Volleyball Unit Introduction

This unit plan is designed around a seven lesson, grade 10 Volleyball class. It is based around TGFU (Teaching Games For
Understanding) concepts and focuses on the cognitive and psychomotor learning domains. There are also elements of direct instruction,
peer teaching, inquiry teaching, and sports instruction model; but the main focus is on TGFU. This unit is meant to be used as an introductory
to Volleyball for students who have shown acceptable athletic ability but have little to no experience playing Volleyball. With that said, the
activities within this unit plan are very flexible and can be altered or modified to make the outcomes more attainable.
Using modified games to emphasize tactical situation during this unit, will most definitely assist students in gaining a greater
understanding of tactical problems presented in other rally related sports. Also, students will gain an understanding how to apply volleyball
specific skills into tactical situations. Introducing each lesson with a game designed to highlight a tactical problem will allow students to see
the skills they need to be successful in these situations.
Teaching Games for Understanding corresponds with my philosophical view of physical education perfectly. By using an
understanding based approach to teaching, rather than simply focusing on technique development, it is hoped the students will gain a better
understanding of the game, they will enjoy the lessons more, the knowledge gained will be more transferable to other sports, and the
students will gain the understanding and confidence to apply the lessons to their everyday life. My philosophy of general teaching is that
students learn best using a constructivist approach and TGFU has very similar theoretical principles to that of constructivism.
These seven lessons will focus on volleyball related skills such as serving, hitting, defensive positioning, offensive passing, movement
and playing to space, and team communication. While completely these skills, students will also be focusing on self-assessment of
performance, participation, and cooperative skills. Thus the students will be assessed based on outcome A, B, and C (specifically A10-10,
A10-11, A10-5, A10-1, A10-2, B10-2, C10-1, C10-3, C10-5, and C10-6). This will be accomplished using fun modified games such as One to
Three, the Castle Game, and 2 vs. 2 Volleyball (just to name a few). Students will also gain the opportunity to develop the technical skills
needed to match the tactical understanding through skill related drills. The unit will culminate with a volleyball tournament that will show
case students learning of volleyball related skills, tactical positioning, and cooperative skills. Incorporated in this culminating activity is the
creation of an entrance dance routine that also accomplishes outcome A10-9.
Using a TGFU model, allows for maximum formative assessment, in that students will constantly be given feedback from the teacher
during the modified games. The students will be summative assessed based on their participation, Volleyball related skills, cooperation, and
self-reflection. Participation will be assessed using a checklist. By participating in the activities students will be able to successfully
accomplish all A, B, and C outcomes previously mentioned. The Volleyball related skills will be assessed using skill testing, which are
conducted by their peers; these will cover the cover the A outcomes. The C outcomes or cooperation will be assessed using a checklist based
on students cooperative skills shown throughout the lessons. Finally, students will be writing a journal after every lesson that emphasizes
how their performance in class relates to the outcomes presented; this corresponds with outcome B10-2.

Classroom Management Plan

Classroom Rules: Niistitapi (Blackfoot) Values
1. Kimmapiiypitsinni (Compassion)
2. Innakotsiiyinni (Respect)
3. Aksistoiyipaittapiiysinni (Self-Starter)
4. Isspommaanitapiiysinni (Helpful)
5. Ao ahkannaistokawa (Balance)
6. Kakoysin (Awareness)
Explanation of Classroom Rules (and how they will be introduced):
- Introduce Rules by explaining there Blackfoot meaning
- Put rules on poster paper in both Blackfoot and English and post them on the walls
1. Kimmapiiypitsinni (Compassion)
Being empathetic to your fellow man, including unconditional love, compassion and an appreciation for others.
2. Innakotsiiyinni (Respect)
Showing respect for everything in our world.
3. Aksistoiyipaittapiiysinni (Self-Starter)
Giving the best in all your endeavors, it is always positive. Not rushing into tasks recklessly.
4. Isspommaanitapiiysinni (Helpful)
Care, compassion, and helpfulness to your fellowman. We must consider the collective rather than the individual.
5. Ao ahkannaistokawa (Balance)
Connectivity in our family, clan, tribe, country.
6. Kakoysin (Awareness)
Being aware of our (environment) surroundings. For example, watching and learning during ceremonies.

