Abby Mills

Unit Plan: Volleying

November 18, 2015
ES-426
 Table of Contents
Skill
Theme
3
Virginia
SOLs
..4
Unit
Objectives
..5
Policy
Statement
..6
Description of
Students..
7
Assessment of Student Learning
Outcomes.8
Pre-assessment of
Skills..10
Calendar
Unit
..12
Lesson Plans (Day 3, 5 & 7)
13
Advocacy for
Unit
.33
References
.34
 Skill Theme

Volleying is defined as a shot or a kick made by hitting a ball before it

touches the ground (Volley, n.d.). Volleying is used throughout several
sports, but it most common in the sport of volleyball. The two types of
volleying this unit will be covering are the overhand volley and the
underhand volley. Both of these types of volleys have the same cues.
Volleying is a valued part of physical education as it promotes physical
activity and is enjoyable for many. The practicing of volleying will not only
improve skills that will be able to transfer over to the game of volleyball, but
it will improve hand eye-coordination which the students will be able to
transfer over to almost every sport. Throughout this unit, students will not
only be focusing on their psychomotor objectives, but their cognitive and
affective objective as well.

Movement concepts:
- Force
- Direction
- Levels
- Location
-

Movement analysis:
- The first movement in volleying a ball is to move your body in the
ready position. The ready position consists of evenly distributed weight
and have the knees and elbows slightly bent. The second movement is
to move the body to the ball. The third movement is to extend out a
flat hand to make contact with the ball. The forth movement, once the
ball has been contacted, is to follow through towards the intended
target.

Cues for Volleying

- Flat hand
- Move body to ball
- Follow through to target
 Virginia SOLs
Motor Skill Development
3.1 The student will demonstrate mature form (all critical elements) for a
variety of skills and apply skills in increasingly complex movement
activities.
Social Development
3.4 The student will demonstrate an understanding of the purposes for
rules, procedures, and respectful behaviors, while in various physical
activity settings
a. Explain the importance for rules for activities
b. Describe the importance of cooperating and work cooperatively with
peers to achieve a goal
c. Implement teacher feedback to improve performance
d. Describe one group of physical activity to participate in for
enjoyment

National Standards

Manipulative
S1.E22 Volley, underhand:
- Volleys an object with an understanding or sidearm striking pattern,
sending it forward over a net, to the wall or over a line to a partner,
while demonstrating 4 of the 5 critical elements of a mature pattern
(S1.E22.3)
S1.E23 Volley, overhand:
- Developmentally appropriate/ emerging outcomes first appear in grade
4.
Movement Concepts
S1.E1 Space:
- Recognizes the concept of open spaces in a movement context
(S2.E1.3)
S2.E3 Speed, Direction, Force:
- Combines movement concepts (direction, levels, force, time) with
skills as directed by the teacher
Personal and Social Behavior
S4.E1 Personal Responsibility:
- Exhibits personal responsibility in teacher- directed activities (S4.E1.3)
- Works independently for extended periods of time (S4.E2.3)
S4.E3 Accepting Feedback:
- Accepts and implements specific corrective feedback from the teacher
(S4.E3.3)
S4.E4 Working with Others
- Works cooperatively with others (S4.E4.3a)
S4.E5 Rules and Etiquette
- Recognizes the role of rules and etiquette in physical activity with
peers (S4.E5.3)
S4.E6 Safety
- Works independently and safely in physical activity settings (S4.E6.3)

Unit Objectives

Psychomotor Domain
- Students will be able to successfully use the overhand and underhand
volley. (Day 3-7)
- Students will be able to demonstrate skills using the corrective
movements and cues when combined with activities and small-sided,
modified games. (Day 7)
- Students will be able to make a proper rainbow toss to their partner
during activities. (Day 2-7)
Cognitive Domain
- Students will be able to identify all of the three cues of volleying by
verbally listing and demonstrating with 100% accuracy. (Day 2-7)
- Students will be able to breakdown and analyze the volleying
movement while providing feedback to their peers. (Day 3)
- Students will be able to recognize when it is appropriate to overhand or
underhand volley depending on the trajectory and final destination of
the incoming ball. (Day 4)
Affective Domain
- Students will be able to work successfully and cooperatively with a
partner when practicing the skills throughout the unit. (Day 1-7)
- Students will be able to work positively in a group throughout the unit.
(Day 1-7)
- Students will be able to show respect for other classmates during
partner or group practice. (Day 1-7)
- Students will be able to follow the rules, policies, and procedures set
into place by the teacher at the beginning of the unit. (Day 1-7)
Fitness Domain
- Students will participate in a range of moderate to vigorous physical
activity throughout the unit. (Day 1-7)
- Students will participate in student choice exercise when not directly
learning or practicing the skills. (Day 1-7)
 Policy Statement
As physical educator, providing an environment that is considered
emotionally and physically safe for all of my students is my main priority. My
classroom will be run on The Golden Rule: treat others the way you want to
be treated. This motto will ensure that everyone in the class is treated with
respect and equality. Since students will be actively participating with
different types of balls in the air, there is some chance of injuries occurring.
To eliminate as many injuries as possible, I will make sure the students have
good personal space and keep good personal space as they move
throughout the gymnasium. I will ensure that rules and protocols are
understood by my students by going through them in detail at the beginning
of the unit and reinforcing them throughout the unit as well.

