Lesson Plan: Curriculum Connections

Name: Katie McCurdy
Cohort: B1
Lesson Plan
Lesson Title: Physical Health & Education Volleyball Grade: 4 Date: Friday November 27th 2015
Subject/Strand: Physical Healthy & Education Unit: Cooperative Games Location: Gymnasium
(length in minutes): 30 minutes
Time:
Lesson Plan Description
(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
In this weeks gym session the students will be learning how to serve volleyballs. They have already
been introduced to bumping and volleying. We will be performing a variety of different drills to
teach and improve this skill. We will begin without a ball in order to get the foot steps down. Then
we will progress into our upper body motions. After we have mastered the pattern of serving down
we will incorporate the volleyballs. We will start serving close to the net and slowly move back to
the serving line. One last thing we will talk about is the rotation of the players throughout a game.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
(numbers from documents and details)
Active Living A1. Participate actively and regularly in a wide variety of physical activities, and
demonstrate an understanding of factors that encourage lifelong participation in physical activity
Movement Competence: Skills, Concepts, and Strategies - B1. Perform movement skills,
demonstrating an understanding of the basic requirements of the skills and applying movement concepts as
appropriate, as they engage in a variety of physical activities
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment
Active Participation - A1.1 Actively participate in a wide variety of program activities (e.g., lead-up and
small-group games, recreational activities, cooperative games, fitness activities, dance activities), according
to their capabilities, while applying behaviours that enhance their readiness and ability to take part
Movement Skills & Concepts - B1.4 send and receive objects of a variety of shapes and sizes at different
levels and speeds, using different body parts and equipment, while applying basic principles of movement
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)
Today I will learn
The footwork involved in serving
The upper body motions used in serving a volleyball
How to incorporate upper and lower body movements to serve a volleyball
ASSESSMENT and EVALUATION

Success Criteria
Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).
I can: use the opposite foot to step forward when serving

I can: choose what arm I want to hold the ball with, and what arm I will swing with
I can: use both my upper body and lower body movements together to accurately serve a volleyball
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)
Lakehead University Orillia, 09 02 15
Assessment Strategy and Task

for Students- What are the students
Assessment Tool - Instrument used

to assess task and record learning
doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.
e.g., rubric, checklist, observation sheet,

turn/talk, role play etc.
Performance students will

be assessed on their ability
to follow the
steps/instructions to
successfully serve a
volleyball. I will be assessing
the effort made by students
as well, regardless if theyre
Students will be taking turns

serving in various places on the
volleyball court. Students be
demonstrating that they can listen
to instructions by using the steps
we had talked about in the
approach to serving a volleyball. I
will allow the students to serve
I will have an observation sheet with

me and once demonstrations and
instructions have been given I will walk
around the gymnasium and assess how
well the students are able to follow
instructions as well as their ability to
serve and the effort put in.
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Been taught how to volley a volleyball

* Been taught how to bump
* Been educated on the rules of volleyball as well as other cooperative games.
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
All students will be able to partake in this physical health and education class. I will be able to modify
the activity by having the students serve closer to the net if they seem to be having problems. Since
the students are still growing they have yet to develop significant muscle mass, so it is expected that
they may struggle with getting the volleyball over the net from a far distance.
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent
work, collaboration,
initiative,
self-regulation
Vocabulary (for word wall and/or to develop schema)

Serving a serve is performed to put the ball into play
6-Man Rotation image attached at bottom 1-6 rotates counter-clockwise
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.
Gym shoes & clothes, volleyball net, volleyballs, hula hoops

Learning Environment (grouping; transitions; physical set up)
Students will be in the gymnasium. A 5-10 minute warm-up will take place and it is lead by two students in
the class. Afterwards various groupings will be made throughout the lesson, as different skills are being
taught and practiced.
Cross Curricular Links
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
Time: 9:00-9:10 (Indicate time breakdown of instructional
elements)
Okay cottagers I am very excited that we

have gym together today. My specialty
favourite subject in school is physed! Mrs.
Chivers told me that we have been having
two students lead the warm-up for every
gym class. Todays leaders are Carys &
Logan. Take it away guys, you have ten
minutes to get the class all warm and ready
for some volleyball.
Carys & Logan lead the class in a 10-minute
warm-up activity. At this time I will be
assessing how the two students do in
coordinating and implementing their warmup. I will be looking for whole class inclusion,
activity is straightforward and fun, as well as
Students gather in the gymnasium with the

appropriate apparel and running shoes.
Students are taking part in the warm up lead by