Routines:
- Students report to teacher upon arriving to class
- Students will be changed into gym strip
- Students will show a positive attitude and willing to participate in demonstrations and with all the students in the class
- At the beginning and end of the class the students will assist the teacher in setting up and removing the equipment
- Lessons will begin with a task demonstration and then the students will work on the task
- Activities will end when the teacher blows the whistle
- When the whistle blows students are to drop their volleyballs and hustle to the teacher for the next demonstration
- At the end of class students can communicate with the teacher to see if they received full participation and cooperation marks for that day

Relationships:

Strategies for Building Positive Relationships

1. Learn student names as quickly as possible
2. Introduce myself to students using an about me presentation
3. Make sure to take time to genuinely listen to the students
. Maintain a safe positive learning environment
. Keep an open door policy to talk about anything
- Create activities that reflect the interests of the students
Strategies for Building Classroom Community
1. Post and reinforce Blackfoot values within classroom
2. Encourage collaboration and cooperation
3. Dont be afraid to tell the class a story (a story can stimulate students brains)
. Try to focus on having fun while improving Volleyball skills

Motivation:
- Teacher will use positive reinforcement in every lesson in order to motivate students
- The application of volleyball related skills into modified games is a form of motivation
- Competition in modified games as well as the tournament
- Student will hopefully be interested in the activities and value their performance
- Becoming proficient Volleyball players will most definitely motivate the students to perform their best

Grade: 10

Unit: Volleyball

Dates: September 8 September 19 (2 weeks)

General Learning Outcomes

A=Activity
Lesson # and
Title
1. Passing for
Defensive
and Offensive
Tactics

2. Serving

B=Benefits Health

C=Cooperation

D=Do It DailyFor Life

GLOs

SLOs

Learning Activities

Assessment

Safety

A
B
C

A10-3
A10-5
A 1010
B10-2
C10- 3
C10-5

- Observation
- Participation
Checklist
- Cooperation
Checklist
- Questioning
- Skills
Assessment
- SelfAssessment
(Journaling)

- Inform fellow students

if a ball is flying in their
direction
- Constantly be aware of
the other games around
you
- Games and skills tests
will be taking place
simultaneously, thus
students need to be
aware of their
surroundings
- When whistle is blown,
students will drop balls
to the floor
- Roll ball under net
- Watch so you do not
roll ankle on ball

A
B
C

A10-5
A1010
B10-2
C 10-3
C10-5
C10-6

- In partners, forearm
pass above the net and
return after one bounce
- Castle Game: This a 1 vs.
1 activity where the
objective is to knock over
a cone with a forearm
pass while preventing
your opponent form
knocking over the cone
- In partners, forearm
passing back and forth
without a bounce (count
to see who can have the
longest rally)
- 2 vs. 2 with a net (not
serving, games start by
throwing the ball over the
net) (Also now hitting)
- Forearm Passing Peer
Skills Assessment: A peer
assesses your form and
accuracy using an
assessment worksheet
* Journaling for
Homework
- Class discussion about
serving the volleyball
- Divide the students in
half, each on a separate
court. A line of servers,
passers and a target. The
server underhand serves

- Questioning
- Observation
- Participation
Checklist
- Skill
Assessment
- Self-

- Inform fellow students

if a ball is flying in their
direction
- Constantly be aware of
the other games around
you
- Games and skills tests

Instructional
Strategies
- TGFU
- Direct
Instruction
- Peer
Teaching

- TGFU
- Direct
Instruction
- Peer
Teaching

Equipment

Motivation

- Volleyballs
(15)
- Cones (15)
- Nets/ Poles
- Clipboards
- Skills
Assessment
Sheets
Participation
/
Cooperation
Checklist
- Whistle

- Interest and
Value
- Positive
Reinforcement
- Competition
- Application
of Skills

- Volleyballs
(15)
- Nets and
Poles
- Clip Boards
- Skill
Assessment

- Interest and
Value
- Positive
Reinforcement
- Competition
- Application
of Skills

3. Controlling
Offensive
Hits and
Developing
Defensive

A
B
C

A10-5
A10-1
A1011
B10-2

to the passer who passes

to the target. The target
goes to the serving line,
server to the passing line
and the passer becomes
the target.
- One to Three: A
competitive one on three
game that improves
serving ability and
reinforces passing from
last class
- Self-Service: Students
serve back and forth. A
player must go to the
opposite court and do
jumping jacks if his/her
serve: goes out of bounds,
hits the net, or doesnt go
over the net. If a
teammate serves the ball
to a person doing jumping
jacks they can then return
to the serving line. The
game is over when an
entire team is doing
jumping jacks
- Serving Skills
Assessment; A peer will
assesse a students
accuracy and technique
during serves using an
assessment worksheet
* Journaling for
Homework
Shuttle Drill: In groups of
3, students will
continuously set the ball
to there partner then run
to the opposite line.

