Introduction
This page represents an overview of the three lessons that were taught to a group of local middle school students over the course of a three day field experience. Additionally, a fourth lesson has been included that stemmed from the first three and was created as a continuation and culminating lesson for the unit. These lessons showcase a variety of games that can be used to teach students the fundamental skills used in a game of volleyball such as Pass 21, Partner Passing, Target Games, and the culminating game of 3on3 Volleyball. A detailed outline for each lesson can be found under the appropriate tab, and each lesson showcases various extensions and adaptations that can be made to the different activities in order to ensure students of all ability levels will be successful.
Lesson 1
EPHE 452 Lesson Plan #1 Date: Thursday, Feb 14 Time: 8:48-9:30
Student Teachers: Connor Baerg & Sarah Grundy
Teacher: Mr. Scigliano Grade: 6 No. Students: 23
Equipment: 8 Volleyballs, Badminton nets and poles
Learning Intents (CAPS) – What learning do you expect from the conditions you have created?
C: Students will understand the rules of the different games and activities. Students will develop an understanding of how to work as a team and in a group.
S: Students will use names in order to promote communication and teamwork. Students will also use names in order to promote interaction between themselves and their classmates.
A: Students will have increased feelings of inclusion as the tasks are all completed as a partner pair or in a small group. Students will also be able to be included as each game requires every participant to touch the ball and the adaptations allow for players of a variety of skill levels to be included.
P: Students will be able to run, walk, shuffle, and jump for the ball. Students will be able to accurately forearm pass using proper technique, and move their body in space.
Introductory Activity/Game: Dynamic Warm-Up
|
Intent |
Movement Tasks and Management |
Extension/Simplify |
Refinements |
|
To serve as a review Continuous movement |
Every student lines up on the baseline of the gym. Teachers call out a dynamic movement and provide a demonstration Ask a student to demonstrate if applicable Do high knees, kicks, side shuffles, hops, etc. to the half line and go back |
Extension: Extend the range to a full gym. More complicated movements Simplify: Reduce the range to a quarter gym. Do simple movements. |
Spacing in the gym Safety with the net in the way Amount of movements Time management (longer or shorter as needed) |
Concept/Skill Development: Pass 21, Partner Passing
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Intent |
Movement Tasks and Management |
Extension/Simplify |
Refinements |
|
To develop passing skills, and partner work To gauge where the students are at skillswise |
Pass 21 in groups of 3 (24 students given numbers 1-8, 1’s together, 2’s together, etc..) (5 mins)
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Extension: Try to only use straight passes Simplify: Only use catch-toss or catch-self feed. Use a beach ball or softer ball |
Spacing in gym Safety with net |
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To develop passing skills, name using, teamwork, and providing feedback/cues |
Partner Passing, 3rd person gives cues, switch around (5 mins)
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Extension: Only straight passes. More passes before swap Simplify: Only catch-toss or catch-self feed. Less passes before swap. Softer ball |
Spacing in gym Safety with net |
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Pass 21 game to score points (10 mins)
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Extension: Only use straight passes. Increase the 21 number to make more difficult Simplify: Only use catch-toss, catch-self feed and adapt the scoring |
Spacing in gym Safety with net |
Culminating Activity – 3 on 3 volleyball
End game is 3 on 3 across the badminton net (10 mins)
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- 3 hits on each side
- Only 1 catch/toss, and 1 catch/self-feed per side
- A point is scored when one team lets the ball hit the ground. The coach on the outside subs in on every point
Closure: What questions will you ask to check understanding?
- "Where do you go when teammate is receiving the ball?"
- "Where do you go to cover the court?"
- "How do you make your pass more accurate?"
- "Where do you send the ball into opponents court?”
Evaluation: What did the students learn? Consider their answers and what you see.