Rules
- Students will remain quiet when the teacher is providing instruction.
a. If students are talking during instruction they will be moved away
from other students until instruction is complete. If talking
continues, further punishment will be taken up with administration
depending on severity.
- Students will follow all directions as instructed by the teacher.
a. If students are not following directions, they will be reminded of
what the proper directions are and given a chance to fix behavior. If
students continue to not follow directions, further punishment will
be taken up with administration depending on severity.
- Students will only play with the equipment when the teacher has
instructed them to do so.
a. If students are playing with equipment when not instructed, a
warning will be given at first. Students will then loose privilege of
equipment until the teacher feels they have earned the privilege
back. If the infraction continues to occur, further punishment will be
taken up with administration depending on severity.
- Students will respect all students, equipment, and facility.
a. If students are purposely disrespecting students, equipment, or
facility, a letter or call home will be made to parents. This behavior
will not be tolerated in the gymnasium.

Protocols
- Students will enter into the gymnasium by walking quietly to their
squad lines and waiting for further instruction.
- Students will stop all activity and look at the teacher when the teacher
says freeze.
 - Students are expected to walk and remain silent when retrieving
equipment.
- Students are expected to place equipment in between their feet when
teacher is giving instruction.

Description of Students
This unit plan is for a third grade class at Navy Elementary School.
There are 30 students in the class who range from Pre-control- Utilization
levels of proficiency: 5 students at the Pre-control level, 20 students at the
Control level, and 5 students at the Utilization level. I have one student who
has autism with motor delays and difficulty with attention and behavior. Third
graders typically range from the ages of 8-9 years old. According to the
article Knowing Third Graders by Responsive Classroom, third graders have
several common characteristics in the psychomotor, affective, and cognitive
aspects. The psychomotor characteristics include typically being full of
energy, often hurrying, may move awkwardly, tend to play hard and tire
quickly, and improving hand-eye coordination. The cognitive characteristics
include industrious and often overzealous, taking on more than they can
handle, have limited attention span but can become engrossed in the
activity, better at using manipulatives to explain their thinking and problem-
solving, and usually care about process and product; eager for approval of
peers and adults. The affective characteristics include enjoying socialization
and working in groups, generally easygoing, adjust well to change, enjoy
larger friendship groups (preferably with same-gender friends), willing to
take risks but will recover quickly from mistakes, and concerned with fairness
and justice (Knowing Third Graders, 2011). As a teacher, I will need to
design my lessons to set up my students for success. I will also need to
provide a lot of positive feedback that is specific and corrective. I need to
make sure that I structure my feedback in a way that will be motivating for
my students rather than discouraging.
 Assessment of Student Learning Outcomes
Psychomotor
- I will assess the psychomotor domain by having students get into
partners. One partner will have a checklist with the cues for volleying.
One partner will have a ball of their choice (depending on their level of
proficiency). The partner who is volleying will volley the ball against
the wall 5 times. The partner with the checklist will assess the
volleying student on the cues. The partner with the checklist will switch
roles with the partner after 5 attempts and will complete the same
process. I will also assess the psychomotor domain through
observation throughout the unit.

Cognitive
- I will assess for the cognitive domain by verbally asking the students
for the cues of volleying to me. Another way I will assess for the
cognitive domain is by using an exit slip at the end of the second class.
The exit slip will have the students write down the cues of volleying.

Affective
- I will assess for the affective domain by observing their behavior and
interactions with their peers. I will have a list of my students names on
a clipboard that I will carry around throughout the lesson. If a student
is to act up, disrespect peers or equipment, or break the rules/
protocols the student will receive a check by their name. I will tally up
all the checks from the whole unit at the end.
 Assessment Example
(KEY: PC= Pre-Control, C= Control, U= Utilization, P=
Proficient)
Cues Flat Hand Moves Body Follows
Students to Ball Through to
Target
Jessica Lam PC PC PC
Shannon PC PC PC
Strosser
Josh Yagel PC PC PC
Connor PC PC PC
Maguder
Shannon C C C
Skellchock
Gabe Segal PC PC PC
Chris Knecht U U U
Travis Warren PC PC PC
Sam Smith C C C
Pete PC PC PC
Monteleone
Vanessa PC PC PC
Clontz
Rachel Jones PC PC PC
Adam Butler U U U
Bri Cox C C C
Ryan PC PC PC
Armstrong
Nathan Pham PC PC PC
David Castle PC PC PC
Kim Hoffman PC PC PC
Nikki Snyder U U U
Kevin Bailey PC PC PC
Sean Nevin PC PC PC
Chris C C PC
Voorhees
 Macy Morris U U U
Nate Flynn PC PC PC
Megan Carrol PC PC PC
Davis Shiffelt PC PC PC
Aaron Kiser PC PC PC
Bailey Long PC PC PC
Rachel C C C
Donaldson
Sammy Tyson U U U

