5th Grade Volleyball Unit Plan

Volleyball Unit Plan
5th Grade
Jackson Street Elementary School
Northampton, MA
February 6- February 17, 2017
1
Jules Barrasso
2
Psychomotor MA CF Day 1: Underhand/Overhand Peer checklist
2.9 serve, rules
Perform a variety of
volleyball skills
including underhand
serve, overhand serve, NASPE
setting and bumping. Standard Day 2: Review Teacher observation
Students will use skills 1 over/underhand, work on
to play modified games. bump and set
Day 3: Passing with Teacher checklist

teammates, strategy
Day 4: Skill culmination in a Game results

modified game
Cognitive MA CF Day 1: Underhand/overhand Pretest

2.8 serve and some game rules
Develop knowledge and
competence of
volleyball including
strategy, explain skill NASPE
cues of psychomotor Standard Day 1 and 2: Review Skill
skills and have some 2 cues of underhand and
knowledge of game overhand serve Worksheet
rules and history of
volleyball
Day 3: Rules and regulations Informal questioning
Day 4: Team strategy-hitting Teacher observation

to open space and when do
use different strikes Post test
Affective MA CF Day 1: Safety and following Teacher observation

7.5 teacher instructions
Work efficiently with
other students in
partners and as a team,
follow game and class NASPE Day 1-4: Working well with Self-assessment of
rules, work hard, give Standard other students and giving conduct and effort
positive feedback to 5 each other positive feedback grade 3
peers, respect each
other, teacher and
Grading Policy
Effort (50%)- Student comes to class prepared every day with proper attire and footwear.
Student shows consistent effort and participation. Student follows direction and respects others
throughout entire lesson.
Skill (25%)- Student shows ability to perform daily volleyball tasks/activities. Student shows
improvement from lesson to lesson.
Knowledge (25%)- Student correctly completes written/oral assessments with basic knowledge
of volleyball.
Level 5- Student excels in all three domains throughout all lessons. Student comes to every class
prepared with proper attire and follows all class expectations consistently. Student works well
with classmates and respects all. Student shows great improvement in skill ability from
beginning to end of unit.
Level 4- Student excels in all three domains most of the time. Student comes prepared to at class
at least 90% of the time and follows class expectations consistently. Student respects classmates
and environment. Student shows significant skill improvement throughout unit.
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Level 3- Student performs in all three domains at times. Student comes prepared to at 80% of the
time and follows most class expectations. Student behaves inconsistently, but does show effort
most of the time. Student shows some improvement throughout unit.
Level 2- Student does not perform in all three domains. Student fails to come to class prepared
on a consistent basis. Student is disruptive throughout most of unit and does not show full effort.
Student does not show much improvement throughout unit. Student knows minimal knowledge
of badminton rules and regulations.
Level 1- Student is unprepared to participate for multiple lessons, disrupting class and does not
fill out unprepared student evaluations.
5
Daily Observation
Students are scored daily from 1-5
5-Outstanding: Students come ready for PE with sneakers and a positive attitude. Also achieve
the goals for the lesson, try their best, and follow class rules and expectations throughout the
entire lesson.
4-Good: Student comes ready with sneakers and positive attitude for most of class. Achieves the
goals for the lesson and tries their best and follows rules and expectations throughout most of the
lesson.
3-Average: Student comes ready with sneakers and good attitude. Achieves some of the goals for
the lesson and tries their best and follows rules and expectations throughout some of the lesson.
2-Below Average: Student has to borrow sneakers and shows inconsistent effort in achieving the
goals for the lesson and following rules and expectations.
1-Unsatisfactory: Student has to borrow sneakers and does not achieve the goals of the lesson
and does not follow the class rules and expectations for most of the lesson.
0-No participation: Student is unprepared to participate in class by means of attire, attitude and
behavior that is unsafe and distracting for class.
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Peer Assessment: Overhand Serve
Draw a smiley face in each skill cue that is completed
Student Cue 1: Hand Cue 2: Toss Cue 3: Step Cue 4: Stike Cue 5:
Name to ear/elbow ball 3-4 feet with opposite (over Follow
up up foot mountain) through (into
valley)
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Striking Skills Pre-Test: Volleyball
5th Grade
Name: ______________________ Date: ________________
1. Where was volleyball invented? _____________________________________
2. What is the name of the skill that starts a game? _________________________
3. Name this skill (Teacher will demonstrate) ______________________________
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6. What happens in volleyball or nitroball if a player touches the net?

