Volleyball Unit Plan

7/23/2019 Volleyball Unit Plan

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Springfield College Physical Education Health Education Department

PE Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive DomainsGrade/Experience Level: 5-8thGrade Volleyball Unit

Unit Outcomes(By the end of the unit,students will be able to)

Reference

NASPE

Standards

by #

Content to be taught Assessment(include rubrics, quizzes,etc. in written materials

section)PsychomotorStudents will be able toperform a variety of

skills, including the

bump, setting, andserving.

MA CF 2,9NASPE

Standard 1

Underhand Pass

Setting

Overhand Pass

Hitting

Blocking

Movement

Serving

Teacher Observation

Pre-AssessmentTeacher Checklist

Round Robin Results

CognitiveStudents will be able to

develop knowledge and

proficiency of the gameincluding tactics, rules,

and decision making in

l

MA CF 2,8

NASPE

Standard 2

Rules

Regulations

Skill Cues Game Play

Decision Making

Pre-Assessment/Post

Assessment

Worksheets

Final QuizTeacher Observation


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Block Plan

Day ___1_______

Focus/Outcomes:

Pre-assessment game to seewhere their skill and cognitive

levels of the sport are at.Introduce the basic skill ofpassing, introduce skill cues and

concepts

Introduce setting if time

Equipment/Materials/Technology :

-1 gymnasium

-20 Volleyballs-3 Nets-10 cones

-1 whiteboard

Learning Activities:

IntroIntroduction to Volleyball

Activity 1

Day ____2______

Focus/Outcomes:

Review the skill of passing,introduce and practice setting,

introduce and practice serving

Equipment/Materials/Technology -1 gymnasium-20 Volleyballs-3 Nets-1 whiteboard

Learning Activities:

Activity 1

Warm UpPartner Underhand Passing

-Pass 20 balls then meet back

at the whiteboard.

Activity 2SettingThe teacher will now teach the

set The skill cues are the

Day___3________

Focus/Outcomes:

Serving Starting game playRules and Regulations of

volleyball

Equipment/Materials/Technology -1 gymnasium-20 Volleyballs-3 Nets-1 whiteboard

Learning Activities

Activity 1

Passing Review/PeerAssessment

Students will play Pepper with

one another as a warmup.

Activity 2Serving ReviewStudents will be taught the

skill cues of serving


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use your legs to push

Activity 2Partner Passing

The teacher will have thestudents do partner passing

-Partner 1 will toss to Partner 2

(Pass 10 balls)-Partner 2 will toss to Partner 1

(Pass 10 balls)

ExtensionContinuous Passing-Have the students count and

see how many they can do

consecutively for 2 minutes

-Have the students do the same,however, when you lose the

ball, you cannot start over and

must sit down, so that one groupis left standing.

-Try and beat your previous

score

SKILL CUES:The teacher will explain to the

students how to move to the ball

when it is not coming right atyou

-Move your feet first, not your

arms

with the overhead pass. Each

student should pass 10 balls

each-Ex: Pass 20 balls continuously

-Ex: Count how many you canget in one minute

-Ex: Try and beat your

previous score

Activity 4

Cooperative GameThe students will be split upinto teams of 4. 2 people from

each team will be on each side

of the net. Even though they

are different sides of the net,they are all on one team. The

object of the game is to see

how many times you can getthe ball over the net. You will

count as a group, and can use

the underhand or overheadpass. Explain the concept of

setting up a teammate, and that

you can use up to three touches

to get the ball over. Have thestudents perform this task for a

certain amount of time and

then ask who had the highest

The students will all stand on

either side of the net. They willserve over the net back and

forth to each otherStudents may start close and

move their way back to the

serving line

Activity 3

Snow AnglesThe students will split up intotwo teams per net. One team is

serving the other team is

retrieving.

Every person except 1 will goover to the other side of the net

and lay down like snow angles.

When the serving is servingthey try to hit their teammates.

If you get hit you run over to

the serving side and try to hitthe rest of the team. While this

is going on the other team runs

around and makes sure the

servers never run out of balls.- When we play the next

game the last person to

serve is the person that


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pass the ball to the target. The

target will take the ball and go

to the tossing line on her side.The person who passed the ball

to the target is now the newtarget

-Follow the Ball

-Toss, Pass, Target, Toss, Pass,Target.

-You should be changing sides

of the net continuously-The teacher will challenge thestudents to get ten passes

-Can you beat ten?