Pre-Assessment of Skills
Before I begin teaching my volleying unit I will pre-assess my students
through a checklist of various lead up skills necessary to be successful in the
volleying unit. The checklist will help me predict what level of proficiency my
30 students will be at. Another pre-assessment I will do is a KWL Chart.
This will help me determine what my students already know about volleying,
what my students want to know about volleying, and what my students have
learned about volleying at the end of the lesson. I will also assess my
students on movement concepts such as space awareness, effort, and
relationships through observation.

Pre-Assessment Example
Mrs. Mills Demonstra Demonstra Demonstra Demonstr Demonstr
3rd Grade Class tes the tes proper tes good ates the ates
ability to weight hand-eye ability to ability to
stretch transfer coordinatio apply work in
limbs n force and pairs and
accuracy groups
Jessica Lam Y Y Y N Y
Shannon N N Y Y N
Strosser
Josh Yagel Y Y Y Y Y
Connor N Y Y N Y
Maguder
Shannon Y N N Y Y
Skelchock
Gabe Segal Y Y Y N Y
Chris Knecht N Y N Y N
Travis Warren N N Y Y N
Sam Smith Y Y Y Y Y
Pete N Y Y N Y
Monteleone
Vanessa Y Y Y N Y
Clontz
Rachel Jones Y N N Y Y
Adam Butler N Y N N Y
Bri Cox N N Y Y N
Ryan Y Y N N N
Armstrong
Nathan Pham Y Y Y Y Y
David Castle N Y Y N Y
Kim Hoffman N N Y Y N
Nikki Snyder Y Y Y N Y
Kevin Bailey Y N N Y Y
Sean Nevin N Y Y Y N
Chris N Y Y N Y
Voorhees
Macy Morris N N Y Y N
Nate Flynn Y Y Y N Y
Megan Carrol Y Y Y Y Y
Davis Shiffelt N Y Y N Y
Aaron Kiser Y N N Y N
Bailey Long N N Y Y N
Rachel Y N N Y Y
Donaldson
Sammy Tyson N N Y Y N

KWL Chart for Volleying

What you know What you want to What you have
about volleying know about volleying learned about
volleying
 Calendar Unit

Week 1 Day 1: Day 2: Day 3:

Introduction: Introduce Introduction: Review cue Lesson Plan 1
what volleying is and from day 1 and add Introduction: Review all
when it is used move body to ball and 3 cues from previous
Focus: Learning first cue follow through to target days
of the flat hand when cues. Focus: Volleying for
contacting Focus: Combining 3 cues accuracy and direction
Instructional Approach: into successful volley Instructional Approach:
Direct, Convergent Instructional Approach: Peer Teaching, Direct,
Guided Discovery, and Direct, Task, and and Cooperative
Cooperative Learning Divergent Guided Learning
Discovery

Week 2 Day 4: Day 5: Day 6:

Introduction: Review Lesson Plan 2 Introduction: Reviewing
cues and discuss Introduction: Reviewing cues and how to volley
applying volleying into cues and discussing how to a target
game like situation to volley to targets Focus: Overhand and
Focus: Volleying in Focus: Overhand and underhand volleying to
dynamic environment Underhand volleying to targets in a dynamic
Teaching Styles: Task, targets situation
Divergent Guided Instructional Approach: Instructional Approach:
Discovery, and Child Direct, Cooperative Divergent Guided
Design Learning, and Task Discovery, Cooperative
Learning, and Child
Design

Week 3 Day 7:
Lesson Plan 3
Introduction: Review
cues and applying
underhand and
overhand volleying into
dynamic setting
Focus: Volleying in a
dynamic setting
Instructional Approach:
Convergent Guided
Discovery and Divergent
Guided Discovery
Lesson Plan Template (DAY 3)

Name: Abby Mills Date: 11/ 15/ 2015 Grade: 3rd

Focus: Volleying

Subfocus: underhand and overhand volleying for accuracy and direction

VA SOLs: Motor Skill Development 3.1:

The student will demonstrate mature form (all critical elements) for a variety
of skills and apply skills in increasingly complex movement activities.
Social Development 3.4:
The student will demonstrate an understanding of the purposes for rules,
procedures, and respectful behaviors, while in various physical activity
settings
e. Explain the importance for rules for activities
f. Describe the importance of cooperating and work cooperatively with peers
to achieve a goal
g. Implement teacher feedback to improve performance
h. Describe one group of physical activity to participate in for enjoyment

Objectives:
Students will be able to identify the cues for volleying (cognitive)
Students will be able to successfully volley for direction and accuracy
(psychomotor)
Students will be able to work cooperative work in pairs and groups (affective)

Cues:
Flat hand
Move body to object
Follow through to target
Assessment:
Students will complete a checklist of the cues with a partner

Materials/Equipment:
30 balloons
15 hula hoops
Duct tape to make 4 square and markings on wall
Foam balls
15 volleyballs

Area Diagram:
See attached sheet

Instant Activity (5 minutes): Happy Thanksgiving!

