Lesson Plan Title: Volleyball- Medicine Wheel Volleyball Game

Date: March 23, 2018

Subject: Physical Education Grade: 9
Topic: Medicine Wheel Volleyball Game
Essential Question: How can we make volleyball an inclusive game for everyone to play?
How are sports connected to diverse cultures?

Materials:
 6 Volleyballs
 10 poly spots/pylons to divide court
 Medicine wheel diagram work sheet: 25 copies
 Medicine Wheel handout: 25 copies
 Medicine Wheel simulation equipment: 7 aspects written on coloured paper (coordinated with
colours of medicine wheel, gym equipment to match colours (whatever is available)

Safety Considerations:
 Be aware of surroundings
 Be aware of volleyballs (where you are serving the ball and volleyballs coming at you)
 Use nets free of exposed wires along top or frayed wires along poles
 Store poles so that there is no danger in them falling onto anyone
 Use playing surface with good traction
 Use gym that is free of hazards
 Instruct students to use safe procedures for setting up and taking down equipment
 Replace floor plugs when poles are removed
 Teach skills in proper progression
 Organize drills to minimize the risk of being hit with an errant ball
 Use equipment that is appropriate for age, size, strength, and skill level
 Wear suitable clothing and footwear
 Onsite supervision
 No jewelry
 Wear sun protection (when outside)

Management Strategies
 When giving instructions, students will hold balls by their side, (if they don’t obey, balls will be
placed on ground)
 When giving instructions students will be behind the sideline of volleyball court
(demonstrations) and instructions will be done in a teaching circle.
 Volleyballs will be placed in equipment room where students will retrieve a ball in 2 separate
groups (put back as well)
 Music will be the start and stop (this will depend on what school this is used in and their
guidelines)
  Students will be able to pick their own partners/groups. Every time a new drill starts students
must pick a different partner
 Teacher will form groups by numbering off students, keeping in mind exceptionalities/student
needs

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

 Psychomotor: Students will be able to demonstrate the basic skills of volleyball

(Underhand/overhand pass, Serve) during a modified game of volleyball (Medicine Wheel
game)

 Affective: Students will work cooperatively by encouraging their team during game play and
will relate themselves physically, mentally, emotionally, or spiritually to the four dimensions
of the Medicine Wheel.

 Cognitive: Students will be able to list strategies they used as a team that were successful as
well as demonstrate learnings of the Medicine Wheel by knowing the four dimensions of the
Medicine Wheel and their colours associated.

Broad Areas of Learning:

1. Building Lifelong Learners:
Students will continue to learn and practice the skills of volleyball in this lesson. They will
work on life-long learning by learning how sport/physical activities connect to diverse
cultures, which will essentially lead students to the curiosity of sport/physical activity within
their own cultures. Students will work on their self-concept development by developing a
balance of attitudes, understandings, skills, and strategies necessary for various movement
activities.

2. Building a Sense of Self and Community:

Students will work on understanding and relating to others by working together as a team
and in partners to build communication skills, so they can help one another succeed. They
will build a sense of community by learning the importance of the Medicine Wheel and how
it relates to interconnection of all life, the various cycles of nature, and how life represents a
circular journey. By working together, students will have a better understanding of
fundamental movement skills, active living, and relationships. Volleyball is a sport that is
played not only in a school setting but is also played in the community setting. Students will
learn of the various opportunities to play in their community and will give them the chance to
build community relationships.

3. Building Engaged Citizens:

During this volleyball lesson students will have the opportunity to initiate and guide social,
cultural, and environmental activities that will benefit all citizens. Throughout this lesson
students will learn how to work as a team and take accountability for actions which will help
them to succeed in their everyday lives.
Cross-Curricular Competencies:
1. Developing Thinking:
In this lesson, students will explore different transferable skills, create relationships with
other students, communicate strategies of teamwork, and apply deeper understandings of
skillful physical movement, active living, and relationships. Students will develop their
thinking skills by learning the about Aboriginal worldviews and the history of the Medicine
Wheel. They will have the opportunity to think about how they can connect mentally,
physically, emotionally, and spiritually with the Medicine Wheel.