-How many can you get in 2

minutes?

Assessment:

Teacher Observation

Results of Extensions

Pre-Assessment

-If they have a hard time

hitting it after tossing Allow

them to serve underhand

Students will practice the formwithout actually hitting the ball

Have them toss the ball and

see where it lands to practice

their toss, but do not serve

The students will all stand oneither side of the net. They willserve over the net back and

forth to each other

Students may start close and

move their way back to theserving line

Assessment:

Teacher Observation

Results of ExtensionsPeer Assessment

set-up of the court and the

rules involved in the game.

Rules1. Rally Scoring

2. 6 players3. If the ball lands on the

line, it is in.

4. You have three touchesto get the ball over

The teacher will hand outstudy sheets at the end of classfor the students to take home

Results of Serving GameTeacher Observation

Results of Extensions


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Grading Policy

Daily Grade (50%)Affective AssessmentsBased on Participation,Cooperation, and how you work as a team

Skill Grade (25%)Psychomotor AssessmentsBased on Improvement,

Effort, and Teacher Observation

Knowledge Grade (25%)Cognitive AssessmentsBased on Written Assignments, and Quiz

Conduct/Effort Grade

-This is given as an overall grade from 1-4 at the end of the unit.

1: Full EffortRockstar Behavior2: Effort 3/4 of the time Good Behavior


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Affective Following Rules Not talking whenthe teacher is

talking

TransitionQuickly and

Quietly

Students

Students

Key: 1 Completed 50% of the time3 Completed 75% of the time

5 Completed 100% of the time

Behavioral ChecklistRespect for the Teacher


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Volleyball Post Test

Name: _______________________ Period: ____________

1) Where was volleyball invented?

2) The mens and womens games are played on the same net height: TRUE or FALSE

3) What is it called when you pass with your fingerpads?

4) How many players are on each side of the court?

5) How many hits does each team have to get the ball to the other side?

6) How many points is a game of volleyball played too?


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Volleyball Pre Test

Name: _______________________ Period: ____________

2) Where was volleyball invented?

2) The mens and womens games are played on the same net height: TRUE or FALSE

3) What is it called when you pass with your fingerpads?

4) How many players are on each side of the court?

5) How many hits does each team have to get the ball to the other side?

6) How many points is a game of volleyball played too?


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Volleyball Rules Study Guide
http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=qSFMnD8i4f86YM&tbnid=OcvjTkYZYqf_OM:&ved=0CAgQjRwwAA&url=http://www.dsr.wa.gov.au/volleyballdimensions&ei=TmdsUZrcBOPn0gH39oGIAQ&psig=AFQjCNG6MRWQsnap8Q3bdOLO2H30oJK51w&ust=1366145230233022


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VOLLEYBALL FOREARM (BUMP) PASSPeer Assessment

NAME: _______________________________ DATE: ___________________

GOAL:To perform a forearm pass with control and in proper form using the skills cues learned:

Athletic stance, staggered feet, and hands together Elbows locked

Contact on forearms

Shrug shoulders and extend up

Keep shoulders square to direct the volleyball

DIRECTIONS:With two other students (groups of 3), practice the forearm pass. Once you are

warmed up assign one person in your group to be the performer, one the facilitator, and lastly theassessor. Each performer gets 10 tries; use a check or a minus sign ( , ) to indicate how well theperformer executes each part of the skill.

EXAMPLE:

1 2 3 4 5 6 7 8 9 10

Balance Stance: One Foot Forward - - -

Attempts1 2 3 4 5 6 7 8 9 10


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Name ______________________ Period__________________

Volleyball Skills Stations

Station Result Trial 1 Result Trial 2

Passing

____________________

Successful passes to target

________________


Setting ______________________


____________________

http://www.google.com/url?sa=i&rct=j&q=volleyball&source=images&cd=&cad=rja&docid=oOKVLzKJUqpU7M&tbnid=MYVnt-xobCjXcM:&ved=0CAUQjRw&url=http://gracecrcscarborough.sharepoint.com/Pages/Volleyball.aspx&ei=UgNmUfS4LoKA0AHuyYGABw&bvm=bv.45107431,d.dmQ&psig=AFQjCNFHhY0n2FW3GA8iAZfONyrOtsCMEw&ust=1365726414970829


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SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: ___Drew Sommer_____________DATE: _3/23/13____ TIME:__45 min_________