Before students arrive to class, scatter 40 numbered poly spots throughout the activity area.
The poly spots are numbered between 1-10. (Four sets of 10) Balloons, beach balls, and
volleyball trainers are placed outside the playing area so they are easy to pick up.

As students arrive, music is playing and students begin to skip around the room. When the
music stops, students safely move to the side of the playing areas and choose their volleying
equipment (i.e., balloon, beach ball, volleyball trainer as appropriate to student's skill level),
then stand on a numbered poly spot.

Now, the countdown begins! If their poly spot is Number 7, they begin the verbal countdown
from Number 7 by counting down by one number each time they strike the ball towards the
ceiling. "7 - 6 - 5 - 4 - 3 - 2 - 1 - (Then yell) - HAPPY THANKSGIVING!" It is now time to find a
new poly spot, which in this case would be Number 6. (We are still counting down so they
repeat the above direction but they start at Number 6.) When the students have finished
striking at poly spot #1, they search for poly spot #10.

When the music begins playing again, students begin to travel throughout general space using
the locomotor movement that the teacher specifies, holding their equipment as they travel.

Transition: Awesome job, boys and girls! Can everyone please pick up 2 poly
spots that are near you and the balloon you were using and bring them over to the
hula hoop on the sideline? You have 5 seconds to complete this, Ready, go! 54
321

Introduction (2-3 minutes):

Hi boys and girls! Welcome back! As we go into our third day of our volleying unit,
we are going to continue to work on the underhand and overhand volley. Now that
most of you have gotten the basics of volleying down, we are going to focus on
doing so with accuracy and direction. Can someone come up to the front of the
class and demonstrate the cues for us? Thank you, that was awesome! When it
comes to accuracy and direction, you need to really focus on the last cue (follow
through to target).

Transition: When I say go, find a partner. One partner will grab a trainer
volleyball and one partner will grab an assessment sheet and a pencil from the front
of the gymnasium. Now that you have all of your equipment, you and your partner
need to find a space on the wall away and give yourself enough personal space.
Ready, go!

Content Development (14 minutes):

T1 (6 minutes): Student Assessment (Peer Teaching)
Students will get into pairs and will grab an assessment sheet. You and your partner
will find a spot on the wall. One partner will aim for the designated spot on the wall
about 3-5 feet up. The other partner will be providing specific feedback to their peer
on the cues. Partners will switch once instructed by the teacher. Once partner
switch back, the partners will fill out an assessment sheet on the cues.
*at bottom*
E1: take 2 steps back from the wall once task has become too easy
C1: see how many times you can hit the spot in a row
 Individual Instruction:
Pre-control: These students will be challenged to provide feedback as to the
cues, but it will better help them understand and remember them. To help
them give better feedback, I can provide them with a worksheet consisting of
an example of how the cues look when done correctly to have with them
when providing feedback.
Control: These students will understand the cues enough to provide feedback
to their partner. These students will also benefit from a cheat sheet but will
not always need to reference it.
Utilization: These students will grasp the concepts of the cues well. They will
be able to use smaller balls to volley with.
SSN: all students will be able to participate in this activity. I will place a
student who is considered in the utilization level with the student with
autism.

Transition:
When I say go, if you have a volleyball please place it into the basket on the
sideline. Once you have put the ball away, everyone meet me at the B. Ready, go!

T2 (8 minutes): Hula- Hoop Volleying (Direct Approach)

Students will be in partners with a hula hoop placed between them. Students will
take the ball of their choosing (preferably a volleyball or a ball that bounces) and
toss it to themselves in the air. Once tossed in the air, the student will volley using
either overhand or underhand volley and attempting to have the ball land in the
hula hoop.

E1: students who have successfully volleyed into the hoop 10 times,
may volley back and forth with their partner while still having the
volley land in the hoop between them.
C1: Take 2 steps backwards to create more space between you and the
hoop.
Individual Instruction:
Pre-control: These students will find this activity to be a challenge. I will need
to provide lots of specific feedback to ensure they are using the cues
correctly.
Control: These students will need less attention from me than the pre-control.
They will be challenged at first, but then will begin to get a rhythm going.
Utilization: These students will find this activity to be easy and will need to
use the extensions and challenges to keep them motivated. I will provide
more extensions and challenged for these students.
 SSN: The student with autism will be paired with another student in the
utilization level. I will use the strategy of proximity when I noticing the
student becoming off task.