- Basic passing form (flat, open forearms)
- Using legs to get power
- Using names and being ready for a pass (moving or giving a target)
Culminating Activity Displays (School Gym Plan or outside on the playground)
Lesson 2
EPHE 452 Lesson Plan #2 Date: Thursday, Feb 28 Time: 8:48-9:30
Student Teachers: Connor Baerg (Sarah Grundy as support)
Teacher: Mr. Scigliano Grade: 6 No. Students: 24
Equipment: 8 Volleyballs, Volleyball nets, poles
Learning Intents (CAPS) – What learning do you expect from the conditions you have created?
C: Students will understand the rules of the different games and activities. Students will develop an understanding of how to work as a team and in a group.
S: Students will use names in order to promote communication and teamwork. Students will also use names in order to promote interaction between themselves and their classmates.
A: Students will have increased feelings of inclusion as the tasks are all completed as a partner pair or in a small group. Students will also be able to be included as each game requires every participant to touch the ball and the adaptations allow for players of a variety of skill levels to be included.
P: Students will be able to run, walk, shuffle, and jump for the ball. Students will be able to accurately forearm pass using proper technique, and move their body in space.
Introductory Activity/Game: Dynamic Warm-Up (5 mins)
|
Intent |
Movement Tasks and Management |
Extension/Simplify |
Refinements |
|
To serve as a review Continuous movement |
Every student lines up on the baseline of the gym. Teachers call out a dynamic movement and provide a demonstration Ask a student to demonstrate if applicable Do high knees, kicks, side shuffles, hops, etc. to the half line and go back |
Extension: Extend the range to a full gym. More complicated movements Simplify: Reduce the range to a quarter gym. Do simple movements. |
Spacing in the gym Safety with the net in the way Amount of movements Time management (longer or shorter as needed) |
Concept/Skill Development: 3 person setting
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Intent |
Movement Tasks and Management |
Extension/Simplify |
Refinements |
|
To develop setting skills, and partner work To gauge where the students are at skillswise |
Setting in groups of 3 (24 students given letters A-H, A’s together, B’s together, etc. Each team comes up with an animal that starts with their letter) (5 mins)
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Extension: Try to only use sets without catching Simplify: Only use catch-toss from forehead or catch-self feed. Use a beach ball or softer ball |
Spacing in gym Safety with net |
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To develop setting skills, name using, teamwork, and providing feedback/cues |
Partner Setting, 3rd person gives cues, switch around (5 mins)
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Extension: Only straight sets. More passes before swap Simplify: Only catch-toss or catch-self feed. Less passes before swap. Softer ball |
Spacing in gym Safety with net |
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3 person line sets (10 mins)
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Extension: Only use straight sets. Create scoring opportunities Simplify: Only use catch-toss from forehead, catch-self feed to set. |
Spacing in gym Safety with net |
Culminating Activity – 3 on 3 volleyball
End game is 3 on 3 across the badminton net (10 mins)
- 3 hits on each side
- Only 1 catch/toss from forehead, and 1 catch/self-feed to set per side. Start to incorporate forearm passes from last lesson
-
A point is scored when one team lets the ball hit the ground. The coach on the outside subs in on every point
Closure: What questions will you ask to check understanding?
- "Where do you go when teammate is receiving the ball?"
- "Where do you go to cover the court?"
- "How do you make your pass more accurate?"
- "Where do you send the ball into opponents court?”
Evaluation: What did the students learn? Consider their answers and what you see.
- Basic setting form (hands on forehead, fingers spread)
- Using legs to get power
- Using names and being ready for a pass (moving or giving a target)
Culminating Activity Displays (School Gym Plan or outside on the playground)
Lesson 3
EPHE 452 Lesson Plan #3 Date: Thursday, Mar 7th Time: 8:48-9:30
Student Teachers: Sarah Grundy (Connor Baerg as support)
Teacher: Mr. Scigliano Grade: 6 No. Students: 24
Equipment: 8 Volleyballs, Volleyball nets, poles, 10 hula-hoops
Learning Intents (CAPS) – What learning do you expect from the conditions you have created?
C: Students will understand the rules of the different games and activities. Students will develop an understanding of how to work as a team and in a group.