Assessment
(Journaling)

will be taking place

simultaneously, thus
students need to be
aware of their
surroundings
- When whistle is blown,
students will drop balls
to the floor
-Roll ball under net
- Watch so you do not
roll ankle on ball

- Observation
- Participation
Checklist
- Cooperation
Checklist

- Inform fellow students

if a ball is flying in their
direction
- Constantly be aware of
the other games around

Sheets
Participation
/
Cooperation
Checklist
- Whistle

- Direct
Instruction
- TGFU

- Volleyballs
(15)
- Nets and
Poles
- Whistle

- Interest and
Value
- Competition
- Application
of Skills

Strategies

4. Controlling
Offensive
Hits and
Developing
Defensive
Strategies
Cont

C10-1

A
B
C

A10-5
A10-1
A1011
B10-2
C10-1

(count how many a group

can do in a row)
- Skills DevelopmentConcept: a server, passer,
and setter: server serves
the ball to the passer, who
passes it to the setter,
who sets it to the passer
and then over the net.
(after a while this can be
transformed into a 2 vs. 2
game)
- Direct instruction on
how to hit the ball
- In partners, toss a ball
with two hands across the
net and allow partner to
hit the ball
- Passer, Setter Hitter
Drill: a ball is tossed to a
passer who forearm
passes it to the setter,
who then sets to the hitter
who will smoke it over the
net.
* Journaling for
Homework
- 2 vs. 2 warm-up (try to
incorporate all elements
taught in previous classes
- Down-ball to forearm
pass with partner
- Teacher tosses ball
above net and student hit
the ball
- Passer, Setter, Hitter
drill from last class (but
scaffold with a serve at
the beginning of rotation)
- Hitting targets skills

- Questioning
- SelfAssessment
(Journal)

you
- Games and skills tests
will be taking place
simultaneously, thus
students need to be
aware of their
surroundings
- When whistle is blown,
students will drop balls
to the floor
- Student will need to
use proper form when
jumping and swinging
their arms to prevent
injury
-Roll ball under net
- Watch so you do not
roll ankle on ball

- Observation
- Participation
Checklist
- Cooperation
Checklist
- Questioning
- SelfAssessment
(Journal)
- PeerAssessment
(Skills
Assessment)

- Inform fellow students

if a ball is flying in their
direction
- Constantly be aware of
the other games around
you
- Games and skills tests
will be taking place
simultaneously, thus
students need to be
aware of their
surroundings
- When whistle is blown,

- TGFU
- Direct
Instruction
- Peer
Teaching

Participation
/
Cooperation
Checklist

- Hitting the
Volleyball is
motivation in
itself
- Positive
Reinforcement

- Volleyballs
(15)
- Nets and
Poles
- Whistle
- Clipboards
- Skills
Assessment
Sheets
Participation
/
Cooperation

- Interest and
Value
- Competition
- Application
of Skills
- Hitting the
Volleyball is
motivation in
itself
- Positive
Reinforcement

assessment; a peer will do

the assessment of
technique, accuracy and
power
* Journaling for
Homework

5. Defensive
and Offensive
Game Tactics

A
B
C

A 10-5
A 1011
A1010
B10-2
C10-5
C10-3

- Pepper: without a net,

students are to get into
pairs and pass, set and
then down-ball
continuously (keep track
and see who has the most
at the end)
- Discussion about
defensive and offensive
game tactics
- 3 vs. 3 games, where
everyone on a team need
to touch the ball before it
goes over the net (rotate
teams every 5 min.)
- Class discussion about
what worked best for
them to have the most
successful defensive and
offensive tactics
* Journaling for
Homework

- Observation
- Participation
Checklist
- Cooperation
Checklist
- Questioning
- SelfAssessment
(Journal)

6.
Tournament
Day #1

A
B
C

A 10-1
A10-5
A1011
B10-2
C10-1
C10-3

- Discussion about the

rules of volleyball
- Display Tournament
board (format and how
they are being assessed)
- Play Round Robin
Tournament