Transition: Great work! I would like for one partner to pick up the hula hoop
and bring it over to the sideline and the other partner to grab the ball and place it in
the basket on the sideline. Once you are done with that, get into groups of 4 and
wait by the B for further instruction. Ready, go!

Culminating Activity (8 minutes): Four Square Volleying (Cooperative Learning)

Students will be in groups of 4 with one playground ball. 4 squares will be made 5-8
feet long. Students will stand outside their assigned square. Serve the ball by
dropping it and hitting it underhand after the bounce. The server can hit the ball to
any of the other three courts. The player receiving the ball must keep it in play by
volleying with an underhand volley to any square. Play continues until one player
fails to return the ball or commits a fault. Faults include hitting the ball sidearm or
overhand, stepping in another square to play the ball, and catching the ball.
Cooperatively: students can make the game cooperative by counting the number of
volleys made your group before someone makes a mistake or commits a fault.
Students should aim to hit the ball so that the person will be in the best position to
contact it.
Competitive: Students can make the game competitive by changing force and
angles to travel for the ball; however, the volley must be underhand- no sides, no
overs.

Transition:
Awesome job playing four square boys and girls! If you have a volleyball, please
come place it in the basket on the sideline. Everyone else come and meet me at the
B

Closure (2 minutes):
Great job today everyone! Can someone please review the cues for the class?
Perfect! Can someone give me a strategy that helped them become successful
when volleying for accuracy and direction? Great! We are going to continue to work
on volleying so make sure to keep up the good work!

References:
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1054#.Vkjk_KTls5s

Graham, G., Hale, S., & Parker, M. (2013). Volleying and Dribbling. In Children moving: A
reflective approach to teaching physical education (9th ed.). New York, NY: Mayfield Pub

VOLLEYING: OVERHAND AND UNDERHAND

(Circle which ones apply)

FLAT HAND

MOVES BODY TO
BALL
FOLLOWS THROUGH
TO TARGET
Lesson Plan Template (DAY 5)

Name: Abby Mills Date: 11/16/15 Grade: 3rd

Focus: Volleying

Subfocus: Overhand and underhand volleying to targets

VA SOLs:
Motor Skill Development 3.1:
The student will demonstrate mature form (all critical elements) for a variety
of skills and apply skills in increasingly complex movement activities.
Social Development 3.4:
The student will demonstrate an understanding of the purposes for rules,
procedures, and respectful behaviors, while in various physical activity
settings
i. Explain the importance for rules for activities
j. Describe the importance of cooperating and work cooperatively with peers
to achieve a goal
k. Implement teacher feedback to improve performance
l. Describe one group of physical activity to participate in for enjoyment

Objectives:
Students will be able to successfully volley at targets while using different
forces and volley with a partner (psychomotor)
Students will be able to identify and define the cues (cognitive)
Students will be able to follow the rules and procedures set into place by
the teacher (affective)

Cues:
Flat hand
 Move body to object
Follow through to target

Assessment:
Observation of skills, Checking for understanding, and verbalizing volleying
cues.

Materials/Equipment:
20 pictures of critters
Duct tape
8 hula hoops
15 gator balls
15 pieces of fruit beanies
10 volleyballs
4 ball with holes
25 miscellaneous ball types
2 volleyball poles
1 volleyball net lowers
3 noodles
20 balloons
4 pop up baskets

Area Diagram:
See attached sheet

Instant Activity (5 minutes): Volley Tag

Set up cones to establish playing boundaries. Select 2 students to be the taggers and give
them each a noodle. Select 2 students to be the 'lifesavers' and give them each a foam ball.
Then have one of the 'lifesavers' and another student demonstrate volleying a foam ball 4
times in a row (this is how the 'lifesavers' will free a tagged or frozen student in the activity).
If a person is tagged, they must do jumping jacks until the lifesaver comes to their rescue.
When the lifesaver gets to the tagged person, they are to use the foam ball to volleyball
back and forth 4 times successfully. Once completed, the tagged person becomes the
lifesaver and the original lifesaver begins to do their locomotor movement around the gym.
When the music starts the students are .to perform a desired locomotor movement around
the gymnasium while avoiding getting tagged.

When the music stops, the students are to freeze in their place. The teacher will switch up
the taggers and the lifesavers.

CFU: what do the students with the noodles do? What do you do once you have
been tagged?

Transition: When I say go if you are a tagger, please place your noodle
near speaker. If you are a lifesaver, please place your foam ball in the hula-hoop on
the sideline. Everyone else, please make your way over to the B. Ready, go!

Introduction (2-3 minutes):

Hi boys and girls, welcome back! Today we are still going to be working on our
underhand and overhand volleying skills. Can anyone tell me the cues we learned
last class for volleying? Awesome job! We are going to continue to work on those
three cues today during our stations and other activities!

Transition: When I say go Find a partner. Have one partner grab a balloon
and both students find a space within the boundaries of the half court. Ready, go!

