrying out the lessons content by
visually observing them throughout the full duration of the class period using
corresponding rubric.
Miscellaneous Information of Lesson Student Behavior Expectations: The T will explain to the Ss that it is
essential they conduct themselves in an appropriate manner throughout
the entire duration of the lesson, whereas they will have to sit out if they
are prompted for their behavior a total of three times.
Teacher Positioning: During the entire the lesson, the T will re-position
themselves throughout each of the instructional activities when they are
not presenting content by scanning the gymnasium with their back to the
wall to provide the Ss with necessary feedback regarding their
performance.
Modifications/Accommodations:
An instructional aide will be provided to any S with an
identified learning disability in an effort to provide these
individuals with one-on-one guidance for each instructional
activity within the lesson.
All ELL Ss will be given a translator, which will be
performed by other bilingual Ss in the class, so that they can
successfully take part in the lesson.
Any chronicled IEP criteria will be complied with throughout
the course of the entire lesson for Ss in need of such support.