_________________
7. If the ball hits the line during a game, is it in or out? _____________________
8. Name two parts of the ready position

____________________________________
9. What is one positive growth mindset statement when learning a new skill?
____________________________________________________________
10. What direction does the rotation go in during a game? _______________
Formative assessment: checklist for underhand serve (mark x if completed)
Student Cue 1: Cue 2: Cue 3: Cue 4: Cue 5:

Name Hold low Face target Step with Strike follow
or bounce opposition through
ball
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Aquari
Sky
Bushra
Hazel
James
Silas
Adam
Gus
Teddy
Treyvon
Georgia
Ruthie
Sabrina
Piper
JJ
Lila
Eithan
Sanza
Oscar
Joseph
Adrian
Sieanah
Elisabeth
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Results of Analysis
During the volleyball unit I assessed the students in a variety of ways to get the best
results. I mostly used teacher observation as my form of assessment for my classes during this
unit. The skill levels of the students varied greatly whereas some students have never played
volleyball and some students had more experience with the skills involved in volleyball. I used a
mix of formal and informal assessments to gain a better sense of student understanding and
student skill level.
When I started this unit, I thought students were going to have a better grasp of volleyball
skills than they did. Of course, there was great improvement from the beginning of the unit to the
end of it, but I had to start out students at a less challenging start. I thought that since they were
in 5th grade that they would have previous experience, but I assumed wrong. Getting to watch
students progress from the first class to the second class through the last class was a great
experience and really allowed me to realize if I was teaching the students effectively. When I saw
a student that had been struggling for a class or two finally be able to get a skill down correctly, I
could tell that they felt proud and I was proud of them for practicing to get better. During game
play I would watch to see if students still used the skills they practiced in a game and to see if
they understood and implemented the rules. Overall, I was quite happy with how students played
in the games. It would take them some time to understand the rules, but even throughout that
time they would use the correct skills and help each other remember skill cues. Many students
who had more experience with the skills would help other students that still needed some extra
help-it was great to see students helping each other get better. Students or I would demonstrate
skills or game play so that students who learn kinesetically and/or visually would have a better
sense of what I am looking for.
For the cognitive assessment, I used a pre test and a posttest that asked about volleyball
history, game rules and skills used in the game. I gave out the pretest before the unit started to
have a baseline of volleyball knowledge from the students. I thought that they would know more
than they did. Most students earned a 3 out of 10. Though most students had a low score, it gave
them a lot of room for improvement, which is good. Throughout the unit I would teach many
aspects that happen to be on the test, so each class they were learning something. Between the
low psychomotor and cognitive volleyball skills, I knew that I really had to break down the skills
and give out feedback to students so that they can learn. I taught the skills by explaining them,
demonstrating them and having pictures of the skills on the wall of the gym. Having multiple
ways students can learn information is vital to learning, especially for ELL students. At the end
of the unit I gave out the posttest and was much happier with the results. 78% of my students had
a high impact rating, 17% had moderate impacting and 5% had a low impact rating. Students that
didnt do quite as well may have been absent at some point, we did have some snowdays which
could have impacted learning, and students that possibly werent paying attention or just didnt
care about the information. During the test I walked around the gym to see if students had
questions or needed help understanding something and I think that helped some students. With
my ELL students especially, I would reword the question so that they could understand better.
For the future I would reword some of my questions because some students would give me a
correct answer but not quite what I was looking for. Also would give them more writing space so
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that they arent writing on the next question. Overall, I feel that most of my students learned
volleyball skills well and had a good comprehension of game knowledge and skill.
Underhand Serve
Skill Cues:
Hold low or bounce ball
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Step with opposite foot
Strike with hand
Follow Through
Overhand Serve:
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Skill Cues:
Hand to ear/elbow up
Toss ball 3-4 feet up
Step with opposite foot
Strike (over mountain)
Follow through (into valley)
15
Bump
Skill Cues:
Bend knees
Long arms
Bump-dont hit
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Set
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Skill Cues:
Hands up
Use finger pads
Follow through
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19
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Name:________ Skill Review
Match the correct skill cues with the skill