2. Developing Identify and Interdependence:

While working as a team and in partners, students will develop their role within their
team/partners. Students will engage cooperatively with others as they explore ideas and
issues of the game of volleyball, diversity in skill ability, and social responsibility. This will
require students to develop their understanding, valuing, and caring for their self and one
another. Students will develop their identity and interdependence as they explore how the
indigenous culture can connect to the sport of volleyball.

3. Developing Literacy:
This lesson will help students develop their physical literacy by improving their competence
and confidence in a wide variety of skillful physical movements (basic volleyball skills).
Students will practice their skills through diverse strands of communication. Visual
demonstrations, auditory directions, speaking by communicating to their teammates, and
kinesthetic maneuvering.

4. Developing Social Responsibility:

Students will work on positively interacting and being respectful toward their peers while
being in partners or groups for activities. Students will work together to gain knowledge and
understanding to help achieve shared goals within the lesson.

Outcomes:
PE9.5- Build skills towards proficiency in four self-selected complex movement skills including one
from four of the following categories:

o target games (e.g., bowling, curling, golf, archery)

o striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey,
rugby, ultimate frisbee, double ball, team handball)
o alternate environment activities (e.g., orienteering, skating, cross-country skiing, canoeing,
roping, downhill skiing, dog sledding, wall climbing, in-line skating, skate boarding, cycling)
o body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga,
aerobics, gymnastics).
PE9.6- Design and implement, collaboratively, plans to use effective tactics and strategies (while
considering rules and skills when participating in a variety of movement activity situations) to
enhance performance and enjoyment of self and others in each of the following:

o target games (e.g., bowling, curling, golf, archery, bocce ball)

o striking/fielding games (e.g., long ball, softball, slo-pitch)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey,
rugby, ultimate frisbee, double ball, team handball)
o low-organizational, inventive, and cooperative games (e.g., capture the flag, prisoner’s base,
speedball, kick the can, bombardment, dodgeball).

PGP Goals:
2.2- proficiency in the Language of Instruction: Since I am not proficient in Aboriginal culture, this lesson will
help me in establishing language of instruction while teaching the Medicine Wheel and learning myself how to
teach this lesson with proficient language.
4.2- the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective
into all teaching areas: this lesson will help me gain knowledge of how to incorporate Indigenous
knowledge into physical education content.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- Checklist of skills (Appendix 1,2,3) formed from rubric (assignment 1) & observation with
feedback provided
- Observation: Overhand and underhand passing skills, and serving

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- Having students self-assess through journaling

*Prompt question:

Describe at least 3 ways in which you encouraged your teammates today.

Have students also assess themselves on the teamwork and game play rubric (Appendix 4-
5)
Stage 3- Learning Plan

Activity Sequence Time

Motivational Set- Introductions 15-20 minutes
5-7 minutes
Warm-up
3 minutes
Activity 1
20 minutes
Activity 2
50 minutes
Total

*Extra time is given to students to work on journal entries and change out of gym attire

Motivational/Anticipatory Set
 Medicine Wheel Teaching Simulation

The gymnasium will be split into 4 quadrants representing the Medicine Wheel. Each quadrant will
be outlined and filled with equipment that correlates with the colour on the Medicine Wheel
(whatever is available in equipment room, 5-10 pieces of equipment will do). Each quadrant will
have the 7 aspects labelled on corresponding coloured paper. Students will work in small groups (4-
5) to explore on their own and teach each other the 7 aspects (Written on coloured paper) within
each of the 4 dimensions of Medicine Wheel. Students will have to complete the Medicine Wheel
work sheet (Appendix 6) within their groups (everyone will do a sheet). Teacher will demonstrate
this activity to class

Gym Diagram:

Equipment= Colour White

7 aspects Labels Scattered throughout:
1. North 6. White: White people
2. Air/Wind 7. Elders: Grandparents
3. Cedar
4. Winter
5. Spiritual health

