Lesson Plan Volleyball Setting

2012-2013 Learning Plan
Teacher: K. Simonic Course: Physical Education First Grade Unit Title: Introduction to Volleyball Lesson Plan Title: Learning how to Set a Volleyball Objectives: (SOLs and Local objectives) 1.1 The student will demonstrate the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills. 1.2 The student will demonstrate improvement in locomotor, non-locomotor, and manipulative skills while applying the movement concepts. 1.3 The student will participate regularly in moderate-to-vigorous physical activities that cause increased heart and breathing rates. 1.4 The student will identify changes in the body that occur during moderate-to-vigorous physical activity. 1.5 The student will demonstrate, with little or no adult intervention, safe and cooperative behaviors in physical activity settings. 1.6 The student will participate regularly in physical activities that require physical exertion and skill. Enduring Understandings Essential Questions The study of volleyball to recognize how to What role will I play in being a good work with a team and be a team player. teammate and a good sport with my partner? Twenty-first citizens, learners, and workers rely on traditional communication and How can I use constructive criticism with constructive criticism to be a participant in my teammate and my partner? the growing, widening global community. How will students demonstrate their understanding? Participation in group demonstration Actively listening in group demonstration Participation in small group activities Assessments-Formative and Summative Formative- practice setting the volleyball with classmates Summative- performing their skills in front of the class and/or playing a game of volleyball within their class
Scope and Sequence of Learning Activities (Include Warm-Up, Strategies, Assessments, Closure/Reflection) I. Housekeeping: A. Announce any new top milers. B. Remind students about the volleyball game versus the teachers. II. Procedures A. Knowledge check 1. Students will respond to a couple of questions about what they know about setting. 2. Responses will be reviewed and misunderstandings/misinformation corrected.

B. Steps to Setting 1. Keep your knees bent in a ready position. 2. Keep your weight on your toes. 3. Put both hands out in front of you (close to eye level) 4. Put your hands in a triangular shape 5. Face where the ball is coming and look through the triangular shape(your window) 6. When you see the ball make contact with your hands and make a motion of raising the roof C. Practicing Setting 1. Work with a partner and practice skills. 2. When students feel comfortable they will get in groups of six and see how long they can keep the volleyball in the air without the volleyball touching the ground. D. Conclude Class 1. Walk the students into the gym, and wait for their teacher to come and get them. (if the class has music or art walk the students to that class, and grab the students who are in art or music and take them to the gym.) Homework Activity Practice setting the volleyball (if needed) Strategies for Differentiation, Critical Thinking, Authentic Learning, Collaboration, StudentCentered Rigor Students choice their partners Use teachers strategies on setting the volleyball
Materials and Resources Volleyballs (the big yellow volleyballs for those who need more practice) Volleyballs (the regular sized volleyballs for those who want to be challenged) Outdoor/Indoor Area
21st Century Learning Look-Fors (Critical Thinking, Innovation, Problem Solving, Collaboration) Students successfully grapple with higher-order questions asked by teacher. Students articulate meaningful responses to so what (what if, why). Students generate higher-level questions. Students engage in authentic learning activities and/or create authentic work. Students defend positions with justification based on factual evidence and data. Students analyze and solve problems by generating a variety of ideas and solutions. Students recognize and pose problems inherent in a given situation. Students adapt learned knowledge to more complex/ambiguous situations. Students use and explain the right method of thinking (reasoning, decision making, problem solving, making judgments).

Students evaluate and communicate their own thinking. Students make connections and predictions using prior knowledge . Students select, create, use and communicate effectiveness of a variety of tools, such as graphic organizers. (Bold/highlighted items are the look fors for the unit/lesson.)
Teacher Evaluation of Learning Plan (Notes for Future Use)

Lesson Plan Volleyball Setting

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2012-2013 Learning Plan

2012-2013 Learning Plan

2012-2013 Learning Plan

Teacher Evaluation of Learning Plan (Notes for Future Use)

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