(Some may be used more than once)
Overhand Serve Underhand Serve

1. 1.
2. 2.
3. 3.
4. 4.
5.
Word Bank
Follow through Hand to ear/elbow up
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Hold low or bounce ball Step with opposite foot
Toss ball 3-4 feet upwards Strike with hand
SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: ___Jules Barrasso DATE: ___2/2-2/6___ TIME: _35 or 40 min_
SCHOOL: ___Jackson Street Elementary LESSON#: 1 FACILITIES: Gym CLASS SIZE: 16-
21 GRADE: 3-5 UNIT/THEME: volleyball GENERIC LEVEL: control
EQUIPMENT: 1. 3 volleyball nets 2. 15 volleyballs (trainers) 3. 10 cones
FOCUS OF LESSON: striking an object using hands
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STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Students will perform the bump using 2/3 skill cues learned in class during practice and game play
(MA CF 2.2)
(C) Identify a strategy that works for their team in competitive volleyball. (MA CF 2.1)
(A) Explore working cooperatively with teammates either with world record or competitive volleyball
during class. (2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Walk around the outside of the gym and give positive and/or corrective feedback to all the students.
2. Demonstrate each skill and use visuals to enhance learning for all students.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students will be practicing serving, so everyone has to be aware of volleyballs that will be in the air and
on the ground so that no one gets hit. Some students will have trouble with the underhand serve, so allow
for modifications like going closer to the net or using a different kind of ball. Give preferential seating for
ELL students and students that have trouble paying attention and listening to instructions.
REFERENCES :
1. Courturier, L., Chepko, S., & Holt/hale, S. (2014). National Standards and Grade level Outcome for K-
12 Physical education.
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LESSON PLAN FORM
TIM SEQUENCE OF ORGANIZATION REFLECTIONS

E LESSON
0-3 Students will warm up with S s s s

laps, jumping jacks, calf
stretch, and crushers and
then meet at circle when
finished. Make sure S s s s
students dont touch net-
make a warmup out of it
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Intro: Striking an object
using hands
Teacher will quickly

3-7 review overhand and
underhand serve and then
demonstrate new skills to
work on
Bump: bend knees, keep

arms long in front, bump- S s s s s s s ss
dont hit the ball
T I had students do the bump

Set: Hands up, use finger action without a ball with me
pads, follow through so that I could see their form
and if they swung when
striking the ball
Skill practice: Students will

get a partner and will work
on bump and set with their
partner. Students will start
on same side of net, and
then eventually move back
until there is a partner on
each side. Students will
take turns hitting 10 bumps
and 10 sets with their
partner
Students also worked on the

underhand serve with the
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softie balls (3rd grade) and
the trainer balls with 4 and 5.
7-16 The underhand serve is used
in many games played which
S S S S is why they practiced the
skill
3rd grade: World Record S S S S

Volleyball! Students play in
teams of 3 while working
together with the team on
other side of net to make as
many volleys as possible in
a row w/o missing. Misses
are when the ball goes out
of bounds, or bounces on
floor more than once. One
bounce is allowed. Teams
rotate to play other teams
After skill practice, there was

not much time for a whole
game so they played messy
backyard and they had to use
the set, bump or underhand
serve to get the ball over the
4th and 5th grade: Choice of net
competitive or cooperative
(world record) volleyball
games. Competitive S S
games-team scores a point
if 1) other team hits ball S
out of bounds, 2) other
16-30 team doesnt return ball
S S
over net 3) player on other
team touches net 4) Ball
S
bounces >1 time on floor.
If serving team wins point,
they keep the serve. If lose,
the other team gets to
serve. Teams rotate courts.
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Closure: Students will
share some strategies that
worked well or didnt work
well when playing world
record or competitive
volleyball
-Teacher will review skill

cues with students before
leaving
-Any equipment that needs

to be put away will be
-Ask students if they heard

positive comments
16-30 S S
S S
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30-35
28
29
(P) Demonstrate at least two different passing styles when striking the ball throughout the lesson. (MA CF
2.7)
(C) Identify at least 1 strategy for passing with your team while in game play. (MA CF 2.7)
(A) Involve all team members during all activities, passing to different people each time (MA CF 2.6)
2. Talk less when demonstrating games and skill cues.
in this class?
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REFERENCES :
2. https://www.youtube.com/watch?v=93gAd3VODmk
LESSON PLAN FORM