Content Development (10 minutes):

T1 (5 minutes): Balloon Tap (Direct Approach)
Students will divide up in pairs and will get a balloon from the hula hoop as they walk in. When
the music starts the pairs are expected to tap the balloon to each other without letting it touch
the floor. They must keep moving around the gym with their partners. If there is an odd number,
make a group of 3 or the teacher will be partner with the student.

Every minute the teacher will give the students a new challenge
1. Tap the balloon between each other while being really close with your partner
2. Take 2 steps back and continue tapping the balloon
 3. Try to see how far away you can get away from your partner and still be able to keep the
balloon off the floor
4. Now try to see how fast you can move around the gym and keep the balloon in play
5. Try hitting the balloon as hard as you can and see how long you can keep it in play
6. Finally get creative and use different body parts to tap the balloon

Individual Instruction:
Pre-control: These students movements will be chaotic and random. The
cues will be needed to be constantly reinforced
Control: These students will be able to apply the cues better in this activity
since the balloon will be slow to fall. These students movements will be more
intended and in sync with one another.
Utilization: These students will find this activity to be easy and will need to
use the extensions and challenges to keep them motivated. I will provide
more extensions and challenged for these students.
SSN: The student with autism can fully participate in this activity. I will use
pinpointing and proximity to keep this student on task.

Transition: Freeze, I am giving you 5 seconds to put your balloons back in the
hula hoop and meet me at the B. 5, 4, 3, 2, 1!

T2 (5 minutes ): Clean up the yard (cooperative learning)

Students will be split up into two teams by counting off by 2s.
You live in a very nice neighborhood with beautiful houses with pretty lawns. You
do a very good job of taking care of your lawn every day. You spend a lot of time
mowing the grass, trimming the bushes, and watering the plants. You and your next
door neighbor have an argument which leads him to start putting all of his trash on
your lawn. For this game the two teams will be competing against each other to see
who can keep their lawn the cleanest by getting rid of more trash than the other
team.

14-16 various balls will be used throughout the game. An even number of balls will
start on each side. The teams will use their underhand or overhand volley to get rid
of the trash on the other side of the net (lawn). The teacher will yell freeze every
minute to see who has the least amount of trash on their yard.

CFU: What do you do if you see trash (a ball) in your yard? How do you get the
trash to your neighbors yard?
 E1: Add more balls into the game
C1: have students toss up ball and forearm volley it over the net
Individual Instruction:
Pre-control: These students will be given bigger balls to ensure more surface
area for contact with the body when volleying. These students will struggle
with following the three cues every attempt, so the teacher will need to
continuously reinforce the cues.
Control: These students will need a bigger ball as well. These students
movements will be slightly more natural, rather than an accident. These
students will understand the cues a little more, but will still need
reinforcement.
Utilization: These students will find this activity to be easy and will need to
use the extensions and challenges to keep them motivated. I will provide
more extensions and challenged for these students.
SSN: All students should be able to participate in this activity.

Culminating Activity (16 minutes): 4 stations (task approach)

The class will need to be split up into 4 groups.
Station #1: Students will practice underhand or overhand volleying to targets on
the wall.
Students will stand on the poly spot and attempt to hit the creepy critter pictures on
the wall. Each critter is worth certain points (posted next to critter picture). Students
will practice their math skill by adding up their points after hitting the critters
successfully.

E1: Once a student has gotten to 20 points, they may take a step back and
restart their score.
Station #2: Students will volley a ball to their partner across the lowered volleyball
net.
The partner on the other side of the net will catch the ball and then volleyball back
to partner across the net.
5 different colored poly spots will be places on each side of the net in a straight line.
The partners will start on the poly spots that are closest to the net. Once each
partner has successfully volleyed at the spot 2 times, the partners will back up to
the next poly spot, etc.
 E1: Once students have completed all 5 spots, the partner who is catching
the volley will pick a colored poly spot to stand on and the partner who is volleying
must stand on the same color on their side to volley across the net. This will make
the volleying more randomized distances to practice the specific force needed for
different distances.
Station #3: Students will underhand or overhand volley into a hula-hoop.
One partner will hold the hula hoop at wait level while the other partner stand on
the poly spot. The partner on the poly spot will attempt to volley the ball into the
hula-hoop. After 10 tries, switch. Once both partners have gone, take a step back
and attempt 10 tries again.
E1: The partner holding the hula-hoop will move the hula-hoop to different
heights in order to challenge the volleying partner to successfully get the ball
in the hoop.
Station #4: Volleying in a line formation
Tape marks on the wall at a height of about 7 feet. Students will get in a single file
line behind t he first person facing the wall about 3-4 feet from it. The first person in
the line will contact the ball to the wall so that it contacts the wall above the tape
line. That person will quickly move to the end of the line, and so on. The objective of
this game is to keep the volley going.
E1: Have the line take 2 steps back
Transition: Freeze, please place your balls back into the basket at your
station and meet me at the B.