SCHOOL:___Thornton Burgess Middle School ___________________LESSON#:__1________

FACILITIES: __Gymnasium ______ CLASS SIZE:_15-25____ GRADE: _5-8________

UNIT/THEME: __Volleyball ___ _______ GENERIC LEVEL: Utilization/Proficiency

EQUIPMENT: 1. __20 Volleyballs ___ ___________ 2._3 nets_______________

FOCUS OF LESSON:_ Passing and Pre-Assessment

STUDENT PERFORMANCE OBJECTIVES (SPO):

By the end of the lesson, students should be able to:

__P) Perform the bump and passing using the proper skill cues during all bumping/passing activities

throughout the lesson. (NASPE Standard 1)

__C) Repeat the skill cues of the underhand pass to the teacher when asked during the closure at the end

of the lesson (NASPE Standard 2)

__A) Work cooperatively during all group activities throughout the lesson (NASPE Standard 4)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES -During the lesson the teacher will:

1. Be very specific with the skill cues2. Allow a clear visual and demo for each skill3. Provide energy and excitement throughout the class


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LESSON PLAN FORM

TIME SEQUENCE OFLESSON

ORGANIZATION REFLECTIONS

5 min

Intro

The teacher will introducethe game of volleyball to

the students. The teacher

will explain the history of

the sport.FirstPre-test on

everything they know

about volleyball-Volleyball was invented

by William G. Morgan, in

Holyoke, MA

-William G. Morgan was a

graduate of SpringfieldCollege

Activity 1Pre-assessment game/quiz

Go over basic rules andthen allow students to

play Teacher will

observe to see where the

students are at

Activity 2

5 Minute Free Time

Allows students to gatherthemselves and get back into

the volleyball swing ofthings.

(Volleyball only no

kicking, throwing, shootinghoops etc.)

Before GameAllow 3

minutes to pass around withteam (no going over net)


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4 min

5 min

1 min

Activity 2

Partner PassingThe teacher will have the

students do partner passing-Partner 1 will toss to

Partner 2 (Pass 10 balls)

-Partner 2 will toss toPartner 1 (Pass 10 balls)

Extension

Continuous Passing-Have the students countand see how many they can

do consecutively for 2

minutes

-Have the students do thesame, however, when you

lose the ball, you cannot

start over and must sitdown, so that one group is

left standing.

-Try and beat yourprevious score

SKILL CUES:

The teacher will explain to

the students how to moveto the ball when it is not

coming right at you

-Move your feet first, not


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1 min

4 min

8 min

will be the passing line.

The tossing line will pass

the ball over the net to thefirst person in the passing

line. The person passingwill pass the ball to the

target. The target will take

the ball and go to thetossing line on her side.

The person who passed the

ball to the target is now thenew target-Follow the Ball

-Toss, Pass, Target, Toss,

Pass, Target.

-You should be changingsides of the net

continuously

-The teacher will challengethe students to get ten

passes

-Can you beat ten?-How many can you get in

2 minutes?

Activity 4Introduce

settingHands above head, make

window, tap up

FINGERPADS


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NAME: ___Drew Sommer_____________DATE: 3/22/13_____ TIME:__45 min_________

SCHOOL:___Thornton Burgess Middle School_________________ LESSON#:2__________


UNIT/THEME: __ Volleyball___ _______ GENERIC LEVEL: Utilization/Proficiency

EQUIPMENT: 1. 20 Volleyballs__ ___ ___________ 2.__3 Nets______________

FOCUS OF LESSON:_ Passing, Setting, and Serving



_P) Be able to perform the set 10 times at some point throughout the lesson when observed by the teacher

(NASPE Standard 1)

_C_ Be able to explain why setting the ball is important in the game of volleyball at the closure (NASPE

Standard 2)

_A) Work cooperatively with their team during the cooperative game and be able to be encouraging andsupportive while following all of the rules. (NASPE Standard



1. Explain previous skill cues taught in the previous lesson2. Use specific skill cues for new skills and go over similarities and differences in each skill

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students


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LESSON PLAN FORM

TIME SEQUENCE OF

LESSON


3 min

4 min

3 min

IntroThe teacher will take

attendance. They will go

over the skill cues of theprevious lesson. She will

explain the skill cues of

this lesson.

Warm Up

Partner Underhand Passing

-Pass 20 balls then meet

back at the chalkboard.Activity 1

Warm UpPartner Underhand Passing

-Pass 20 balls then meet

back at the whiteboard.