S: Students will use names in order to promote communication and teamwork. Students will also be working with individuals of different abilities in order to be introduced to working with a variety of people.
A: Students will have increased feelings of inclusion as the tasks are all completed as a partner pair or in a small group. Students will also be able to be included as each game requires every participant to touch the ball and the adaptations allow for players of a variety of skill levels to be included.
P: Students will be able to run, walk, shuffle, and jump for the ball. Students will be able to accurately serve the ball over the net to either their partner or a target area.
Introductory Activity/Game: Dynamic Warm-Up (5 mins)
|
Intent |
Movement Tasks and Management |
Extension/Simplify |
Refinements |
|
To prepare the students physically and mentally for the upcoming activities To serve as a model for the other students, and as a review of the concepts To have the students moving throughout the whole time |
Ask students to line up on the baseline on either side of the volleyball net facing the far side of the gym. Explain the movement and provide a demonstration. If possible use a student volunteer to help model the movement. Have students complete movements such as high kicks, side shuffles, skips with arm swings, jogging at various speeds, waterfall running, etc. Students will complete the movement to the half line of the gym and back. |
Extension: Increase the distance the students are running to and from. Introduce more complex and dynamic movements such as shuttles. Simplify: Utilize more static movements and stretches. Decrease the distance that the students are running to and from. |
Spacing of the students along the baselines Safety concern with the volleyball net Variety of dynamic and static movements Considerations for time, e.g., longer or shorter warm-up as needed |
Concept/Skill Development: Underhand Serving in Pairs
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Intent |
Movement Tasks and Management |
Extension/Simplify |
Refinements |
|
To develop proper setting form, and increase familiarity with working with a partner To build confidence and to see where they are in terms of ability |
Underhand Serving in pairs. Students divided into pairs using a numbering system while they were still on the baseline (5 mins) 3 Rules:
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Extension: Try to serve from different positions along the attack line, middle line or backline Simplify: Can underhand toss, underhand serve from a stationary hand position, or underhand serve from a drop. |
Spacing on the court Safety with net Safety with many balls being served at once |
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To develop serving skills, comfort level aiming at different areas on the court. |
Underhand Serving Cross Court (5 mins), students are working within a group of 6.
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Extension: Aiming serve at different areas on the court, moving towards an overhand serve. Simplify: Only underhand toss, can serve to a student standing closer to the net. |
Spacing in gym Safety with net Safety with many balls being served at once |
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Underhand Serve with a Target (5 mins), groups of 6 3 Rules:
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Extension: Assign a scoring system, ex: 2 points for hitting a hula-hoop, 1 point for freeing a teammate. Decreasing the number of hoops on the court. Simplify: Increase the number of hoops on the court. Allow students two free serves. Students can serve from the attack, middle, or back line. |
Spacing in gym Safety with net Safety with students sitting while ball is being served towards them. Safety with hula-hoop on the ground. |
Culminating Activity – 3 on 3 volleyball
End game is 3 on 3 across the badminton net (10 mins)
- 3 hits on each side
- Only 1 catch/toss from forehead, and 1 catch/self-feed to set per side. Start to incorporate forearm passes from last lesson
- A point is scored when one team lets the ball hit the ground. The coach on the outside subs in on every point
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Must start the rally with a proper serve from either the attack line, middle line, or backline.
Closure: What questions will you ask to check understanding?
- "Why is it beneficial to aim for specific places on the court when serving?”
- "What are some of the key features of the underhand serve?"
- "How should you position yourself in order to receive the serve?"
Evaluation: What did the students learn? Consider their answers and what you see.
- Basic underhand serving form (feet staggered, ball held in one hand in front of the body, hand connects with the ball on the base of their palm, arm swing through the ball and follows through to shoulder height)
- Using the rock-step to help with timing of the serve
- Using names and being ready the serve (ready position on the court, placement of teammates)
Culminating Activity Displays (School Gym Plan or outside on the playground)
Lesson 4
EPHE 452 Lesson Plan #4 Date:??? Time: 8:48-9:30
Student Teachers:
Teacher: Grade: 6 No. Students: 23
Equipment: 8 Volleyballs, Badminton nets and poles
Learning Intents (CAPS) – What learning do you expect from the conditions you have created?