E LESSON
31

using hands
3-7
review overhand and
work on
S s s s s s s ss
arms long in front, bump-
dont hit the ball
T
Set: Hands up, use finger

pads, follow through
Underhand serve: Hold

low, step, strike, follow
through
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3rd grade: Students will
work in three different
stations working on
striking skills
Station 1: Students will

work on underhand serving
over the net. Defenders
will be on the other side
trying to catch the ball to
defend the court. After
catching a ball, students
will go to other side of net S S
and back of the line to
7-30 serve. After serving S
students will go to other
side to practice defending
the court.
S
Sss
work on toss, set, and catch
with a partner over the net.
Partners will take turns
setting.


work on bumping on their
own. (Toss, bump, catch)
Bump: bend knees, keep Instead of having everyone

arms long in front, bump- rotate through the stations,
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dont hit the ball everyone practiced the same
skill at the same time on all
the courts and then they
would switch to practicing
the next skill when asked by
the teacher. This lead to more
4th and 5th grade: Students practice for students and
will work in different more time for feedback from
stations to work on the teacher to the students (3-
different striking skills and 5 did stations in this way)
then will play nitroball.
Station 1: Underhand and S S

overhand serving with
students on the other side
of the net defending the
court by catching the ball. S S
Once a student catches a
ball or serves a ball, they
rotate to the other side of
the net to work on the other
skill.

through
S S
Overhand serve: Elbow up,

hand by ear, over the
S S
mountain, into the valley

work on bumping over the
net to a partner

7-20 arms long in front, bump-
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dont hit the ball
Station 3: Students will be

working on setting to a
partner. Toss and set to
partner and they will let it
bounce and then bump it.
After working on stations

for some time and then will
play nitroball! s
Nitroball rules: S s
Rally scoring
Clockwise rotation S
for serving
S ss
Can serve
underhand or let it
bounce then hit it
Ball must bounce

before every strike
(except the serve)
No blocking
Ball can be hit with

1 or 2 hands
3 hits per side
Gain points if other

team doesnt return
the ball, doesnt let
it bounce first,
bounces twice or
hits out of bounds
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well
S s s
-Give post-test to 5th grade
on Thursday S s s


positive comments
S s s
S s s
Didnt get a lot of time to
play nitroball this class, but
now that students know the
skills more and the rules,
they will have more game
play next class
S s
S s
20-30
S s
S s
36
30-35
37
38
39
(P) Students will perform the underhand serve using 3 skill cues learned in class during practice and
game play ( MA CF 2.2)
(C) Explore what open space looks like and how to utilize it when playing newcomb ( MA CF 2.1)
(A) Keep a positive attitude throughout the lesson and give out at least 1 piece of positive feedback to
another student (2.7)
1. Identify and reinforce all safety for volleyball throughout the lesson.
2. Give students at least 3 different motivational objectives throughout the lesson to improve overall
effort.
3. Say the name of everyone in the class at least once throughout the lesson
in this class?
for modifications like going closer to the net or using a different kind of ball.
REFERENCES :
2. http://coachingvb.com/game-newcomb/
40
LESSON PLAN FORM

E LESSON
0-3 Students will warm up with

finished. Make sure
41
using hands
*5th grade will fill out

pretest on skill knowledge
3-7 I had to demonstrate some

skills for the pre-test and
Teacher will demonstrate explain that the test was
skills to work on more for me to see if I am
doing a good job teaching
and I just want to see what
they already know-no
Underhand serve: face pressure
target, hold ball in
nonstriking hand, step with
opposite foot as striking
hand goes back then swing
forward, strike ball with
heel of hand
Skill practice: Students will

get a partner and will work
on underhand serving to
their partner. Students will
start on same side of net,
and then eventually move
back until there is a partner
on each side. Students will
hit 8 overhand and 8
underhand serves
Biggest problem with the

underhand serve was
students hitting it too hard so
it would go way over their
partners head. I said they
should hit it lighter because
their partner should be able
42
to catch it and when they
start playing games-out of
bounds doesnt help them out
7-16 3rd grade: Serving game-