Activity 2Setting

The teacher will now teachthe set. The skill cues are

Talk about how set is mostimportant/easiest to usehit

the high ball!

Skill Cues- Pretend holding

milk jug (moose antlers)

Show difference betweenslap and fingerpads


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6 min

5 min

10

min

extend arms out

Activity 3Partner Passing

The teacher will have thestudents do partner passing

with the overhead pass.

Each student should pass10 balls each

-Ex: Pass 20 balls

continuously-Ex: Count how many youcan get in one minute

-Ex: Try and beat your

previous score

Activity 4Cooperative Game

The students will be splitup into teams of 4. 2 people

from each team will be on

each side of the net. Eventhough they are different

sides of the net, they are all

on one team. The object of

the game is to see howmany times you can get the

ball over the net. You will

count as a group, and can

Toss to forehead/above them

Ex. Throw ball to side tomove their feet

NEW GAME:

Set up 6 (normal)

Server starts

Toss to anyone on teambump/set to teammates

If ball hits ground rotate

clockwise/counterclock wise


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3 min

to open space. The students

will play in teams of three.

They will be in a Queen ofthe Court set up, meaning

that the winners rotate tothe far side of the net, and

the losers get back in line.

The rules of Nukem are,

that you throw and catchinstead of hit and pass the

ball. So, students must tryto throw it where the otherteam is not. If the ball hits

the ground, then the team

whose side that is rotates

off. This game really getsstudents moving and

communicating.

Ex: Regular Queen of theCourt, is 3 v 3, with serving

and the opportunity for

three touches beforesending the ball over

Pepper

The teacher will teach thestudents how to Pepper.

Pepper is basically like

passing with a partner, with


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Closure

The teacher will have the

students meet at thewhiteboard. We will ask

the students to go over theskill cues for the overhead

pass. Talk about why you

set and use the overheadpass.



SCHOOL:___Thornton Burgess Middle School _____________ LESSON#:__3________



EQUIPMENT: 1. _20 Volleyballs_ ___ ___________ 2.__Whiteboard

FOCUS OF LESSON:_ Passing Review, Serving, Game Rules



P) Perform at least 5 proper serves when observed by the teacher at some point throughout the lesson

(NASPE Standard 1)


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REFERENCES: Springfield College VolleyballMary Consol

Milliken-Ziemba, Marian. The Physical Education Teachers Book of Lists

LESSON PLAN FORM

TIME SEQUENCE OF

LESSON


3 min

8 min

IntroThe teacher will go over

the skill cues of the

overhead pass. They will

ask the students to explainwhen you would use an

overhead pass and when

you would use a set

Activity 1

Passing Review

Students will play Pepperwith one another as a

warmup.

Activity 2Serving

Students will be taught the

skill cues of serving


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10

min

Students will practice the

form without actuallyhitting the ball

Have them toss the ball andsee where it lands to

practice their toss, but do

not serve

The students will all stand

on either side of the net.They will serve over thenet back and forth to each

other

Students may start close

and move their way back tothe serving line

Activity 3Snow Angles

The students will split up

into two teams per net. Oneteam is serving the other

team is retrieving.

Every person except 1 will

go over to the other side ofthe net and lay down like

snow angles. When the

serving is serving they try


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Introduce the game and the

rotation Also go over the

teams for the sport ed andtell the students about each

persons responsibilityAssessment:

Also go over the

rules/regulations to makesure all the students are on

the same page Quiz on

the rules next class

Review of RulesThe teacher will go over

the set up of the court and

the rules involved in thegame. The class will all sit

by the board and have a

chalk talkRules

1. Rally Scoring

2. 6 players3. Your feet may not

touch the service

line

4. If the ball lands onthe line, it is in.

5. You have three

touches to get the


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SCHOOL:___Thornton Burgess Middle School _____________ LESSON#:__4________




FOCUS OF LESSON:_ Passing Review, Serving, Game Rules



P) Perform the skill necessary to play a game of volleyball. (NASPE Standard 1)

C) Complete the quiz in the allotted time without needing help by the teacher. (NASPE Standard 2)

_A) Be able to work cooperatively together during the activities with positive attitudes and good team

morale when observed by the teacher throughout the activity (NASPE Standard 5)___________________________________________________________________________________



1. The teacher will review the passing skill cues used in the last lesson

2. The teacher will explain the skill cues of serving along with a demo

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students

in this class?

