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Lesson Plan Design

Subject: PE Grade: 9th Lesson Topic: Introduction to Volleyball
Candidate’s Name: Tony Sunzeri ID # 006575674
Site Supervisor: Julie Cain NU Supervisor: Sharon Rielli
Date: _______11-6-13______________________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
Rationale:
9th Grade Physical Education. CA Content standard 1for HS The goal is to make a connection with
course 2 “Individual and dual sports” activities providing every student in the class and find out what
foundation for High School instruction. the students enjoy while they are in the
gymnasium.
Students will demonstrate knowledge of and competency in The rationale being to teach students the
motor skills, movement patterns, and strategies needed to fundamental technique, safe practices and
perform a variety of physical activities in team sports, proper mechanics specific to the sport of
specifically the sport of volleyball. Volleyball while implementing proper
etiquette in the gymnasium.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Rationale:

Basic fundamentals of the sport of volleyball including
proper bumping, setting and serving techniques. The
mastery of the sport for this unit includes knowledge of what
the rules of rotation and scoring are as well as numbering
system to determine bump and set after serve.
I will measure the mastery of the outcome
by way of direct instruction, subjective and
objective observations and how well the
spiral is thrown and caught utilizing proper
technique.
To create bridges from past learning, I will
discuss relationship between passing a
basketball and the differences made when
passing a volleyball. The tennis lesson also
helped draw connections for net sports.
The lesson will be student centered,
focusing on the needs of the students, and
not my own. We will have an individual
bumping and setting the ball to group
 members in small groups of 5.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

In order to determine students’ abilities to achieve the learner
outcome and prescribe instruction accordingly, I will ask the
students if they enjoy watching volleyball matches in person
or at the beach. If so, I ask why. We will link what they see
on tv and in person to their capabilities and scaffold
accordingly. I will then ask for a show of hand s from
anyone who has played volleyball at the beach or in an
organized fashion. I will ask if any students aspire to be a
part of the high school volleyball team and pass along their
information to a coach on campus for recruitment.
Rationale:
Determining familiarity with the sport will
gauge the activities direction, and will
evolve as we move along in the lesson. For
instance, if the class is made up of 5% of
students who have ever played any type of
volleyball and are completely unfamiliar
with the sport, I will start with the very
basics of proper upper and lower body
positioning for bumping, setting and
serving with their arms together for bump,
hands overhead and spread apart slightly
for bump and proper contact with the heel
of the wrist during the serve in conjunction
with proper pendulum movement of the
hitting arm. I will take into consideration
students with special needs, English
language learners and all levels of abilities.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

Adaptations for students with special needs such as students
who are in a wheelchair will be done. For instance, not
requiring them to walk while they pass or set and letting
them catch the ball before they attempt a hit over the net. If
a student is an English Language Learner, a translator will be
utilized if my knowledge of the language will not suffice.
High achieving students will be paired with similar abilities
as will low achieving students after proper mechanics and
technique have been taught.
Rationale:
By pairing students with differing abilities
to begin with, the high achieving students
can provide additional assistance to low
achieving students.
Students with special needs will be
encouraged to try different sports and
succeed, which will build self-confidence.
In order to hold all students attention, I will
have the lessons be split into instructional
time of no more than 3 minutes and each
sub-lesson be 5 minutes maximum as well
as make the transition of activities seamless
and smooth with no wasted time so
students don’t get bored or sidetracked.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Rationale:
Resources will include a net with poles to support it and Varying the materials will lead to safe
volleyballs certified by the AVP. I will also have foam practices in the lesson.
volleyballs for students with special needs or ones needing
extra assistance.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Rationale:

Check for Understanding:

I will utilize both direct and indirect instruction, explain,
model, demonstrate and check for understanding. I will
model proper technique, stance, and form for bumping,
setting and serving a volleyball, and will ask for
understanding through informal question and answer
sessions.
By modeling the unit, the students can
observe proper mechanics and proper
technique. I will walk around afterward
and use a scoring rubric to observe safe and
proper practices. Asking questions will
help me to check for understanding.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Check for Understanding:
As I move about the gym, I will check for understanding by
both asking the students if they think they are doing it right,
then correcting and by demonstrating proper technique.
Rationale:
Guided practice and collaborative practice
gives me multiple perspectives on the
lesson and the subsequent success there in.
Checking for understanding by asking
questions and moving around the gym and
engaging with every student will help me
organize the lesson in the future by
adjusting tactics. Re-teaching is important
to gauge the progress of the lesson and
confirm understanding before moving on to
the next progression of the unit.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Check for Understanding:
To support the learning outcome, independent practice is
necessary. This will be done in partners of five, one who
stands in front of the other classmates in the group and
bumps it back and forth until it hits the floor, then the group
rotates.
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Assessment and evaluation will be done by utilizing a variety
of techniques. For instance, evaluation will be done
objectively and subjectively (observing how many times the
group can keep the ball up utilizing only the bump method
before it hits the gym floor).
10. Closure: (Describe how students will reflect on what they have learned.)
A discussion of the lesson at the end of each class will take
Rationale:
This gives all students a chance to be the
center of the drill and allows them to focus
on one movement at a time (bumping,
setting, serving, etc.) These movements
each requires a certain technique which
includes a good wide stance where you can
adjust to a bad toss during a serve. Both
fast and slow twitch muscles will be
utilized.
Rationale:
All levels of leaners will participate and be
scored on a sliding scale using
observational and measured assessments in
order to garner an overall view of progress
made. For instance, the number of times
the ball is kept in the air without touching
the floor will not be scored during a
formal assessment, but rather informal with
accolades given out and a round of
applause from the rest of the class for the
winner. ELL, special needs students,
highly achieving students and low
achieving students will all have the same
opportunity to show me that they have
listened to instruction and are trying to get
better at the activity.
Rationale:
place. Feedback will come from students and an informal
conversation will occur utilizing question and answering
techniques. Every student will participate. This will be in
the form of a question and answer session and allow every
student to voice concerns, comments or criticisms of the days
lesson.
This will help me understand the progress
which the class has made and allow me to
adjust the unit and lessons based on
students reflections. Thusly, adaptations
can be made for future lessons and self-
reflection can occur.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

Students will reflect upon lesson in an informal question and answer session and ask themselves if the sport
of volleyball is something which they wish to pursue on their own free time whether at the beach or with an
organized team on campus. This type of reflection gives the student a chance to express themselves and
builds trust between student and teacher. These types of learning data is helpful to me, as it will help me
create future lessons which will keep all students engaged and willing to try new team sports which are
outside of their comfort zones.