Ghostbusters! The balls are
the ghosts and the people S S S S
on the other side of the net
are trying to catch the
ghosts-but they dont want
to be caught. partners from S S S S
previous activity will split
up to either side of net so
entire class is playing. 1
side will serve first and try
to serve ball over net
without the other side After demonstrating this with
catching their serve. Other some students and getting to
side tries to catch serves, practice for a while, students
rolls back ball under net to enjoyed this and asked to
other side. Students will play it in later classes. I split
play zones/quadrants and the defending side in two
call for ball using hot spots so students
would stay in their zone to
communicate who is try to catch the ball and so
going for a ball so no they would be less likely to
collisions bump into each other
4th and 5th grade:

Newcomb!-Teams will
have 3 students on each
side and will work
together.
Rules: S / s
16-30 -Ball will be thrown back

and forth over the net
S
-ball must be passed at
least 3 times before going
over the net
S sss
-If the ball is not caught,
the other team earns a point
43
-Ball must land in bounds
to count
-Player will underhand

serve to start the point
-Cant move after catching

the ball
Students enjoyed this game

*Players must and were pretty quick to
communicate with each understand and incorporate
other when playing the ball game rules into play
*Players will work on

looking and defending
open space

well when playing
newcomb or the serving
game
-Teacher will review skill

cues with students before
leaving


positive comments
16-30
S s
44
S
S s
45
30-35
46
NAME: Jules Barrasso DATE: 2/6-2/10 TIME: _35 or 40 min_
SCHOOL: Jackson Street Elementary LESSON#: __1 FACILITIES: Gym CLASS SIZE:
16-21 GRADE: _k-2 UNIT/THEME: volleyball GENERIC LEVEL: Precontrol
EQUIPMENT: 1 3 volleyball nets 2. 15 cones 3. 20 balloons 4. 10 trainer balls 5. 10 gerdy balls 6. 21

hot spots
FOCUS OF LESSON: Striking a balloon with hands
(P) Demonstrate that they can strike a balloon upwards with at least 2 different body parts throughout the
whole lesson. (MA CF 2.2)
(C) Identify at least 1 skill cue for the overhand hit when asked by the teacher. (MA CF 2.7)
(A) Show the teacher how they think the lesson went and if they enjoyed themselves by giving a thumbs
up, middle, or down at the end of class (MA CF 2.7)
47
1. Have students engaged in physical activity for at least 65% of the time.
2. Pinpoint at least 1 student who is doing the skill correctly and show to the class.
in this class?
Since we are working with balloons, remind students that they can pop and that they should not
try to pop them or put them on their face. Also remind students that balloons will be in the air and
potentially be moving around the gym, so students should be looking up and watching out for other
students. When telling students instructions, have ELL students and students that have trouble paying
attention sit in the front.
REFERENCES :
1. Graham, G., Holt/Hale, S., & Parker, M. (2013) Children Moving, A Reflective Approach to Teaching
Physical Education.
48
LESSON PLAN FORM

E LESSON
0-2 Students will warm up with

different movements when
getting introduced to each
station (laps, core
challenge, jumping jacks,
crushers)
Intro: Striking balloons

using paddle hand
Teacher will demonstrate
skill throughout lesson
2-6 Safety: Do not try to pop

the balloons on purpose,
spread out from other
people, eyes up and
watching, no face on the
balloon
Dont drop the balloon!

Students will each get a hot
spot that they will spread
out themselves to work on Especially with the younger
finding personal space- students, had to remind them
students can use their body not to rub the balloons on
to measure if they have their heads for static
enough space. Students electricity and that they
will get a balloon and they would be ok if they didnt
will practice keeping it up get the balloon color that
49
in the air as long as they wanted
possible without it
touching the ground.
Students will stay near
their hot spots and explore I ended up placing the hot
using different parts of spots out myself to save time
their body to keep the and so I knew that students
balloon up would have their own space
6-12 T
S s s s
Extension: students will Asked a few students to
keep at least 1 foot on the really try working near their
hot spot and practice hot spot to work on
keeping the balloon under S s s s s controlling their balloon
control. Can try on knees, more so they wouldnt be
lying down, etc. running around the gym
High in the sky- Students

will practice hitting the
balloon to different levels
(low, medium, high) and
explore force while staying
at their hot spot
Underhand-Students will
work on hitting the balloon
with an underhand
movement and hitting it
forward. When hit forward,
they will run to their
balloon and try to catch it
before it falls. Can also
practice with overhand hit
Underhand skill cues: Step
50
12-16 with opposition while other
hand swings forward to hit
balloon (nut butter and
jelly),
Students enjoyed hitting the
balloon up high while trying
at different levels-just had to
Overhand skill cues: hand make sure students didnt
to ear, elbow up, over the move their hot spots so they
mountain, through the would be closer to a friend
valley
2nd grade: Students will