others.
the students received an adequate boast of

movement to serve as a warm-up.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Students transition from warm-up to instructions
elements)
Thank you very much for that great warmup Carys & Logan. Now onto volleyball skills.
I have heard that you already know how to
bump and volley. That is great, there is one
other main component of volleyball that I
will be teaching today. Can anyone guess
what this may be?
Thats correct we will be learning the proper
approach in serving today. Could I please get
everyone to move around this half of the
gymnasium and spread out far enough that
your arms stretched out wont hit someone. I
will first be teaching the footwork associated
with serving. The first thing you need to
decide is which arm you want to hold the
ball with and which arm will be your
swinging arm.
Next we will pretend to hold the imaginary
ball in the hand we had chosen. Then we will
take a step forward with the opposite leg. As
we take this step forward with the opposing
leg we will take our swinging arm and swing
at the imaginary ball in our hand. Once we
introduce the ball into our routine I want you
to keep in mind a few things. You will not be
throwing the ball with the hand that is
holding it, you will simply drop that hand
which makes the ball drop and you will meet
the ball with the base of your hand. Your
hand can be in a closed position or open
palmed. If you do keep it in a first remember
not hit the ball with your knuckles because
Okay class could I please get you to
practice the steps in one fluid motion.
I will walk around and offer
pointers/corrections at this time.
I will now perform a serve incorrectly.
Please tell me what I did wrong.
At this time I will be making an exaggerated
swing with my arm, making the ball go
super high straight up in the air.
That was a great answer, that was exactly
what I did in my swing. I think we are read to
incorporate the volleyballs now. Could
everyone please partner up, and get of one
of you to go and get a volleyball.
Now that you are all partnered up, please
go to the this line it is also known as the
attack line this is where volleyball players
will attack and spike the ball from. Your
on the new volleyball skill.
A student volunteers and shares with the class is

it serving?
Students are figuring out which hand they want to

hold the ball with and which arm they will swing
at the ball with.
One student answers you made your swing way

too large, you should have down a backswing and
stopped once you made contact with the ball
Students partner up, and get one volleyball to

share.
Students will practice serving for a few minutes.
partner will across the net on the other

attack line. Here you will practice your
serves to one another. Please watch out for
your classmates, and the flying volleyballs.
I will walk around and offer
pointers/corrections at this time.
As more of a challenge, every successful
serve you complete take a step back. If not
just remain at the same spot.
I have on other game for us to play we will
line up further back now and set up hula
hoops up on both sides. This will help with
our aim.
At this time I will place hula-hoops in various
locations within the volleyball court.
Students will be with the partners again and
serve one at a time to save space and a
potential chaotic experience.
Okay, class I have a game for us to play
now. It is called Serve & Sprint. Could I
please have one of your two partners over
here (points to one corner of the court) and
could I have the other partners line up on
the other corner. So now we have two
teams. The first player in each group gets a
ball. I will yell GO and allow the first player in
each line to serve. If the serve is placed
successfully, the player sprints to retrieve
the ball, returns and hands it to the next
player in line so he or she can serve, then
takes a seat behind the group. If the serve is
hit out or into the net, the player must serve
again. The first group to have all their
players seated wins.
How does that sound?
Okay teams get ready, 1,2,3 GO!
If time permits we will play this game a
couple of times.
That was such a fun game cottagers! Great
work everyone. If I could please get helpers
to put all of the volleyballs away as well as
taking down the net.
Some students are progressing to moving away

from the net, while others are still at the same
spot.
Students reply, this sounds like a fun game!
Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
elements)
One last thing I would like to talk about

includes the rotation used when we are on
the court. Since there are 6 players on the
court each position is assigned a number
from 1-6. The serving spot is designated as
position one. The spot right in front of the
serving spot at the net is 2, in the middle of
the front of the net is 3, on the left hand side
at the front of the net is position 4, right
behind position four is position number 5,
and beside five in the middle of the back row

is position 6. After position 6, you rotate off.
The person who comes on next will be
serving and starting off in position number
1.
At this time I will get students to model the
positions and the rotations
(counterclockwise)
Thanks so much for your participation. If
anyone needs to change now is the time.
Six students volunteer to now rotate through the

different positions.
The students are now changing or exiting the gym
to transition back to the classroom.
Extension Activities/Next Steps (where will this lesson lead to next)
The students have now been informed on the main components and aspects of the game
volleyball. Our next class will consist of the students taking all of the information they are now
equipped with and putting it into game play.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:
https://www.google.ca/search?
q=6+man+volleyball+rotation&espv=2&biw=1271&bih=618&tbm=isch&source=lnms&sa=X&v
ed=0ahUKEwjnxtCx0azJAhWGcz4KHVsBA94Q_AUIBygC#imgrc=OoklJBJ8dTJ54M%3A

Lesson Plan: Curriculum Connections

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Name: Katie McCurdy

Lesson Plan Description

(numbers from documents and details)

Today I will learn

The footwork involved in serving

The upper body motions used in serving a volleyball

How to incorporate upper and lower body movements to serve a volleyball

ASSESSMENT and EVALUATION

I can: use the opposite foot to step forward when serving

Achievement Chart Categories (highlight/circle the ones that apply):

Lakehead University Orillia, 09 02 15

Assessment Strategy and Task

Assessment Tool - Instrument used

doing to show their learning? e.g. turn and

e.g., rubric, checklist, observation sheet,

Performance students will

Students will be taking turns

I will have an observation sheet with

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

* Been taught how to volley a volleyball

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Vocabulary (for word wall and/or to develop schema)

Gym shoes & clothes, volleyball net, volleyballs, hula hoops

Okay cottagers I am very excited that we

Students gather in the gymnasium with the

Students are taking part in the warm up lead by

the students received an adequate boast of

on the new volleyball skill.

A student volunteers and shares with the class is

Students are figuring out which hand they want to

One student answers you made your swing way

Students partner up, and get one volleyball to

Students will practice serving for a few minutes.

partner will across the net on the other

Some students are progressing to moving away

Students reply, this sounds like a fun game!

Consolidation & Connection (Reflect and Connect) (5-15 min.)

One last thing I would like to talk about

and beside five in the middle of the back row

Six students volunteer to now rotate through the

Extension Activities/Next Steps (where will this lesson lead to next)

Lakehead University Orillia, 09 02 15

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