Equipment= Colour Blue Equipment= Colour Yellow

7 aspects Labels Scattered throughout: 7 aspects Labels Scattered throughout:
1. West 1. East
2. Water 2. Fire
3. Sage 3. Tobacco
4. Autumn 4. Spring
5. Emotional Health 5. Mental Health
6. Blue: Black People 6. Yellow: Oriental
7. Adulthood: parents People
7. Birth/Childhood

Equipment= Colour Red

7 aspects Labels Scattered throughout:
1. South 6. Red: Aboriginal people
2. Earth 7. Youth/Adolescent
3. Sweet Grass
4. Summer
5. Physical health
NOTE: schedule this lesson for a time when you can set up the gym before the students arrive or get
the class before to help set up the gym at the end of their class.

After all groups are complete we will come back into a circle and have a group discussion:

Discuss what the 7 aspects are within each dimension: Direction, Element of life, medicines, season,
state of well being, culture/race, and stage of life. This will be student lead and students will teach
each other what they have learned by sharing their knowledge.

I will give the students a hand out on the Ojibwe Teaching of the Medicine Wheel (Appendix 7) and
will go through as a class what each aspect represents within the four dimensions. I will ask student
volunteers if they would like to read aloud one dimension of the Medicine Wheel reading.

Students will then help put the Medicine Wheel simulation away

Warm-up

 Run in a big circle (3 minutes)

 Dynamic/static stretching with everyone in big circle
 Go around the circle and each person will lead the group in a 10-20 second stretch
 Stretches should cover the whole body

Note* Each student will demonstrate warm-up exercise to class

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation

Points

Activity 1 – Small Group
passing (underhand/overhand)
Activity 2 – Medicine Wheel
Volleyball Game
- Give verbal and visual - How many times can you pass
instructions the ball without losing control
- Teacher will demonstrate the Underhand passing:
drill with student volunteers - Athletic stance
- Students will work in groups of
- Flat platform
4-5
- students will form a circle and - Extend the knees on
pass the ball continuously within contact
the circle - Contact ball at 45-degree
- Students will practice their angle
underhand and overhand passing - Contact with 2 arms
skills Overhand pass:
- Athletic stance
- Thumbs in eyes
- Contact ball just above
forehead
- Extend legs and push
arms out
- Give verbal and visual
instructions - There are no points
- Teacher will demonstrate the - Ball lands in your
game with student volunteers
dimension, your team
- use the basketball court as
can serve
boundaries
- use polyspots/pylons to split - This game to develop
court into quadrants your skills without
- split class into 4 groups competition
-each group will represent a - No attacking
dimension on the Medicine - Working on underhand
Wheel
passing, overhand
- serve to start (rock paper
scissors)
passing, serving, game
- no attacking as there is no actual play, and teamwork
net to hit over - Review the 7 aspects
- serves will be made from the within your dimension
corner of each quadrant before play begins
- serves/passes can be made into
any dimension the team chooses
- a game is played for 5 minutes
- groups will rotate counter
clockwise and become a new
dimension of the Medicine Wheel
 Serve

White Yellow

Blue Red

Adaptations/Differentiation:
For struggling students:
1. Working from where the student is successful from
2. Using a bigger and lighter ball (more air time for students to get under ball)
3. Allowing once bounce before contact
4. Teach underhand serving to those of shoulder injuries or exceptionalities
5. Create two game play court for those of lesser skilled and advanced skilled
6. For students who are EAL I will demonstrate all skills and use short cues for better understanding
(google translate will also be available if needed)
7. A variety of visual, verbal, and kinesthetic instructional strategies will be used for students who are
EAL
8. Use a microphone for students with hearing impairments
9. Offer time when students can come into the gym to practice their skills
10. Making groups of similar learning abilities to help with differentiation (Medicine Wheel Simulation)

For students who need a challenge:

1. Challenge student to work on target practice (setter spot, push ball to certain spots on opposing
courts serving on the court)
2. Serving (teach an overhand spin serve/jump)
3. Allow advanced student to work with student of a lesser skill to guide them in better understanding of
what could be improved (recognizing what could be improved)
4. Add in additional balls to create a faster pace game