C: Students will understand the rules of the different games and activities. Students will develop an understanding of how to work as a team and in a group.
S: Students will use names in order to promote communication and teamwork. Students will also use names in order to promote interaction between themselves and their classmates.
A: Students will have increased feelings of inclusion as the tasks are all completed as a partner pair or in a small group. Students will also be able to be included as each game requires every participant to touch the ball and the adaptations allow for players of a variety of skill levels to be included.
P: Students will be able to run, walk, shuffle, and jump for the ball. Students will be able to accurately recieve and deliver passess throughout a full game of volleyball.
Introductory Activity/Game: Dynamic Warm-Up (5 mins)
|
Intent |
Movement Tasks and Management |
Extension/Simplify |
Refinements |
|
To ensure that the students are adequately warmed up and prepared for the activites to come To serve as a review for the students By having the students moving at all times, it helps them to keep warm and gets their muscles prepared |
Students will line up on the baseline of the gym Instructors will then name different movements and provide a demonstration of said movement. When possible, they will try to use a student to help model the movement. Examples of movements can be: high knees, side shuffles, scoops, or crossovers Movements will be performed to the half line and back |
Extension: Have the students use the ful length of the gym. Vary the way the students are moving, for example introduce zig-zags Simplify: Reduce the size of the space the students have to move through. Use more static and simple movements |
Spacing in the gym Safety with the net in the way Number of movements Time management (longer or shorter as needed) |
Concept/Skill Development: Partner Passing
|
Intent |
Movement Tasks and Management |
Extension/Simplify |
Refinements |
|
To develop passing skills,setting skills, and serving skills in addition to partner work To further enhance their skills and serve as a review of all of the movements that were covered |
Students will be working in pairs (decided upon using a numerical system) on their passing using a variety of different movements (5 mins) 3 Rules
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Extension: Try to use a variety of passess in one go. For example, starting with a serve and then using bumps and sets. Simplify: Only use catch-toss or catch-self feed. Use a beach ball or softer ball |
Spacing in gym Safety with net Safety with many balls flying at once |
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To develop attacking skills, and providing feedback/cues |
Wall Spikes in groups of three, 3rd person gives cues (5 mins) 3 Rules
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Extension: Continual spiking trying to outmanuver the other person Simplify: Catch the ball after each spike, Can self-toss Less spikes before swap. Softer ball |
Spacing in gym Safety with net Safety with balls being hit against the wall |
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Pepper in Partners (5 minutes)
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Extension: Have students try spiking to different areas to get the reciever to move, attempt to set or bump at different heights or from different distance. Introduce a scoring system Simplify: Can catch the ball from the spike, Can self-toss or catch the ball in order to spike it. |
Spacing in gym Safety with net Safety with the ball being spiked at the student |
Culminating Activity – 3 on 3 volleyball
End game is 3 on 3 across the badminton net (10 mins)
-
- 3 hits on each side
- Only 1 catch/toss, and 1 catch/self-feed per side
- A point is scored when one team lets the ball hit the ground. The coach on the outside subs in on every point
- Must start the rally with a proper serve
Closure: What questions will you ask to check understanding?
- "Where do you go when a teammate is receiving the ball?"
- "What role does setting play when creating an opportunity to attack?”
- "How can you defend a spike?"
- "Where should you attempt to send the ball into opponents court?”
Evaluation: What did the students learn? Consider their answers and what you see.
- Basic spiking technique
- Using different angles of their wrist to obtain more of less power in their shot
- Using names and being ready to receive a spike (moving to the targeted area and being prepared in a ready position)
Culminating Activity Displays (School Gym Plan or outside on the playground)