Central CT State University Physical Education Lesson Plan

Created by: Brendan Elliott Date: April 13th, 2017

Unit topic: Volleyball

Key skill(s) or concept(s) for this lesson: Setting with self and peers.

Grade level: 4th

Lesson #: 1

Specific provisions for safety: Keep proper personal space, if the ball is over your head look
before you run after it, dont touch equipment until instructed to do so.

Equipment needed: Volleyballs, polyspots, buckets

References:

Learning Nat'l Com. Objectives Assessment Strategies When?

Domain Stand Core
.
SWBAT demonstrate the proper set of a Teacher Observation of
Psychomotor

IA
volleyball by using the setting cues most student using cues.
Making a window LF
1 of the time while passing to a partner
with hands.
during the lesson focus as noted by Watching the ball CA
teacher
SWBATobservation.
identify the correct cues for Teacher Q+A.
into the window.
Cognitive

IA
setting all of the time by answering What is the first step
to setting? (make a LF
2 questions throughout the lesson as noted
window with hands)
by teacher Q+A. What is another step CA
SWBAT display positive social behavior Teacher observation.
IA
Affective

by working cooperatively with partners Positive

communication LF
4 and demonstrating good sportsmanship
No put downs
100% of the time as noted by teacher Respect for peers, CA
observation.
Initiation: Good afternoon everyone! I hope you are all having a great day so far. Today we are
going to be working on our setting. Now the set is something we use when the ball is above our
head. To set the ball we need to do a few things. First is we are going to make a small window
with our hands. We are then going to look through the window and watch the ball fall onto it. We
are then going to open the window and push the ball up. Throughout all this we want to make
sure we have a balanced stance and our knees are slightly bent. We also want to make sure that
we keep our feet planted on the ground and our bodies under control. Lets all try now.
Introductory Activity

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 Central CT State University Physical Education Lesson Plan

(Time allotted- 5-10 minutes)

Description of learning tasks: 1) Organizational diagram(s):

Have students grab a volleyball and
find a self-space around the gymnasium X X X
floor.
Have students use the proper setting T X X X
cues to self-set.
X X X
Have students select a goal number to
reach of how many times they can set it X X X X
to themselves. X X X X
Tell students to try and set it higher in
the air as they feel more comfortable
X = Students
with setting. T = Teacher

2) Instructional cues:
Make a window with hands.
Look through the window.
Open the window pushing the ball.
Bend knees.
Lock elbows.

3) Questions to ask:
Who was able to set the ball to themselves
once? Five times? Ten times? Twenty times?
What was one of the cues you used to be
successful?

Differentiated Instruction:
Simplified
- Have students set the ball up then catch it on the way down and repeat.

Challenge
- Give students a target number to reach of self-sets.

Accommodation: Adapting for Special Needs

- If a student is visually impaired give them a ball that has a noise maker inside.

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Lesson Focus
(Time allotted- 10-15 minutes)

Description of learning tasks: 1) Organizational diagram(s):

Get students into partners. X X X X X X X X
Have one partner at one polyspot and
the other partner on the opposite side on
the other polyspot. X X X X X X X X
Have students set back and forth with
their partners using the setting cues 2)Instructional Cues:
discussed. 1) Make a window.
2) Look through the window.
3) Open the window.
4) Bend Knees.

3) Questions to ask:
How many of you were able to complete two sets
between you and your partner? 5? 10?
What were the important cues you used to set?

Differentiated Instruction:
Simplified - Have one partner toss the ball to their other partner who will then set it
back to them to catch. Then switch roles.
Challenge Give students a certain number of sets to try and complete with their
partner.
Accommodation: Adapting for Special Needs
- If you have a student in a wheelchair you can have all partnerships do this sitting
down

Culminating Activity
(Time allotted- 5-10 minutes)

Description of learning tasks: 1) Organizational diagram(s):

Students will be split into two groups. X X X
Each team will have three volleyballs O (bucket)
and a basket or bucket. X X X
Each team will put the ball in play, and
X X X
then volley to one another using a set.
O (bucket)

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 Central CT State University Physical Education Lesson Plan

X X X
When each player has played the ball
twice, without the ball dropping, the 2) Instructional cues:
team can place that ball in the bucket. Setting
They will then put the next ball into -elbows high.
play. -make a window with hands.
-look through the window.
The first team to have all three of their
-open the window.
balls in the bucket will win the game. -bend knees.

3) Questions to ask:
-What cues were important to making a good set?
- Was it more difficult to work in a larger group?

Differentiated Instruction:
Simplified-use a larger ball to make volleying less difficult.

Challenge-increase number of touches, space players further apart.

Accommodation: Adapting for Special Needs

-students in a wheelchair or with other movement limitations can be the player to start the volley
by throwing the ball to another team member.

Closure: Great job today class! I saw a lot of us improve not only our accuracy, but our setting
form as well. Turn and talk with a partner about what the cues for setting were? Can someone tell
me one of the cues? Another person tell me another cue? Nice job today class, next time we are
going to be working on bumping. Have a great day!

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Reflective lesson analysis:

This lesson was very eye opening. Going into the lesson I was really expecting the students to be
better at setting than they were. Because of this I had to change my lesson around. I had a
culminating activity that I had planned for the students, however, because they were not as
proficient in setting as I thought they would be I had to scratch the activity so they could have
more time to refine their skills. I thought that I did a really great job in the beginning of the
lesson. There were about 5 or 6 students that walked into the gymnasium late and I stopped what

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 Central CT State University Physical Education Lesson Plan

I was talking to the students about and greeted them and then restarted my thought process
again. I thought my explanation of the cues for setting was very successful. The students did a
really good job during the intro activity in using the cues that I taught them. A lot of students
were definitely getting better at their setting. During the lesson focus I had students pair up and
work on setting with a partner. I was so caught off guard because the students really had trouble
just tossing the ball to their partner to start the setting back and forth. Students were tossing it
over their partners head or tossing it on a line drive so the student receiving it really had trouble
setting it back. The lack of ability to toss it to their partner to start the setting caught me off
guard a lot and I had to stop the lesson focus once to try and explain to the students the type of
toss they needed to do. I also I had to stop it again and move the students closer to one another.
Changing up the lesson focus so many times and trying to continuously improve it so the
students could be more successful with their setting caused me to run out of time to do the
culminating activity. Overall the lesson really opened my eyes to teaching volleyball in the
future. Ms. Hyde even explained to me after that she faced the same problem when teaching
volleyball about how much the students lack in ability to just toss to one another.

Revised: June 2014