Closure (2 minutes):
You all did such an awesome job today! Thank you so much for giving me your best
effort. Can anyone raise their hand and tell me the cues for volleying? Great job!
Would someone like to come up and demonstrate the cues for the class? Wow,
thank you!

References:
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1056#.VklifaTls5t
Graham, G., Hale, S., & Parker, M. (2013). Volleying and Dribbling. In Children moving: A
reflective approach to teaching physical education (9th ed.). New York, NY: Mayfield Pub
Lesson Plan Template (DAY 7)

Name: Abby Mills Date: 11/18/15 Grade: 3rd

Focus: Volleying

Subfocus: Applying underhand and overhand volleying into dynamic

settings

VA SOLs:
Motor Skill Development 3.1:
The student will demonstrate mature form (all critical elements) for a variety
of skills and apply skills in increasingly complex movement activities.
Social Development 3.4:
The student will demonstrate an understanding of the purposes for rules,
procedures, and respectful behaviors, while in various physical activity
settings
m. Explain the importance for rules for activities
n. Describe the importance of cooperating and work cooperatively with peers
to achieve a goal
o. Implement teacher feedback to improve performance
p. Describe one group of physical activity to participate in for enjoyment

Objectives:
Students will be able to apply their overhand and underhand volleying into
dynamic settings by using locomotor movements (psychomotor)
Students will be able to demonstrate their knowledge of the cues (cognitive)
Students will be able to follow directions, rules, and protocols properly as
stated by the teacher (affective)
 Cues:
Flat hand
Move body to object
Follow through to target

Assessment:
Observation of skills, Checking for understanding, and verbalizing volleying
cues.

Materials/Equipment:

20 volleyballs
20 balloons
Rope
17 chairs
Floor tape
8 Carpet squares
10 hula hoops
10 jump ropes
40 poly spots

Area Diagram:

See attached document

Instant Activity (5 minutes): Deal or No Deal

This activity is based on the popular TV Show "Deal or no Deal". We have several
envelopes labeled by their type of exercise such as "push-ups", "jumping jacks",
"sit-ups, "mountain climbers", "jogging", etc. The teacher plays the roll of the
banker and offers a "deal" to a selected student or group regarding the # of reps for
a certain exercise. For example, the banker might say "I'm prepared to offer the
class 7 push-ups, deal or no deal?" The student/groups either takes the deal by
picking up the "deal" poster and does the 7 push-ups or chooses "no deal" by
picking up the "no deal" poster. If they choose the "no deal" sign, the banker opens
up the envelope for push-ups to see what number is on the index card. This # may
be larger or smaller. That is how many reps the class must do. Then the banker
moves on to a new exercise and repeats this process over again. We have between
10-12 envelopes of activities and change the index cards each day!

Transition: Great warm-up! Can I have everyone meet me at the B on the

count of 5? 54321

Introduction (2-3 minutes):

Hi boys and girls! Today is the last day of our volleying unit! I hope you all have
enjoyed learning and improving your volleying skills throughout these last few days.
I have seen so much improvement and I am so impressed. Make sure we keep
working hard and end our unit on a good note! Can someone who hasnt come up
yet, come up and demonstrate the volleying cues for the class? Great job! Since it is
our last day we are going to apply all of the skills we have learned into some
dynamic settings such as small sided games.

Transition: I will split students into groups by counting off. Get into your
groups and find an open space. Designate one person in the group to come and get
a balloon.

Content Development (Time):

T1 (7 minutes): Keep it up (Convergent Guided Discovery)

Have students form into groups of three/four. The groups then need to choose a ball they
would like to volley between them. After they find a good safe playing space in the activity
area they are to have one student start the activity either by volleying or tossing the ball to
another group member. From then on their task is to try to keep the ball in the air. They
must use either bumping or setting skills that they have previously practiced in class.
Students can hit the ball twice in a row if they want. If the ball hits the floor they start again.

E1: students can switch from a balloon to a volleyball in too easy

 C1: students can count how many they can get in a row before
dropping it
Individual Instruction:
Pre-control: These students will be grouped together. I will need to keep
reinforcing the cues throughout the activity by giving lots of specific
feedback.
Control: These students will be grouped together. These groups will most
likely move on to the extension fairly well.
Utilization: These students will find this activity to be easy and will need to
use the extensions and challenges to keep them motivated. I will provide
more extensions and challenged for these students.
SSN: All students will be able to participate. The student with autism will need
more reinforcement of cues and goals of task to stay on task throughout the activity.

Transition: Great job boys and girls! If you have a balloon, please place it on
the sideline and everyone else meet me at the B

T2 (8 minutes): Volleying over a low net (Convergent Guided Discovery)

Several small nets will be set up around the gym. Students will get with a partner
and grab a volleyball or a balloon (depending on their GLSP). You all have practiced
the underhand and overhand volley against the wall and over a line on the floor.
Now you are going to use those same skills to volley over this net with your partner.
The server (the person who starts with the ball) will bounce the ball one time and
then send it over the net with the underhand volley. The partner across the net will
volley the ball back over the net and so on.