work with a partner to hit a Overall, students did well
balloon back and forth as with this and enjoyed having
many times without letting the challenge of then trying
the balloon touch the floor to catch their balloon before
it hit the floor. Also worked
on looking for open space
and what that looks like in a
16-22 Closure: Teacher will ask gym, so that helped students
students how they felt from running into each other
about the lesson and some T
of the skill cues we went
over. Equipment will be S s s s
put away
S s s s s
22-30
S s s s
51
S s s s s
28-33
S s s s
33-35
S s s s
52
16-21 GRADE: _k-2 UNIT/THEME: volleyball GENERIC LEVEL: Precontrol

soft balls
(P) Demonstrate that they can volley a balloon with a partner at least twice in a row over a line before
dropping it during the station. ( MA CF 2.2)
(C) Identify at least one way they were able to strike a balloon or ball when asked by the teacher. (MA CF
2.7)
(A) Show the teacher that they can be safe and have whole body listening throughout the lesson. (MA CF
2.7)
2. Give positive and corrective feedback to each student in class
in this class?
53
try to pop them or put them on their face. Also remind students that balloons and other balls will be in the
air and potentially be moving around the gym, so students should be looking up and watching out for
other students. When telling students instructions, have ELL students and students that have trouble
paying attention sit in the front. Students will be walking to each station without running or sliding.
REFERENCES :
Physical Education.
LESSON PLAN FORM

E LESSON
54
0-2 Students will warm up with Sssssssssss
station (laps, core
challenge, jumping jacks, T
crushers)
Intro: Skill practice

stations. Students will
rotate through stations
while practicing different
skills at each. Teacher will
demonstrate each station
2-6
Safety: Do not try to pop Ssss

spread out from other Ss ss
people, eyes up and
watching, no face on the ssT ss
balloon. Walk to each
station, no running or
sliding.
Station 1: Bounce, hit,

catch OR hold, hit, catch-
strikes to wall w/ soft ball.
If student can do 5 in a row
w/o missing the strike or
catch, try 2 hits before each
catch, etc.
Station 2: Volley a
balloon-over line w/ a
partner. Can you count and
set a record? Try beating it!
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Station 3: Play catch over
low net with a partner
6-33
Students worked on
Station 4: Dont let it underhand strike, side arm,
touch the floor! Popcorn S S S S and overhand strike after
paddle strikes w/ choice of having the teacher
equipment demonstrate (2nd grade)
Station 5: Make a plan,

do a plan (2nd grade)-
Using choice of balls or
balloon, make a striking
pattern and work on Had to remind students to
repeating it. Plans may use stay spread out so they didnt
striking, catching, volley bump into anyone else at the
w/ different body parts, etc. station
S S
(k-1st grade)-Over/under
arches- balloon striking
S S
obstacle course; end with Students practiced 2-hand
strike to hanging hoop throwing and catching with
target the ball at a low and high
level
S S
Closure: Teacher will ask
students how they felt
about the lesson and some S S
over. Equipment will be
put away
S S
Changed so 2nd grade would
also practice striking with
56
S S the obstacle course
S S
S S
At this age, I had to remind

students that it would be
okay if they didnt get thee
balloon color that they
wanted
33-35
57
58
(P) Demonstrate at least two different passing styles when striking the ball throughout the lesson. (MA CF
2.7)
(C) Identify at least 1 strategy for passing with your team while in game play. (MA CF 2.7)
(A) Involve all team members during all activities, passing to different people each time (MA CF 2.6)
2. Talk less when demonstrating games and skill cues.
in this class?
REFERENCES :
2. https://www.youtube.com/watch?v=93gAd3VODmk
59
LESSON PLAN FORM

E LESSON

60
using hands
3-7

review overhand and
work on
S s s s s s s ss

dont hit the ball T


through
3rd grade: Students will

work in three different
stations working on
striking skills

work on underhand serving
over the net. Defenders
will be on the other side
trying to catch the ball to
defend the court. After
61
catching a ball, students S S
will go to other side of net
7-15 and back of the line to S
serve. After serving
students will go to other
side to practice defending
the court. S
Sss

work on toss, set, and catch
with a partner over the net.
Partners will take turns
setting.