Closing /Summary of lesson:

- Review the 4 dimensions of Medicine Wheel and their aspects

- How did you connect to the Medicine Wheel during this lesson?
- Review strategies that teams used to work together
- Allow students time to complete their journal entry

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998
 Appendix 1: Underhand Passing

Rarely Sometimes Often Always

Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)

Weight starts on
balls of feet

Thumbs point down

and aligned

Platform flat and

45-degree angle at
contact

Step in Direction of
target

Legs extend on
contact

Arm swing
controlled and no
higher than
shoulder height
Eyes follow ball into
arms

Ball contacts
platform above
wrists and below
elbows

Rotates angle of
platform to target

Appendix 2: Overhand Passing

Rarely Sometimes Often Always

Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)

Weight starts on
balls of feet

Arms make a
triangle in air

Thumbs in eyes

Wrists flexed
(wrinkles in wrist)
 Contact on ball is
just above forehead

Arms extend out

once contact made
(push)

Palms face out on

finish

Step towards target

and extends legs

Appendix 3: Serving Checklist

Rarely Sometimes Often Always

Non-dominate Foot
Forward

Holds Ball in Non-

dominate Hands

Weight Starts on
Back Leg

Elbow Behind and

Above Shoulder

Hand and Wrist are

Stiff (high five)
 Ball Toss is
Diameter Above
Student’s Reach

Weight Transfers
Forward when
Contacting Ball

Non-dominate Arm
Pulls Down to
ground (Generate
Force)

Follow Through is
Not Below the
Height of Shoulder

Appendix 4: Gameplay

Rarely Sometimes Often Always

Follows Rules of
Game

Can apply
strategies in game
like situations

Works to obtain 3
contacts

Moves to cover
open space
Communicates with
teammates

Appendix 5: Teamwork

Rarely Sometimes Often Always

Engaged in Activity

Play with a positive

attitude and shows
enthusiasm

Communicates to
team/partner

Works to obtain
three contacts in
game play
 Appendix 6: Medicine Wheel Worksheet

In a group of 4-5 you will work together to fill out the Medicine Wheel with the 7 aspects that
belong in each dimension and the colour associated with each dimension. The gymnasium is divided
into these four dimensions of the Medicine Wheel and has the 7 aspects labelled inside of them. Go and
explore with your group and help each other fill out this diagram. In each dimension list the colour
associated along with the 7 aspects.

https://www.pinterest.ca/pin/325033298087813015/?lp=true
 Appendix 7: Ojibwe Medicine Wheel Teaching

Resource:

Georgian College Aboriginal Resource Centres. (2017). The medicine wheel. Retrieved from http://ojibweresources