S d i i l f h ll b ll d h i i i f


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LESSON PLAN FORM

TIME SEQUENCE OF

LESSON


3 min

3 min

4 min


attendance. They will askthe students to review the

skill cues of the serve.

ReviewThe students will practice

their serving. First, the

teacher will explain to

them how to warm up theirarms. They will partner up

arm toss the ball to eachother, warming up their

serving arm

Activity 1Quiz

The teacher will have thestudents take a quiz that

asks them about the rulesf h


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6 min

The teacher will have the

teams warm up with

Pepper and then have thestudents scrimmage. The

games will be timed andthe teacher will try to have

all teams play each other at

least once.Teams will practice their

roles and responsibilities

that have been laid out.

ClosureThe teacher will go over

the skill cues for hitting.

She will ask a student todemonstrate the approach.

The students will then go in

and change.


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SCHOOL:___Thornton Burgess Middle School _____________ LESSON#:__5/6________




FOCUS OF LESSON:_ Gameplay/Sport Ed Model



P) Perform the skills of serving, passing and hitting with effectiveness throughout the tournament whenobserved by the teacher. (NASPE Standard 1)

C) Remember the rules of the game and your role without needing reminders multiple times by the

teacher. (NASPE Standard 2)

_A) Be able to work cooperatively together during the activities with positive attitudes and good teammorale when observed by the teacher throughout the activity (NASPE Standard 5)

___________________________________________________________________________________



1. Have every student performing the assigned role among the team2. Make the tournament and class run smoothly


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LESSON PLAN FORM

TIME SEQUENCE OF

LESSON


3 min

3 min

4 min


attendance and answer any

questions about the game

Tournament

The teacher will send outthe teams for the

tournament. This will be a

round robin tournament set

up. The teacher will keep

track of the results for twodays, and then there will be

a championship match atthe end of the second day

Sport Education Model in

ful l affect

Al low time for teams to

practi ce before the games

ClosureThe teacher will


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NAME: ___Drew Sommer_____________DATE: _____ TIME:__45 min_________

SCHOOL:___Thornton Burgess Middle School ______________ LESSON#:__________


UNIT/THEME: _Volleyball_ ___ _______ GENERIC LEVEL: Utilization/Proficiency

EQUIPMENT: 1. _20 Volleyballs_ ___ ___________ 2._20 Skill Sheets_______________

FOCUS OF LESSON:_ Skill Stations



(P) Perform at least 4 successful skill completions at each station when observed by the teacher. (NASPE

Standard 1)

C) Identify the different skill cues and why to use them at each station when asked by the teacher.

(NASPE Standard 2)

_A) Work together and show good sportsmanship as a group when they are at each station. (NASPEStandard 5)



1. Provide feedback to all students2. Travel through all stations


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LESSON PLAN FORM

TIME SEQUENCE OFLESSON


4

Warm upPepper

Activity 1Skill Stations

The teacher will set up 4

different stations

The Skill Stations will bestudent runIf they are

broken into their Sport Ed

teams then they can gothrough them that way

Each Station 7-10 minutes

Station 1

-Station 1 will be passing.You must use a partner. A

student must keep track ofthe amount of perfect

passes they can pass in a

certain allotted amount oftime.

- The partners

responsibility is to count

for the person passing, andthen switch.


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hoop. The students will

remember how many

points they have and thenrecord them.

Activity 2

DebriefStudents will meet by the

whiteboard to talk about

their results.

Assessment:

Teacher Observation

Skills Worksheets

(Psychomotor Assessment)

Closure

The teacher will have thestudents review the skill

cues of all of the skills


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Results of Assessment

During the six days of the volleyball unit, I used a variety of different assessments, both formaland informal, that helped me get an idea of how well I was teaching the unit. I primarily used teacherobservation to gage the students performance and to see how well they were performing. I could not

expect the same level of performance from everyone in the class. Some students were really experiencedwith volleyball and others had barely even played the sport before. Because of the wide skill level I felt

that my assessments helped improve the students ability level as well as allowed for me to change mylessons based off students performances.