- Observation
- Participation
Checklist
- Cooperation
Checklist
- Questioning
- Self-

students will drop balls

to the floor
- Student will need to
use proper form when
jumping and swinging
their arms to prevent
injury
-Roll ball under net
- Watch so you do not
roll ankle on ball
- Inform fellow students
if a ball is flying in their
direction
- Constantly be aware of
the other games around
you
- Games and skills tests
will be taking place
simultaneously, thus
students need to be
aware of their
surroundings
- When whistle is blown,
students will drop balls
to the floor
- Student will need to
use proper form when
jumping and swinging
their arms to prevent
injury
-Roll ball under net
- Watch so you do not
roll ankle on ball
- Inform fellow student
if a ball is flying in their
direction
- Constantly be aware of
spatial surroundings
-Roll ball under net
- Watch so you do not

Checklist

- Inquiry
Teaching
- TGFU
- Direct
Instruction

- Volleyballs
(15)
- Nets and
Poles
- Whistle
Participation
/
Cooperation
Checklist

- Interest and
Value
- Competition
- Application
of Skills
- Positive
Reinforcement
- Becoming
proficient at
volleyball

- Tournament
- Sports
Instruction
Model
- Cooperative
Learning

- Volleyballs
(2)
- Nets and
Poles
- Whistle
Participation

- Competition
- Interest and
Value
- Application
of Skills
- Positive
Reinforcement

7.
Tournament
Day #2

A
B
C

C10-5
C10-6

- Scoring: first to 25 or 10
minutes (which ever
comes first)
* Journaling for
Homework

Assessment
(Journal)
- Recording of
Tournament
Results

roll ankle on ball

- Be aware of game
going on beside you

A 10-9
A 10-1
A10-5
A1011
B10-2
C10-1
C10-3
C10-5
C10-6

- Discussion about how

we use the skills and
tactics to help us in a
game situation
- Team entrances/ dance
routines
- Playoffs (Bracket style)
- Scoring: first to 25 or 15
minutes (which ever
comes first)
- Awards ceremony
* Journaling for
Homework

- Observation
- Participation
Checklist
- Cooperation
Checklist
- Questioning
- SelfAssessment
(Journal)
- Recording of
Tournament
Results

- Inform fellow student

if a ball is flying in their
direction
- Constantly be aware of
spatial surroundings
-Roll ball under net
- Watch so you do not
roll ankle on ball
- Be aware of game
going on beside you

- Tournament
- Sports
Instruction
Model
- Cooperative
Learning

/
Cooperation
Checklist
- Tournament
Poster
- Stopwatch

- Achieving
Goals

- Volleyballs
(2)
- Nets and
Poles
- Whistle
Participation
/
Cooperation
Checklist
- Tournament
Poster
- Awards
- Stopwatch

- Competition
- Interest and
Value
- Application
of Skills
- Positive
Reinforcement
- Achieving
Goals

Unit Assessment Plan

Participation Checklist (40% of final grade): Students will be marked using a simple checklist. For each class a student attends they will
receive a check if they have changed out and a second check if they participate fully in the activities. Thus the possible grades for this
assessment are 2/2, 1/2, or 0/2.
Skills Assessment (30% of final grade): Students will be tested on specific skills that they are taught throughout the unit; passing, serving
and hitting. All of the skills assessments are peer marked.
1. Passing (10%): Students will have 10 down-balls hit at them with the objective of getting the pass in the air to the setter. The
number of accurately placed passes will determine the students mark. Student will also be receiving peer-feedback regarding
their passing form.
2. Serving (10%): Students will get 10 opportunities to successfully serve the ball without committing any faults. The number of
serves that land in the opposing court will determine the students mark. Students will also be receiving peer-feedback regarding
their serving form.
3. Hitting (10%): Students will hit 10 balls that are two-hand thrown by a peer. The students mark will be determined by how many
smashes they can successfully land in the opposing court without committing any faults (touching the net, ect.). Students will
also be provided with peer feedback regarding footwork, power, and timing.
Cooperation Assessment (20% of final grade): Throughout the class, I will be observing the students cooperation skills, such as fair play,
teamwork, respect, and attitude. A checklist will be created to assess these attributes. There will be 4 potential checks given for students that
show appropriate fair play, teamwork, respect, and attitude.
Self Assessment Journaling (10% of final grade): At the end of every class, or for homework, students will write a quick 3 to 5 sentence
journal entry regarding the improvement of their volleyball skills, how they can keep improving, tactical realizations during the class, or
positive forms of cooperation during gameplay. Students will submit their journals at the end of the unit. There will be a possible 7 marks for
this assignment (1 mark per journal entry). Marks will be awarded based on completion and evidence of some critical thought.