.weebly.com/medicine-wheel.html

White Dimension

 The Northern Doorway represents rest, reflection, wisdom and sharing. In the north the
nights are long and the winds are cool. They remind us that our bodies and the earth must
rest in order to renew so the element of life gifted from here is air.
 While all most plants and animals are resting during the long nights of winter, the cedar
tree continues to bear its green branches. Cedar bows brings the medicine that renews the
spirit and protects us from infection or illness that the cold season may bring; thus the
Northern Doorways gift is cedar.
 Winter comes from the Northern Doorway as it is time for rest and sharing. All things need
time to rest in order to prosper.
 While the elders rest and share the stories and traditions of the people we must take the
time to reflect within, thus the Northern Doorway promotes spiritual health and well-
being.
 White is the colour of the North as is the snow that blankets the earth and the race of
people that belong to this doorway. The White people have the gift of swiftness and speed.
 Elders represent the stage of life from the Northern Doorway. Our elders carry the wisdom
of life as they have walked through all stages and watch others as they experience their own
trials.
Yellow Dimension
 The Eastern Doorway represents all beginnings, both new and renewed. In the east the sun rises
and new day begins so it is the place for the element of fire.
 The first medicinal gift to the Anishnaabe people was tobacco - sema. It is used as a prayer
vessel to the creator and all things spiritual thus tobacco sits in the Eastern Doorway.
 Spring is the time of rebirth and new beginnings and is begins in the Eastern Doorway.
 In the beginning of all things, we are in a good state of mind, learning and growing and in awe of
all things; thus the East represents mental health and well-being.
  Yellow is the colour of the Eastern Doorway as is the sun and the race of people. The Oriental
race was gifted with knowledge.
 The stages of life in the eastern doorway are birth and childhood as infants and children represent
purity, innocence, beginnings and knowledge untouched by the world we live in.
Red Dimension
 The Southern Doorway represents growth and nurturance. The element of life is earth and the
time of the day is noon as the sun shines and nurtures all plants and life.
 The Southern Doorway reminds us to be kind as we nurture all living things, thus sweet grass is
the gift brought to us by this direction.
 Summer is the time of year represented by the Southern Doorway as it is time for all things to
grow and prosper in the light of the high sun and long days.
 During the summer and mid-day it is time of physical endurance as it is the time for hunting,
gathering and labour, thus the Southern Doorway promotes physical health and well-being.
 Red is the colour of the south as is the race of the people that sit in this doorway. The Aboriginal
people were gifted with foresight; the ability to use the gifts brought to us by summer to prepare
for the harvests of the autumn and the long nights in the winter.
 The stage of life represented in this doorway is the youth or adolescence. It is time of searching,
growing into adulthood and finding the right path, thus we must always be kind and nurturing to
those within this stage of life.
Blue Dimension
 The Western Doorway represents change, death, understanding and clarity. In the West, the sun
sets and thus the day dies as does all intentions and deeds performed during that day. Before we
finish our day we cleanse ourselves with the element of life that is water.
 The Western Doorway reminds us to respect change and death with acceptance and
understanding; thus sage is the medicinal gift to assist us in clearing our minds, heart and inner
beings.
 Autumn is the time of year when plants come to fruition and are ready for harvest, the trees
change colour and begin to lose their leaves and animals begin to burrow down for the cold,
long nights to come. Just as the day dies with the setting of the sun, so does the fruition from the
harvests of the year with the coming of autumn.
 Change can be both challenging and overwhelming as is understanding and respecting death and
decay within the fabric of life; thus the Western Doorway promotes emotional health and well-
being.
 Dark Blue is the colour of this direction as is the night sky by the light of the moon and the race
of people with the blue aura is the Black people who carry the gift of sight. (Dark Blue is also a
colour closely associated with some Cree teachings, and for many Ojibwe people this colour is
often black as a representation of the people that sit in this doorway).
 The stage of life represented by the Western Doorway is adult and parenthood as we change in
mind, body and spirit during this stage and begin to respect and truly understand our place within
the world around us
 Reflection Write Up

I chose to incorporate FNIM cultural Medicine Wheel volleyball activity into my lesson plan.
The activity I created is a culturally responsive lesson as students will learn about the Medicine Wheel
which is associated to the Indigenous culture. The activity allows students to be guided into learning
about the Medicine Wheel through a gymnasium simulation. A discussion at the end of the lesson will
include students teaching each other the seven aspects of the Medicine Wheel within the 4 dimensions.
This lesson also reflects my rubric (assessment OF learning piece) as students will play a Medicine
Wheel volleyball game which their underhand, overhand, serving, gameplay, and teamwork will be
assessed on the checklist made from the rubrics. My dynamic warm up is an inclusive warm up where
everyone is able to choose a stretch that they would like to teach to the class. I have also made changes
to my unit plan that allows for more of a culturally responsive classroom dynamic. I have changed my
BAL’s and CCC’s to incorporate a learning environment where we learn about cultural diversity and
ways of knowing so that my students and I create an inclusive setting for everyone to learn. I have
changed the understandings, essential questions, what students should know, and skills of the unit to
include how students can modify the game of volleyball to make it an inclusive game. I have also
changed my lesson plan activities to include more culturally responsive instructional strategies that will
help meet the need of all learners.