E1: Make the net higher by moving the chairs back father away from
each other
C1: Count how many times you and your partner can successfully
volley before letting the ball hit the floor.
Individual Instruction:
Pre-control: These students will be advised to continue to use the balloon in
order to increase success rate. The teacher will need to provide constant and
specific feedback
Control: These students will be advised to use a volley trainer ball. These
students will be more likely to reach the extension part of the lesson. These
students will still need feedback.
Utilization: These students will find this activity to be easy and will need to
use the extensions and challenges to keep them motivated. I will provide
more extensions and challenged for these students.
 SSN: Student with autism will be paired a student who is at the utilization
level of volleying to help encourage and provide positive, specific feedback.

Transition: When I say go If you have a ball or a balloon, please come

place it over by the sideline and return back to your spot to help your partner. Other
students will need to fold up the chairs and bring them over to the sideline. Ready,
go!

Culminating Activity (Time): Obstacle Course (Convergent Guided Discovery)

Once the course is set up and explained, the class pretty much runs itself.
Challenges in the obstacle course can require a student to use a number of different
volleying skills. It may be helpful to provide a number of different objects to volley
in order to allow for differences in skill development.
*See diagram below for obstacle course set up*
Transition: Freeze, if you have a balloon or a ball can you please place it in
the basket on the sideline and meet me at the B. Ready, go!

Closure (Time): You all did such an awesome job with volleying this unit! Can
everyone stand up and go through the cues with me one last time? What are some
strategies that helped you be successful at volleying? Great! Thank you all so much
for working so hard this unit! Our next unit will focus on throwing!

References:
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1057#.VkqwNKTls5s

Colvin, A., & Markos, N. (2008). Teaching the nuts and bolts of physical education: Ages 5 to
12 (2nd ed.). Champaign, IL: Human Kinetics.

Graham, G., Hale, S., & Parker, M. (2013). Volleying and Dribbling. In Children moving: A
reflective approach to teaching physical education (9th ed.). New York, NY: Mayfield Pub
 Advocacy for Unit
Dear Parents and Guardians,
Over the next few weeks, your child(s) will be learning about volleying!
I am so excited to be teaching your child(s) such an awesome skill that they
will be able to transfer into sports such as volleyball. There will be 7 days for
this lesson and each day we will progress up to playing small-sided volleying
games and activities on the final day. Your children will be learning about the
3 cues for overhand and underhand volleying. It is important that you, the
parent or guardian, encourage your child(s) to continue to work on improving
his or her volleying skills at home since we only have 7 classes to practice. If
your child(s) is more comfortable with the skill when the unit is over, they
will be more likely to continue to practice this skill throughout their life.
When your child is overhand or underhand volleying you want to make
sure that they are following the cues. First you want your child to have a flat
hand or hands. Next you want your child to move their body to the ball.
Before your child is about to contact the ball, you want to make sure that
they are balanced on two feet and their weight is evenly distributed. You
child must next make the decision of whether to use the overhand volley or
the underhand volley. If the ball is approaching your child above their belly
button, they should use the overhand volley. If the ball is approaching your
child below their belly button, they should use the underhand volley. Once
your child has contacted the ball, they need to follow through. You child
should follow through towards the intended target.
Cues:
1) Flat Hand
2) Move Body to Ball
3) Follow Through to Target
Thank you for all of your help! Keep encouraging your child(s) to exercise
and eat healthy to promote a healthy lifestyle!

Thanks,
Mrs. Mills
 References
Colvin, A., & Markos, N. (2008). Teaching the nuts and bolts of physical
education: Ages 5 to 12 (2nd ed.). Champaign, IL: Human Kinetics.
Graham, G., Hale, S., & Parker, M. (2013). Volleying and Dribbling. In Children
moving: A reflective approach to teaching physical education (9th ed.).
New York, NY: Mayfield Pub.
Knowing Third Graders. (2011). Retrieved November 18, 2015, from
https://www.responsiveclassroom.org/sites/default/files/ET3intro.pdf
Owen Wilson, L. (2015). Three Domains of Learning - Cognitive, Affective,
Psychomotor - The Second Principle. Retrieved November 18, 2015,
from http://thesecondprinciple.com/instructional-
design/threedomainsoflearning/
Physical Education. (n.d.). Retrieved November 18, 2015 from
http://www.doe.virginia.gov/testing/sol/standards_docs/physical_educat
ion/index.shtml
Volley. (n.d.). Retrieved November 18, 2015, from http://www.merriam-
webster.com/dictionary/volley
3-5 Lesson Ideas: Volleying. (n.d.). Retrieved November 18, 2015 from
http://www.pecentral.org/lessonideas/searchresults.asp?category=52