work on bumping on their
own. (Toss, bump, catch)

dont hit the ball
World Record Volleyball:
Students play in teams of 3

and work together to make
as many volleys as possible
in a row over the net w/o
missing. Misses are when
ball is out of bounds, or S S
bounces on floor more than
1 time. Each round starts
with a serve over the net.
One bounce is allowed.
Teams rotate to play other
62
teams S S
4th and 5th grade: Students Instead of having everyone

will work in different rotate through the stations,
stations to work on everyone practiced the same
different striking skills and skill at the same time on all
then will play nitroball. the courts and then they
would switch to practicing
the next skill when asked by
the teacher. This lead to more
Station 1: Underhand and S S practice for students and
overhand serving with more time for feedback from
students on the other side the teacher to the students (3-
of the net defending the 5 did stations in this way)
court by catching the ball. S S
Once a student catches a
ball or serves a ball, they
rotate to the other side of
the net to work on the other
skill.

7-15 low, step, strike, follow
through
Overhand serve: Elbow up,

hand by ear, over the
mountain, into the valley

work on bumping over the
net to a partner

dont hit the ball
63
Station 3: Students will be
working on setting to a
partner. Toss and set to
partner and they will let it
bounce and then bump it.
After working on stations

for some time and then will
play nitroball!
Nitroball rules: 4th-5th s
Rally scoring S s
Clockwise rotation
for serving
S
Can serve
underhand or let it S ss
bounce then hit it
Ball must bounce

before every strike
(except the serve)
No blocking
Ball can be hit with

1 or 2 hands
3 hits per side
Gain points if other

team doesnt return
the ball, doesnt let
it bounce first,
bounces twice or
hits out of bounds
64
well
-Give post-test to 5th grade

on Thursday


positive comments
S s s
S s s
S s s
S s s Students had more time to

play nitroball after having
some skill practice to warm
up before the game. Saw
more strategy this time, but
students keep forgetting to
let the ball drop first before
striking it. Need to reiterate
that in the next class and
demo again
S s
S s
15-30
65
S s
S s
66
30-35
67
16-21 GRADE: _1-2 UNIT/THEME: volleyball GENERIC LEVEL: Precontrol

hot spots
(P) Demonstrate that they can strike using at least 2 skill cues for underhand strike. (MA CF 2.2)
(C) Identify at least 1 skill cue for the underhand hit when asked by the teacher. (MA CF 2.7)
(A) Follow all safety guidelines when practicing at stations and while rotating around the gym. (MA CF
2.7)
68
2. Pinpoint at least 1 student who is doing the skill correctly and show to the class.
in this class?
try to pop them or put them on their face. Also remind students that balloons will be in the air and
potentially be moving around the gym, so students should be looking up and watching out for other
students. When telling students instructions, have ELL students and students that have trouble paying
attention sit in the front. Students need to walk when they are moving to the next station and be careful
for equipment on the ground.
REFERENCES :
Physical Education.
69
LESSON PLAN FORM

E LESSON
0-2 Students will warm up with s s s s s

station (laps, core
challenge, jumping jacks, s s s s
crushers)
T
Intro: Striking balloons
using paddle hand
Teacher will demonstrate
skill throughout lesson.
Students will work in
stations practicing different
skills
2-6
Underhand strike: Hold

through
Overhand strike: elbow up,

hand to ear, step, over the
70
mountain and into the
valley
Safety: Do not try to pop

spread out from other
people, eyes up and
watching, no face on the
balloon
Stations: Students will

rotate throughout the
Station 1: Balloon strike

with a partner
Station 2: Toss, hit and

catch over a net with a
partner
Station 3: 2nd graders will

volley against the wall
using either side arm,
overhand or underhand. 1st
graders will bounce and hit
against the wall using
sidearm, underhand, or
overhand strike
6-33
Station 4: Bumping! 1st
grade students will work on
the bump while 2nd grade
can use a balloon or trainer
off a bounce
For the most part students
did well with partners, but
71
most had trouble controlling
the balloon without having to
chase it
Closure: Teacher will ask