I felt that starting off with the pre-test and pre-game for volleyball to see what they knew and how

much they have learned in previous units worked out extremely well. Using the pre-assessment I was ableto develop different topics and ideas for each class. It gave each class and student a different starting point

and allowed me to really help the students that were struggling in certain areas. From that point on I feltthat using informal assessments were the ones that I utilized the most. It is a quick way for me as theteacher to form questions and to gage and understanding if the students comprehend the information.Throughout the informal assessments I was happy with how the students preformed. They could clearlykept learning and striving to achieve the classs objectives for the day which made me happy to see. The

objectives as well as word wall on the wall was a great way to start the class and get the students to thinkabout what is going to happen throughout the day.

Throughout the unit I thought that both the students and I improved overall. Going into each class Ihad my objectives laid out and the students knew my goals going into each class. I made the objectivesclear and set goals for the students to perform. Some of those goals may have been with court coverage or

to serve in a certain area. Most of the goals I laid out for the students made them work harder and aim toget the objective done for the day.

I am very pleased with my students results of all the assessments that I did. They all seemed toreally embrace the assessments and get the most out of what I did. The assessment that really worked wasthe peer assessment for the bump pass. It allowed to the students to continue to practice the bump as well

as see the correct or incorrect way to perform the bump. I felt as though most of my assessments wereeither in the cognitive or psychomotor domain. For the affective I based it mainly off informal

assessments and how I judged students after talking with them at various points through the class.Looking back on the unit as a whole I would have developed a few more assessments for the students. I


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Daily Observation

Students are scored daily on a scale of 1-5.

5- Outstanding- Student comes prepared for class and achieves the days goals for the lesson

and follows class expectations throughout the entire lesson.

4- Good- Student comes prepared for class and achieves the days goals for the lesson andfollows class expectations throughout most of the lesson.

3- Average- Student comes to class prepared and achieves some of the days goals for the lessonand follows class expectations some of the time.

OR

Student comes to class unprepared, but fills out unprepared student evaluation fully and with100% accuracy.

2- Below Average- Student comes to class prepared and shows inconsistent effort towards days

goals, and fails to follow class expectations consistently.OR

Student comes to class unprepared, but fills out unprepared student evaluation fully with 75%

accuracy.

1- Unsatisfactory- Student comes prepared for class, but does not achieve days goals for the

lesson and does not follow the class expectations for most of the lesson.OR

Student comes to class unprepared, but fills out some of unprepared student evaluation with


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CoachRoleThe coach is the captain orleader on the team. The coach

possesses leadership ability and canmotivate their other classmates. The

coach will lead drills in practice andwill encourage the other students to

play hard/fair in all competitions.

Tasks/Duties/Skills Needed:- Be respectful to all

players/opponents and teacher- Come to class prepared with drills

and ready to play- Be the team spokesperson in case

of disputes (one voice from theteam)

-

Good relationship with allteammates/classmates

- Completely know the rules ofvolleyball

- Be able to demonstrate andperform the skills involved in teamhandball

Equipment ManagerRole- The equipment manager will beresponsible for all the equipmentneeded for their team to practice and

play games.Duties:- Make sure all teams are equipped

with proper equipment prior to

practice- Collect and return equipment to

proper locations after practices and

games

Fitness Specialist

Role: This student is responsible formaking sure his or her team is properlywarmed up for each practice and

competition.Duties:- Lead team through warm-ups and

cool downs- Make sure all players are warmed

up prior to contests and practices- Use a variety of static and dynamic

stretches

Statistician

RoleThis student will keep track ofthe stats for the team and players ontheir team. After the game they will

collect the stats that the court crewtook during the game. They will collectand keep the stats for the games.Tasks/Duties:- Keep the stats for individual

players- Keep team stats

ManagerRoles: The manager keeps the teamorganized. The manager must makesure all the students know where to goand when the team events are. Themanger also makes sure all thestudents are doing their assigned jobsduring every practice, especially whenthey are the duty team.

PublicistRole- The publicist is responsible for

making the class and school aware ofthe results of games that were played.

They must consult the teamsstatistician and coach to find out statsfor the games and how certain players

performed.Duties:

- Create a newspaper article at

the end of the unit- Consult to teams statisticians

and coaches after game hasbeen completed

________________________________

Court CrewRole- Their responsibility when theyarent playing is to manage the duties

of the referee, stat keeper, andscore/time keeper, and announcer.

Duties:

Referee: Officiate the gameStat Keeper: Keep stats

Score/Time Keeper: Keep score...They also need to keep track of the

time and the lengths of each half.

2 Announcers: Work together to talkabout the game.

Documents

Volleyball Unit Plan