Lesson Plan

TIME

(min’s)

TASK DESCRIPTION

(Brief description; use bullet points if needed)

ORGANIZATION

(Students & Equip; where are they, what are they doing in each phase of the lesson)

KEY INSTRUCTIONS

(Learner cues; each phase may call for different cues)

5

Instant Activity/Warm-up: (Brief description)

As class enters gym—each student looks on white board for team assignment—same team for entire VB unit, student job assignment—different every lesson (equip mgr, coach, referee, players), puts on pinnie vest of team color, chooses jump rope, goes to VB court assignment, and begins jumping with rope- any jump rope skill—student choice; each team equipment manager gathers ropes and returns them when time is up; referee takes roll; teacher will walk around and find out who is absent during warm-up.

VB Courts (6) are set up; white board with team assignments is set up before students come into gym from locker room; jump ropes and pinnie vests placed near the white board (near locker room doors), balls are in cart centrally located in gym

GPAI and lesson objectives are on the white board

Read the board! Get a rope! Know your team job! Put a pinnie on! How do you choose a proper sized rope? Keep jumping all 5 minutes! Criss/cross! Good!

Freeze! Equip Mgrs! Return the ropes!

N/A

Set Induction (Motivation): (How you will introduce the lesson; motivational techniques to get students excited)

Show a recent Olympic VB highlights on the PPT projector during warm-up

Olympic match-- VB Highlights https://www.youtube.com/watch?v

=zbkAF93qW5k; turn on PPT projector as students walk in gym

Watch the highlights! What the rest of the VB team do when other team is attacking! Where are the other players?

5

Guided Questions (Cognitive): (need 3 higher order questions)

1. What VB tactic(s) did you see in the VB Highlights?

2. We’ve been practicing the attack/spike. Tell me one critical element of the attack/spike?

3. Think/Pair/Share—What critical element of the attack/spike do you need to still work on today?

Teacher—Toward the end of this lesson, I will be assessing each of you on your passing ability and how you work together as a team with the GPAI (on PPT Projector screen) Go over all points of the GPAI.

Today—focus in on moving to the ball, keeping head up and watching the ball into your arms/hands (see Refinements phase)

Students: in circle near you in the middle of the gym

After questions, coaches stay; other team members to their assigned court; equip mgrs gather about 3-4 balls; take these to their court; everyone else go to team courts and practice bumping/setting

Hustle! Come to me! I like how fast you are getting here! Super! We will have more time to play!

AFTER QUESTIONS—

Coaches, stay here!

When I say “USA”- Equip Mgrs get 3 or 4 VBs and go to your assigned court, everyone else will go straight to your court! Practice bumping, setting with a partner using the Bump/Set Drill.

Ready? USA!

15

Informing Task: (Major Lesson Task; brief description)

Setting up the Attack Drill: Coaches get instructions from teacher on how to set up the attack drill and then will go to their teams and “coach” their team with the drill; EMPHASIZE SAFETY!! Referee needs to intervene/make call on any close calls or behavioral issues with team members.

(See illustration below lesson phase/plan chart; divide each court into half lengthwise-red line; two teams on a court)

Drill involves the following assignments—1 bumper, 1 setter, 1 attacker/spiker, 1-2 shaggers, 1 server (throws the ball to the bumper);

Rotate after 5 tries (see Drill Rotation in Organization column);

Server executes a “serve” (really a throw from the server on other side of net) to the bumper;

Bumper passes to the setter,

Setter passes to the attack area (see blue X on illustration below),

Attacker/spiker attempts to spike the ball,

Shaggers take turns “shagging the ball” and returning it to the server.

Coaches and teacher in middle; once coaches understand the daily instructions, they go back to their teams; set up the attack drill

Teacher—walks around; facilitates learning; gives feedback; maintains classroom management

Drill Rotation —Server goes to Bumper; Bumper goes to Setter; Setter goes to Attacker; Attacker goes to Shagger; Shagger goes to Server

EMPHASIZE SAFETY!!

