Springfield College Daily Lesson Plan

Name: Ben Burdick/Aarin Feliz Date: 2/27/17 Time:9:12am-9:59am

School: Agawam High School
Lesson #: 3/4
Facilities: Gymnasium/Multipurpose room
Class Size: 55 Grade: 9-12
Unit/Theme: Volleyball Generic Level: Utilization
Equipment: Volleyballs (30), Regulation sized Volleyball Nets (5), Speaker and music (1)
Focus of Lesson: Reinforcing bumping and setting, then transitioning to a modified
game of volleyball.
Student Performance Objectives (SPO): (National # ; MA CF # ;
Task/Activity # )
By the end of the lesson, students should be able to:
(P) Demonstrate 4 of the 5 key points associated with bumping and setting during the modified
game. (National # S1.H3.L2; MA CF #2.17; Activities # All)
(C) Explain when it is appropriate to either use a bump or a set during a volleyball game when
asked by the teacher during lesson closure. (National# S2.H1.L1; MA CF# 2.17; Task/Activity#
lesson closure)
(A) Use clear communication while working with their peers to promote positive group dynamics
throughout all the activities. (National# S4.H2.L1; MA CF# 2.26; Task/Activities# All)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
1. Provide clear and concise instruction to avoid any confusion students have about activities.
2. Reiterate social and performance behaviors as well as safety during each mini closure.
3. Create a positive learning environment by constantly providing positive specific and corrective
specific feedback to students during each lesson.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
1. Be aware of the volleyball nets and poles so no one trips or falls into them.
2. Keep your head up and be aware of your personal space so you dont get hit in the head by a
passing volleyball.
References: (include page # and/or actual web site address)
National Standards & GradeLevel Outcomes for K-12 Physical Education. SHAPE America
(Society of Health and Physical Educators). (2014). Champaign, IL: Human Kinetics. (Pages 56-
59)

Darst, P. W., Pangrazi, R. P., Brusseau, T. A., & Erwin, H. (2015). Dynamic
physical education for secondary school students (8th ed.). New York: Benjamin Cummings.
Pg:N/A

TIME SEQUENCE OF LESSON ORGANIZATION

0:00- Changing Time: Students will have 6
6:00 minutes to change into appropriate P.E. attire.
Attendance: Cooperating teacher will take
6:00- attendance.
8:00
Transition: Students will walk over to the
8:20- baseline under the basketball hoop. T T
9:00
xxxxxxxxxxxxxxxxx
Introduce Ourselves: Good morrow class, xxxxxxxxxxxxxxxxx
9:00- my name is Mr. Feliz. Good morning xx
9:15 everyone, my name is Coach Burdick.

Establish a Meeting Place: Class this is

where we will be meeting for our next 2
classes.
Signals: When the music stops, I ask that
you put any equipment you have down and
listen for further instruction. You may begin
activity when the music starts. If at any point I
9:15- feel as if someone is the class is misbehaving
11:00 or for safety reasons I will blow my whistle.
Lesson Purpose: Today we will be
reinforcing our bumping and setting skills
used in volleyball. Does anyone remember
from last friday what the difference between a
set or a bump? After a quick review of the
skills we are going to jump into a modified
volleyball game.
Informing: A bump is used when the ball is
below your head. It is used as the first touch
to receive a serve or return.
A set is used to get the ball close to the net to
assist a spiker for the kill.
11:00- Address Safety: Students must be aware of
12:00 their surroundings since during activities,
there will be other students around them.
Students must be aware of the nets that are
up and the bleachers that are around the
perimeter of the gymnasium. Students need
to take proper care of the equipment and use
the equipment for its intended purpose.
 Warm Up:
Student Lead Warm up: Students especially
in Aarins class have done the warm up with T
him before, so a student can lead the warm
up if they are comfortable doing so. XXXXXXXX
12:00- Students will be performing the warm up X X
15:00 created by the P.E. teachers at Agawam. The X X
warm up consists of; X X
-a 2 minute jog around the gymnasium (two X X
people jogging next to one another, two XXXXXXXX
people leading the group and having students
fill in behind them) T
Have the students spread out, find open
space and be at least arms length apart to
perform the rest of the warm up.
-10 push ups (if students cant do a pushup
they have to try and hold the position as long
as they can until the other students get to 10
pushups)
-10 crunches
-10 3-count Jumping jacks