students how they felt
about the lesson and some
over. Equipment will be Students were allowed to
put away work on any mentioned skill,
but it worked better when we
had students try doing the
underhand strike a certain
amount of times without
losing control over the ball
before being allowed to
move on to the next skill. I
saw that students had better
results because they were
focusing on one skill to
practice at a time
33-35
72
References
73
Basic Volleyball Skills from Junior Coaching Experts. (n.d.). Retrieved February 04, 2017, from
http://www.volleyballadvisors.com/volleyball-skills.html
Colvin, A. V., Markos, N. J., & Walker, P. J. (2000).Teaching the nuts and bolts of physical
education: building basic movement skills. Champaign, IL: Human Kinetics.
Elementary School. (n.d.). Retrieved February 04, 2017, from http://www.teamusa.org/USA-
Volleyball/Grassroots/Coaches/Lesson-Plans/Elementary-School
H. (2013, April 30). Nitroball Instructional Video. Retrieved February 04, 2017, from
https://www.youtube.com/watch?v=93gAd3VODmk
L. (2011, November 27). Volleyball Coaching Tutorial for Beginners and Students Age 9-14.
Retrieved February 04, 2017, from https://www.youtube.com/watch?v=VD-KJ-EpuPQ
74
75

5th Grade Volleyball Unit Plan

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Volleyball Unit Plan

Day 3: Passing with Teacher checklist

Day 4: Skill culmination in a Game results

Cognitive MA CF Day 1: Underhand/overhand Pretest

Day 3: Rules and regulations Informal questioning

Day 4: Team strategy-hitting Teacher observation

Affective MA CF Day 1: Safety and following Teacher observation

Students are scored daily from 1-5

Draw a smiley face in each skill cue that is completed

Name: ______________________ Date: ________________

1. Where was volleyball invented? _____________________________________

2. What is the name of the skill that starts a game? _________________________

3. Name this skill (Teacher will demonstrate) ______________________________

5. Name this skill (Teacher will demonstrate) ______________________________

6. What happens in volleyball or nitroball if a player touches the net?

7. If the ball hits the line during a game, is it in or out? _____________________

8. Name two parts of the ready position

10. What direction does the rotation go in during a game? _______________

Formative assessment: checklist for underhand serve (mark x if completed)

Student Cue 1: Cue 2: Cue 3: Cue 4: Cue 5:

Hold low or bounce ball

Match the correct skill cues with the skill

Overhand Serve Underhand Serve

Follow through Hand to ear/elbow up

Toss ball 3-4 feet upwards Strike with hand

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: ___Jules Barrasso DATE: ___2/2-2/6___ TIME: _35 or 40 min_

EQUIPMENT: 1. 3 volleyball nets 2. 15 volleyballs (trainers) 3. 10 cones

FOCUS OF LESSON: striking an object using hands

By the end of the lesson, students should be able to:

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

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

TIM SEQUENCE OF ORGANIZATION REFLECTIONS

0-3 Students will warm up with S s s s

Teacher will quickly

Bump: bend knees, keep

T I had students do the bump

Skill practice: Students will

Students also worked on the

3rd grade: World Record S S S S

After skill practice, there was

-Teacher will review skill

-Any equipment that needs

-Ask students if they heard

NAME: ___Jules Barrasso DATE: ___2/13-2/17___ TIME: _35 or 40 min_

EQUIPMENT: 1. 3 volleyball nets 2. 15 volleyballs (trainers) 3. 10 cones

FOCUS OF LESSON: striking an object using hands

STUDENT PERFORMANCE OBJECTIVES (SPO):

By the end of the lesson, students should be able to:

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

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

2. Talk less when demonstrating games and skill cues.

LESSON PLAN FORM

TIM SEQUENCE OF ORGANIZATION REFLECTIONS

Intro: Striking an object

Set: Hands up, use finger

Underhand serve: Hold

Station 1: Students will

Set: Hands up, use finger

Station 3: Students will

Bump: bend knees, keep Instead of having everyone

Station 1: Underhand and S S

Underhand serve: Hold

Overhand serve: Elbow up,

Name: ______ Date:

NAME: _Jules Barrasso DATE: _2/2-2/6___ TIME: _35 or 40 min_

NAME: _Jules Barrasso DATE: _2/13-2/17___ TIME: _35 or 40 min_

NAME: _Jules Barrasso DATE: _2/2-2/6___ TIME: _35 or 40 min_

NAME: _Jules Barrasso DATE: _2/13-2/17___ TIME: _35 or 40 min_