I plan lessons and assessment based on provincial curriculum. I believe my plan effectively integrates
outcomes and indicators with instructional strategies and assessment. My lesson that I have created is
directly related to the grade 9 physical education outcome PE9.5 and PE9.6 (stated above). Students
will engage in a Medicine Wheel volleyball game that will have students work on their proficiency of
their volleyball skills as well as apply tactics and strategies during game play.

I make student learning goals for each lesson/task. I believe my goal is clear and my instruction is
focused on it throughout the lesson. My goal is for students to become proficient in their volleyball skills
as well as apply tactics and strategies. Another goal for this lesson would be for students to become
aware of the diverse cultures and how culture can play a role within a sport. My instruction includes
students engaging in a modified game of volleyball that incorporates Indigenous culture into the activity.

I know which instructional strategies to pick at given times. I believe I have chosen instructional and
learning strategies that are best related to the outcomes and indicators. My instructional and learning
strategies include visualizing the task by demonstrations of myself/teacher, verbal auditory cues, as well
as kinesthetics. I have also included culturally responsive instructional strategies that include student
centered (picking their partners/groups and stretch they would like to teach), collaborative teaching by
grouping students into groups of similar abilities during the Medicine Wheel simulation, and responsive
feedback by giving direct feedback during the volleyball activity.

My lessons are ready to be used. I believe that in addition to the lesson, the materials (assessments,
handouts etc.) are ready to be used. I made my lesson descriptive so if a sub was to come in they would
be able to teach my lesson. I have included all necessary checklists that the students will be evaluated on
as well as the Medicine Wheel handouts that go along with the lesson. I included visuals where I felt
were necessary to better explain the activity. I list the cues that are essential to performing the task and
the cues reflect what the task is focusing on.

I create formative assessments. I believe my formative assessments are focused on the most crucial
elements of my lessons. My formative assessments include checklists that are directly related to my
assessment OF learning piece (assignment 1) and observation with direct feedback. The checklists will
include the components that assess the students underhand passing, overhand passing, and serving. I will
also be walking around giving direct feedback on what students need to improve, along with what they
are doing well. My formative assessments will help me as a teacher to assess the students learning
throughout the lesson as well as help me assess the learning at the end through the rubric I have.

I create summative assessment. I believe my assessments are easy for students to understand and check
if students achieved outcomes. Students will have been given the rubric that they will be assessed on
prior to any of the lessons. Students will have the chance to ask any questions and apply to make
changes if agreed upon. The students will also self-assess on the checklists on certain points throughout
the unit. This will allow students to have full knowledge of what is being assessed and I will go through
it thoroughly so that all students will understand. The rubric/checklists will be given to EAL students in
simple and concise language so it is easy to understand and will also be allowed to transcribe the
information for a better understanding.

I set and use goals for enhancing my professional development. I have set the goal of incorporating
FNIM content into a physical education lesson. I do not have a lot of background knowledge of FNIM
content, so I wanted to challenge myself to incorporate an Indigenous perspective into my lesson. As I
worked through developing this lesson, I strived to gain new knowledge and resources on the Medicine
Wheel. My next steps would be to find other traditional activities/warm-up games that I could
incorporate into different lessons.

I can demonstrate a culturally responsive instructional stance. I believe my lesson includes planned
instruction to address a range of cultural needs. I have incorporated culturally responsive instructional
strategies into my lesson plan and unit plan that will help meet the needs of a culturally diverse
classroom. To be a culturally responsive classroom, instructional strategies including scaffolding
(breaking down skills into steps), collaborative teaching (students working in groups in similar learning
abilities), modelling (demonstrations), student centered learning (student choice), and responsive
feedback (when students are performing skills) will be used to meet the needs of all students within my
classroom. EAL learners will also pair/group with others of EAL that speak the same language to help
them communicate better between each other and help each other learn.

I can use all four types of questions. My lessons include the different types, and my questions are often
phrased well. I have tried an essential question. My lesson will include all types of questions, but I am
working towards becoming aware of each question and what each question should be able to do. I did
put in 2 essential questions to try at the beginning of my lesson.