Transition: Students will meeting place on

the baseline under the basketball hoops, and
listen to instructions.
15:00-
15:20 Key Points:
Setting: (Ben will explain in his activity to
the entire class before splitting up)
-When volleyball is above the shoulders
-Knees bent
15:20- -Eyes on the volleyball: Track it
17:00 -Athletic stance: Feet shoulder width apart
-Bent elbows (extend when ball is
approaching hands
-Use fingertips to push the ball up in the air
Bumping: (Aarin will explain in his activity
to the whole class before splitting up)
-When volleyball is below the shoulders
-Knees Bent
-Eyes on the volleyball: Track it
-Athletic Stance:
 -Make a fist with one hand, cover it with the
other and put thumbs next to one another
-Extend Arms out
Activity 1:
Setting: (Ben will be teaching his class
setting first)
Students will be split in half and one group
will be on one side of the gym and the other T
will be on another side, going over setting a xx
volleyball in a progressive manner. The
17:00- teacher will go over the key points associated x x xx x x
20:00 with their respective skill.
Student Demo: Teacher will coach a pair xx x x x x x x
through the key points and how to perform
setting. xx xx xx xx x x
-Sub Activity 1: Students will try to rally the
volleyball by setting it back and forth to one
another. T
Motivational Objective: Try to keep the ball in
the air, try to get 10 rallies in a row.
Extension Up: Move farther away from your
partner.
Extension Down: More closer together.
Questioning: Are we keeping our athletic
stance? What happens if we dont extend our
ams above our head?
Sub Activity 2: students will pair themselves
up with another group and try to rally the
volleyball for as long as possible. However,
students may not set the volleyball twice in a
row until everyone in the group has set the
ball. Then whoever started the set can pick a
new student to set the ball to the second time
and eventually third and so on.
20:00- Motivational Objective: See how long the
23:00 students can keep the ball in the air. Try to
make through 3 rotations
Extension Up: Move farther back from each
other.
Extension Down: Move closer together,
smaller, controlled passes.
Questioning: How should we be keeping
ourselves safe from bumping into each other?
 Are we keeping our eyes on the ball?
Activity 2:
Bumping: (Aarin will be teaching his class
bumping)
Students will be going over setting a
volleyball in a progressive manner. The
teacher will go over the key points associated
with their respective skill.
Student Demo: Teacher will coach a pair of
23:00- students through the key points and how to
26:00 perform bumping.
Sub activity 1: students will try to rally the
volleyball by setting it back and forth to one
another.
Student Demo: Teacher will coach students
through rallying bumping a volleyball.
Motivational Objective: How many times can T
you and your partner go back and forth xx
without the volleyball hitting the ground?
Extension Up: Students will be able to move x x xx x x
side to side trying to bump the ball. Or
change levels; trying to bump the ball at a xx x x x x x x
lower level by their knees.
Extension Down: Students will be trying to xx xx xx xx x x
see how many times they can bump the
volleyball to themselves. T
Questioning: What do you have to be aware
of when bumping to a partner so that they
can bump the volleyball back? (keep the
volleyball below shoulder level.)
Do you just wait for the volleyball to hit your
arms to bump or do you try to get ready and
have your arms moving as the volleyball is
approaching?
Sub Activity 2: Next, students will pair
themselves up with another group and try to
rally the volleyball for as long as possible
using both bumping and setting. However,
students may not set/bump the volleyball
26:00- twice in a row until everyone in the group has
29:00 set the ball. Then whoever started the set can
pick a new student to set the volleyball to the
second time and eventually third and so on.
 (Used for when students have already
finished learning setting with Ben).
Student Demo: Teacher will coach a group
through the activity.
Motivational Objective: Which group can get
the most rallies?
Extension Up: Have the group of students
take 2 steps back and perform the activity.
Extension Down: Have the students take 3
steps in closer and perform the activity
Questioning: Keep in mind the skill cues and
make sure we are keeping an athletic stance
at all times.

Transition: All students will come back

together as one class and get into their
respected teams and wait for instructions.
29:00- Ben will go over underhand serving briefly
30:00 Key Points:
-Non dominant hand holds volleyball with
palm facing up
-Same side leg as hand holding the volleyball
is forward while dominant hand and
corresponding side leg are staggered behind
(to comfortability)
-Dominant hand, make a fist, wind up behind
the volleyball and simultaneously release the
volleyball from non dominant hand and strike
under the ball with just enough force using
the end of the palm.
Activity 3: Modified Volleyball game
Students will be in their respective teams
already. The purpose of the modified game is
to have students use the skills they have
learned and apply them in actual game play.
30:00- Teams will be separated amongst the gym.
44:00 Each pair of teams will have 5 minutes to play
against one another. Then teams will rotate to
their right after each game. The goal is to
focus on the skills, not the points being
scored; however, the rules of the game still
apply
Motivational Objective: How long can both
teams rally the volleyball back and forth while
following the rules?
Extension Up: if both teams want to be
competitive, they both must agree to keeping
track of scoring.
-There are only 3 hits allowed on each side
before the volleyball must go over, following
the same 2:1 ratio.
Extension Down: Students may stay in their
teams and go over rallying in a circle.
-Teams may be given a slightly bigger
volleyball (if there are any) -Students
-Teams may just focus on getting only 1
bump and 1 set before the volleyball must go -Volleyball nets
over, keeping the maximum number of hits
per side at 5.
Questioning: Which teams used
communication while playing?
-What worked well for each team and why?
-What did not work well for each team and O- Students
why? ____ - Volleyball nets
-As a team and individually, what can you do
to improve for the next round?
Rules:
-Volleyball out of bounds
-Minimum of a 2 to 1 ratio of each skill must
be used before the volleyball goes over the
net. (example, 2 sets and 1 bump, or 2
bumps and 1 set).
-There is a maximum of 5 hits per side
-A underhand serve must be used to start
gameplay
-there will be no kill/spikes allowed at all
-If the volleyball hits the ground, and/or goes
out of bounds, and/or a team does does not
meet the 2:1 ratio criteria, the volleyball goes
to the other team.
-After each serve, each member of the term
will rotate clockwise. (for teams consisting of
5 players, the player in the middle will move
to the front position furthest from the server,
the individual who was next to the server in
the back will move to the middle).
 Transition: One person per team brings the
volleyball back to where it belongs. All the
other members of the team can meet back at
44:00- the activity area.
45:00
Closure:
(P) 3 students will demonstrate the following
sequence of effectively getting the volleyball
over the net. Starting off with a proper serve
then implementing a bump, followed by a set.
(A) Which teams used communication while
45:00- working with teammates to promote positive
end group dynamics?
(C) Students will fill out the assessment sheet
with their teammates.

Changing time: Students will have 6 minutes

to get changed.

Name:_______________________

Objective: With your team, answer the following questions together.

 Bumping and setting a volleyball

Setting Bumping

1. Name at least 4 of the 5 key points for bumping.

2. Name at least 4 of the 5 key points for setting.

3. When is it appropriate to use bumping in a game? When would you use setting in a game?
How do the two skills differ? Explain.