Grace Jordan Elementary PE Lesson Plan

Meg Roe November 19, 2011

VITAL INFORMATION Subject: Physical Education Topic or Unit of Study: Volleyball (first day of the unit) Grade/Level: 1-6 Objective: Learning the proper way to set, as well as use proper form for forearm pass. Summary: The instruction was tailored to each individual grade, and the activity was changed slightly for each grade and ability of students.

MATERIALS AND RESOURCES Instructional Materials: White board Resources: Gym, volleyball trainers, beach balls, and balloons.

IMPLEMENTATION ID State Standards: K-2. PE. 1.1.3 ; Achieve mature form in the less complex manipulative skills (e.g., underhand throw, catching, rolling, etc.) and show progress toward achieving mature form in the more complex manipulative skills (e.g., foot dribble, overhand throw, kicking, etc.). K-2. PE.2.1.2 ; Identify and apply critical cues and concepts of body, space, effort, and relationships that vary the quality of movement (e.g., side to target, move in personal space, throw hard for distance, name different pathways, etc.). K-2 PE 5.1.1; Apply physical education class rules, procedures, and safe practices (e.g., listen/respond to teacher and peers, personal space, follow directions, etc). K-2 PE. 5.1.2 ; Interact cooperatively using interpersonal communication during partner and small group activities (taking turns, sharing equipment, helping others, etc).

3-5 PE. 1.1.1; Apply fundamental, non-locomotor, locomotor, and manipulative skills in dynamic and complex movements (e.g., games, dance, educational gymnastics, etc.). 3-5 PE. 1.1.2; Demonstrate mature movements using concepts of effort, relationships, and body and space awareness. 3-5 PE. 1.1.3; Demonstrate a wide variety of specialized skills (e.g., passing a ball, softball fielding, defensive sliding, grapevine dance step, rollerblading heel stop, bicycle signaling, etc.). 3-5 PE. 2.1.2; Transfer concepts to new skills/games (e.g., offensive and defensive strategies, bending the knees lowers the center of gravity and increases stability, rhythm and timing, etc.). 3-5 PE. 5.1.2; Work independently and cooperatively in groups to complete tasks and challenges (e.g. develop a creative game, practice to improve performance in and out of school, team building challenges, task cards, etc.). 3-5 PE. 5.1.3; Appreciate the diversity of others by cooperating with those of a different gender, race, ethnicity, and ability (e.g. dancing with a peer of a different gender, modify an activity for inclusion; cultural games, etc.) 6-8 PE. 1.1.2; Adapt and combine skills successfully in modified games or activities of increasing complexity and in combination with other basic skills. 6-8 PE. 5.1.1; Apply safe practices, ethical behavior, and positive forms of social interaction when participating in physical activities (e.g. participate within the rules of an activity, display good sportsmanship, practice self-control, etc.). 6-8 PE. 5.1.3; Work independently and in groups to achieve goals in competitive and cooperative settings (e.g. identify ways to relieve stress, develop team goals, practice for competition, sport education, adventure activities, challenge activities, etc.). 6-8 PE. 5.1.4; Appreciate others of diverse characteristics and backgrounds during physical activity (e.g. invite others with differences to participate in an activity, work cooperatively with peers of diverse skill levels, cultural activities/projects, peer mentoring, etc.). Procedure/Sequence of Activities: 1. Students enter the gym and start their predetermined warm up (written on a white board as they entered the gym) 2. Students arrange themselves seated on the ground in their PE groups (as the PE teacher has them do every period). Framing:

3. Introduce myself 4. Talk about dribbling a basketballusing the pads of my fingers, a slightly cupped hand, and maintaining control of the ball. 5. Talk about turning the dribble upside down. Asking the students what sport that might be. 6. Explain how volleyball setting is very similar to upside down dribbling. 7. Have each student make a triangle with their hands, placing their palms up above their head. 8. Explain that we are going to do an upside down dribble with our triangle, using the pads of our fingers. 9. Go over personal space and safety. Activity: 10. Have students grab age appropriate volleyballs and start their upside down dribble. 11. After working alone for a few minutes, gather students together to talk about what worked and what did not. Differentiated Instruction: Depending on the age of the class will depend on the activity from here on out: 1-2 grades : 12. Have students spread out and practice setting the ball against the gym wall. 13. Have students work with a partner; pretending that the balls are eggs, that will break if allowed to fall onto the ground. This keeps the students working together to keep the balls up in the air. 3-6 grades: 12. Teach students the correct form for a forearm pass. Have students practice. 13. Teach students scrambled eggs, a group game where everyone works together to keep the balls up in the air. Pretending the balls are eggs, the goal is to keep the balls from hitting the floor, using both the set and forearm passes only. Once the eggs hit the floor, they are out of play. Closure: 14. Have students put their balls away, and stand on the blue circle in the middle of the gym. Ask each class to show you the correct form for setting (and forearm pass) and then ask them about the game as well as movement and control of the ball. 15. Students will then say their motto, PE teacher will choose a line leader, and the class will leave. Time Allotment: hour

REFLECTION

This was the very first volleyball lesson of the year, and I felt the need to go over information they might already know from last year, but had not practiced. When I was writing the lesson plan, if felt like we werent going to be doing much, however, this lesson plan was a success. Grades 2-6 were able to do their specific movement, and the only time I encountered trouble was with the 1st grade, as they were not as advanced as I thought they might be. The PE teacher, Mrs. Holtz, helped me come up with another tag game to play still teaching the triangle hands concept. The students were receptive to the lesson, performed the skills, and when we played the game, almost every class had fun working together to keep the volleyballs airborne. I believe I did a great job teaching, and had a blast doing so. I now have much greater respect for PE teachers who have to adapt their lessons to every grade, sometimes on the fly.