I like how Team 1 is already doing the drill correctly!

Nice serve! Make sure it goes right to the bumper!

Nice, easy, and high!

Slow it down if you need!

Catch the ball if you need to and then bump it to the setter.

Nice attack! You got really high that time!

Flat hands for the spike! Snap the wrist!

I like how Team 3 is rotating quickly!

N/A

Extensions: (making the lesson task harder or easier; minimum of 2; one harder, one easier)

1. Adding a blocker (one shagger becomes the blocker)—(harder)

2. Allowing one of the passers to catch the ball rather than bumping or setting (easier)

Same as above- teams at assigned courts; teacher walking around giving feedback

If your team is doing well, one of your shaggers can become a blocker now…

If you can’t execute a good pass, catch the ball and toss it to yourself for a good pass. Slow the drill down!

N/A

Refinements: (making the lesson task “more fine”; refining critical parts of the skill/task; minimum of 2)

1. Focus on moving to the ball

2. Focus on keeping head up/watching the ball

Same as above

Move to the ball!

Watch the ball!

Keep your head up!

Watch it into your arms/hands!

15

Culminating Activity: (fun activity/game based on lesson focus/objectives)

Out of 10 drill attempts, how many did your team complete successfully?

Keep going until teacher give “Freeze” command.

Same as above

I am watching everyone! Do your best! Keep playing!

FREEZE!

Which team had at least 5 out 10? Six? Seven? More?

N/A

Assessment(s): (based on the objectives; measure learning)

While teams are executing the Culminating Activity, using the GPAI (see attached), teacher will assess each student on both passes. (Psychomotor objective)

Same as above

Same as above

Diverse Learner: (Describe one (1) diverse student who may need lesson accommodations-what is the situation—ADHD? Developmental disability? Gifted at the lesson activity and needs to be challenged? How will you accommodate the lesson for this student?)

Developmental Disability—Steven is in a wheelchair; he will roll around his court during warm-up; everything else will be the same as other students except when he is the attacker—he can either spike it (from the wheelchair) or bump the ball over the net; teaching assistant will help supervise Steven for safety issues.

ADHD—Ava will work with a partner who she gets along with/who will help her; teacher will check Ava periodically to keep her on task.

Gifted—Maria is on a club VB team; Maria will still be assigned a team, but during the informing task, she can work on conditioning or on specific skills she may need to improve on; Maria can help give feedback to teams toward the end of the informing task time. Maria’s team will get assessed first and then can walk around giving feedback while the teacher completes all assessment.

N/A

N/A

3-5

Closure and Review/ Homework : (review questions; connected to objectives; need at least 3)

1. Thumbs up/Thumbs down—Close your eyes… How did your partner/teams cooperate? (Hopefully all will have their thumbs up; if they don’t, privately ask students who put their thumbs down why)— (Affective objective)

2. Who can tell me what your team did in order to be successful when executing the drill?

3. How do you work with your team or what do you do to motivate them to be successful?

EXIT TICKET—Using an index card or half sheet of paper—write your name on the card/paper and list three critical elements or parts of the drill that you have to do to perform a very good attack. (Cognitive objective)

Equip Mgrs return balls to cart; everyone else in the middle of gym around teacher sitting with teams.

EXIT TICKET—Equip mgrs. get golf pencils and cards/paper from location near teacher; hands them out; questions on PPT projector. As students walk to locker room, they turn in their exit ticket to centralized spot (on a table near the teacher or near the white board).

Return balls to cart!

Come to me! Quick!

Team 2 was the first to get to me! Good job!

Equip Mgrs! When I say “Cooperate” come get pencils and cards, then give out one of each to each team member. Ready? “Cooperate!”

Look at the screen… 3 critical elements to perform a really good attack. What did you do that was critical today that helped set up your team for a high quality attack. Think before you write. Do your best! Write clearly! Make sure your name is on it. When you are finished, turn it in and get dressed out.