Concordia University Chicago College of Education

Teacher Candidate: Jacqueline Esparza Subject: Physical Education Central Focus: (Content of the lesson) Teach students how to play volleyball. Grade Level(s): 6th

Lesson Plan Design 2013

Date: 9/11/13 Course for which the Lesson is developed: EDUC- 1070 Classroom Teacher: Time allotted: 55 minutes- 5 day lesson

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

Howard Gardner and the Multiple Intelligences Theories. The learning tasks are appropriate for this lesson because students learn in different ways. The students that are bodily-kinesthetic will enjoy learning the basics of volleyball and find it easier for them to master.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? Students may have difficulty learning the skills of volleyball and think they cannot complete or master a particular basic task of passing, swerving, or spiking. I will guide and work with every single one of my students until they feel they have mastered these tasks.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. Acquire movement skills and understand concepts needed to engage in the sport. Develop team building skills by working with others in physical activity. Students will apply the concepts of body awareness, time, space, direction, and force to movement by knowing the rules and following them in game play.

Lesson Plan Design 2013

Learning Objective(s): Analyze various movement concept and application. Demonstrate knowledge of rules, safety and strategies during physical activity. Demonstrate individual responsibility during group physical activities. Demonstrate cooperative skills during structured group physical activities. Demonstrate the roll of a leader when on teams. Demonstrate object control by controlling volleyballs by using the proper technique. The main objective of the game is to keep the ball in bounds. Students will show they can control the volleyballs when they are hit so they go in bounds. In addition, one of the rules of volleyball is that and individuals body cannot hit the net. The students need to control their bodies so they do not touch the net.

Assessment Tool(s) and Procedures: Students will play an organized volleyball game and successfully demonstrate the skills taught and follow the rules.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) Students will first take a short quiz to see what they already know about volleyball.

Volleyball Quiz
1. 2. 3. 4. 5. How many players are on each side of the court? How many times is each team allowed to touch the ball during a possession during a game? During a game, if the ball hits the line is it considered in or out? Can players use their feet to hit the ball? Can the server step on the serving line while serving?

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): The students will learn to play a sport that they can participate in as a form of recreation or for competition. C. Instructional Sequence: Day 1: Underhand serve Day 2: Bumping/passing Day 3: Hitting/Spiking Day 4: Game to incorporate skills Day 5: Competitive Game

D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) Make sure each student participates in the activities by awarding participation points. If a student decides they dont want to participate they will not get their points and their grade can drop. Make the lesson fun and enjoyable for each student. No student will feel left out if they cant master a task. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) The students will get to choose their partner when they practice bumping/passing and setting to one another. When it comes to playing a game I will put the students into teams then they will get a chance to pick their own teams on the last day of the lesson.

F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) The students will write a paragraph of what they learned and state the rules we went over during class. They will also include what they liked and disliked about the activities and drills we did for this lesson.

Lesson Plan Details Instructional Materials: Day 1: Students will take the volleyball quiz. The net will be set up and volleyballs will be distributed to each student. Students will underhand serve behind the serving line. They will be demonstrated how to properly underhand serve and learn one of the rules that they cannot step onto the serving line while serving. Day 2: The net will be set up and volleyballs will be distributed to each student. They will demonstrate a good bumping/passing form with the proper stance and elbows locked. They will be doing this with a partner as their partner will gently throw the volleyball to them so their partner can complete a bump/pass. Day 3: The net will be set up and volleyballs will be distributed to each student. Students will demonstrate the proper hitting form. Students will get into a line behind the 10 ft line as they will hit the ball while jumping up and snapping their wrist as they come in contact with the ball. Day 4: The net will be set up and volleyballs will be distributed to each student. Students will set the ball to their partners using their finger tips and
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

arms and legs to push the ball up with more force. Day 4: The net will be set up and the students will be split up into two teams. This game will be a slow paced game so students can practice what they have learned and incorporate the bump, set and spike. The score will also be taken by the students. Day 5: The net will be set up and students will be able to choose their own teams. Volunteers for captains will be asked to pick the teams. Students will play best out of 3 games and the students will take their own score and manage positions on their own.

Use of Technology: Students will watch a short video on each of the skills before they practice them to see how they are done. Safety in the Physical Environment: Students will be dressed in proper uniform and wear proper gym shoes. Students will always roll the ball under the net when passing the ball to a person on the opposing team. Nets and poles will be securely in place. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. The academic language gives the students the ability to understand the lesson by using what they already knew about the topic and using what they learned to successfully complete the lesson.

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Demonstrate Master Acquire Analyze Participate Performance

Describe the Evidence that Students know and use Academic Language appropriately: The students successfully master the basic skills and know how to apply them in an organized game without any questions and guiding their peers.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) Formative: (Formal or Informal) Reflective: (Formal or Informal) At the end of the lesson the students will write a paragraph and reflect on what they have learned and also state what they liked and disliked about the activities. It provides evidence on meeting the objectives because they will state some of the rules that were taught. Summative: (Formal or Informal)

Differentiating Instruction
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Process: Every student learns differently and some may take longer to complete a task or master a skill than others. The lesson may take longer to complete depending on how long it takes for the student to understand the concept and the objective. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Student Interest: There might be a group of students in the class that have no interest in volleyball so different activities involving volleyball should be used to gain their interest. It may be easier to gain the student interest with students with similar needs because they all have something in common and that can be used throughout the lesson.

Analyzing Teaching (Reflection): To be completed after the lesson is taught A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)

B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Clearly state each change you would make. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.