I understand how to plan for differentiation and adaptation. I believe my plans reflect preparation to
meet common learning needs (disability, EAL, gifted etc.). I have thought out ways to adapt my lesson
to meet student needs but also challenge those who are advanced. For struggling students: working from
where the student is successful from, using a bigger and lighter ball (more air time for students to get
under ball), allowing once bounce before contact, teach underhand serving to those of shoulder injuries
or exceptionalities, and create two game play court for those of lesser skilled and advanced skilled will
be implemented. For students who are EAL I will demonstrate all skills and use short cues for better
understanding (google translate will also be available if needed). A variety of visual, verbal, and
kinesthetic instructional strategies will be used for students who are EAL as well as using a microphone
for students with hearing impairments. For students who need a challenge: challenge student to work on
target practice (setter spot, push ball to certain spots on opposing courts serving on the court), serving
(teach an overhand spin serve/jump) will be implemented. Also allowing advanced student to work with
student of a lesser skill to guide them in better understanding of what could be improved (recognizing
what could be improved) and adding in additional balls to create a faster pace game
I create engaging learning activities and tasks. I believe that my planned instruction and activities in
this lesson plan and unit plan will create interest and interaction between students. Students will work in
small groups/teams for the most part of my lesson and unit plan creating that interaction between them
and creating positive relationships. Through the Medicine Wheel simulation, I create interest as I believe
students will be more engaged by actually moving around and learning instead of sitting down and
reading an article on the Medicine Wheel for the whole class.

My planned activities would improve the discipline specific literacy skills of my students. I am
describing key subject literacies to my students and the learning activities would help develop those
skills in students. This lesson will help develop the physical literacy of students so that they become
competent in a wide variety of physical activities and lead them to be active life-long. Visual
demonstrations, verbal instruction, peer interactions, and physical activities will be incorporated into this
lesson which will allow students to develop their literacy skills through the six strands of
communication.

I can create a unit that would achieve the outcomes and the indicators. I have tried to add a variety of
elements to make it more likely students would demonstrate the knowledge and skills. This unit provides
students with a variety of opportunities throughout the unit to demonstrate their knowledge of the
volleyball skills. Students will be provided class time during each lesson to develop and perform all
skills necessary to play the game of volleyball. Elements of practice include individual work, partner
work, and group work which will provide students with diverse learning environments that will help
students demonstrate their skills in an environment they are comfortable in.

The final task in my unit elicits evidence of application in a new situation. My final assessment will
provide clear evidence of my students applying their learning in a performance task. The end
performance task includes students participating in a modified game of volleyball. Students will have
the opportunity to show their learning through two days of game play. During this time students will be
assessed for the final time on the checklists that are directly related to the rubric.

I can create a unit that would assess the outcomes and indicators. I have many ways to determine if
my instruction is working including a good variety of formative and summative assessment. My
formative assessments include checklists that break down the individual skill into parts so that I know if
my students are performing the skills using proper technique and their level of proficiency with the skill.
Students will also self-assess their skills on these checklists on 2 occasions of this unit so that I can
understand where they think they are in level of proficiency of skills. The summative assessment will
include scoring their skill proficiency on a rubric, taking into account the checklists from the formative
assessment. Journal entries will also be used to gain students understanding of the lessons taught. Also,
direct observation and feedback will be provided to students as they are performing their skills, this will
include partner and teacher feedback.

Improvements in my unit plan show my increased understanding. My unit plan had a number of
additions designed to refine the tasks, goals, or assessments. I have taken into consideration the feedback
that was given to me on my unit plan and have addressed them in this unit plan (additions in red). I
believe the improvements made in my unit have helped me incorporate more student-assessment by
having students assess themselves on the checklists as a formative assessment. I have also made
improvements to my unit by revising it to make it culturally responsive and to promote an inclusive
learning environment.

Resources
Saskatchewan Curriculum. 2017. Grade 9 Physical Education. Retrieved from
https://curriculum.gov.sk.ca/webapp s/moecurriculumBBLEARN/CurriculumHome?id=199

Georgian College Aboriginal Resource Centres. (2017). The medicine wheel. Retrieved from

http://ojibweresources.weebly.com/medicine-wheel.html