SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

SCHOOL: Rebecca M. Johnson School

DATE: 4/6/15
LESSON#: 6

TIME: 1:55-2:35 PM
FACILITIES: Gymnasium

CLASS SIZE: 20-25

GRADE: 5
UNIT/THEME: Volleying
GENERIC LEVEL: Utilization/Proficiency
EQUIPMENT: 1 Whistle, 5 Different-colored Team Line Cones, 25 Poly Spots, 6 Volleyball Trainers, 2
Volleyball Nets, and 2 Hula Hoops
FOCUS OF LESSON: Demonstrate Underhand Volleying (or Bump)
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + NASPE Standard(s); Task #s where
content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(P) Perform all of the skill cues for underhand volleying within the various tasks of the class period by
simulating the teachers physical demonstrations of this motion. (SHAPE (S1.E22.3); MA CF 2.2)
(Taught: Introduction; Assessed: Activity #1, Activity #2, and Activity #3)
(C) Identify all of the skill cues for underhand volleying by correctly answering an informal question
posed by the teacher regarding these elements of this motion at the closure of the class period. (SHAPE
(S3.E2.5); MA CF 2.1) (Taught: Introduction; Assessed: Closure)
(A) Follow the student behavior expectations without being prompted for their actions during the entire
class period. (SHAPE (S4.E2.5b); MA CF 2.7) (Taught: Introduction; Assessed: Entire Lesson)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Discuss how to carry out all of the skill cues for underhand volleying by physically executing them in
front of the students using whole-part-whole instructional strategy.
2. Apply at least 3 different teaching styles to their instruction by meeting the learning needs for every
single one of their students.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students need to be sure to stay in their own personal space when underhand volleying. Proper attire for
physical activity (no jewelry, wearing sneakers) will be enforced to the students at the beginning of class.
If students get tired during the class period that the teacher needs to remind them to move outside of the
boundaries so they dont get injured. The students will also be made aware of any hazardous equipment
for which the facility presents, such as bleachers, mats, divider curtain and stereo cart. Lastly, all students
will be required to adhere to the stop/go signals for which will be presented at the start of the lesson.
REFERENCES:
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to teaching
physical education (9th ed.). New York, NY: The Mcgraw-Hill Companies.

LESSON PLAN FORM

TIME
0:00-0:15 sec.

0:15-0:30 sec.

0:30-6:30 min.

6:30-6:45 min.

SEQUENCE OF LESSON
Opening The teacher will greet the students at the door leading
to the gymnasium.

ORGANIZATION
Opening Diagram:
SSSSSSSSSSSSSSSSSSSSSSSSS
T

Transition The students will march in a straight line into the

gymnasium led by the teacher.

Transition Diagram:
SSSSSSSSSSSSSSSSSSSSSSSSST

Instant Activity The students will run, gallop, and skip (slide,
grapevine, and butt kick step for Wednesdays class)
one time each around the sides of the activity area for
a total of three laps.

S
S
S
S
S
S

Transition The students will walk to the meeting place upon

being dismissed by their team line color.
Introduction

Meeting Place: The meeting place will be established by

the students team lines, which will be distinguished by five
columns of these individuals sitting in a straight line with
one another behind a different color (red, blue, orange,
green, and purple) cone assigned by the teacher.
Stop/Go Signals: The teacher will notify the students that
their stop/go signals in the lesson will be ready, pizza for
starting an activity, while the end of an activity will be
indicated by the sound of a whistle.

Instant Activity Diagram:

S S
S
S
S S

S
S
S
S
S
S S

Transition Diagram:
T SSSSS SSSSS SSSSS SSSSS SSSSS

REFLECTIONS
Teacher Positioning:
- I have found that I need
to do a better job with
positioning myself upon
moving about the
gymnasium when my
students are partaking in
the activities of my lessons
due to them not always
being in my realm of
vision. This failure to keep
my students within sight
occurred on several
occasions during these
lessons when providing
feedback to them. It was in
light of these instances
with as to why these
individuals would go about
engaging in off-task
behaviors since they knew
that I could not physically
see them carrying out these
actions. That is why to
prevent such misconduct of
these pupils in my future
teaching episodes it is of
the outmost importance


6:45-11:45 min.

Student Behavior Expectations: The teacher will explain

to the students that it is essential they conduct themselves
in an appropriate manner throughout the entire duration of
the lesson, whereas they will have to sit out if they are
prompted for their behavior a total of 3 times.
The teacher will inform students that they will be learning
about how to underhand volley (or bump) throughout
todays lesson.
The teacher will then communicate what the lesson purpose
is to students for their skill performance (Lesson Purpose:
Volleys a ball continuously in a small group over a net.).
Skill Cues:
Flat Surface (Keep your palm flat, like a pancake.)
Extend to Target (Extend your legs, body, striking arm
toward the target.)
Quick Feet (Move your feet quickly to always be in
position behind the ball.)

Introduction Diagram:
S S S S S
S S S S S
S S S S S
S S S S S
S S S S S
T

Transition

11:45-12:00 min.

The students will randomly be split into groups of four

(there will be one group of five) by the teacher counting
them off, where they will walk to a series of four poly spots
arranged in a square formation with a volleyball trainer
placed in the middle of them scattered throughout the
gymnasium upon being dismissed to perform this task by
their team line color.

Activity #1- Volley Clique

Demonstration: The teacher will demonstrate the

procedure by which the students will be mandated to
adhere to in order to carry out the first instructional activity
of the lesson.

Transition Diagram:
T SSSSS SSSSS SSSSS SSSSS SSSSS

that I walk around the sides

of the instructional space to
scan this area with my back
to the wall in an effort to
ensure that they are in my
point of view on more of a
consistent basis.


12:00-18:00 min.

18:00-18:15 min.

Checking For Understanding:

1.) Should the skill cues of underhand volleying be
performed in a successive or simultaneous motion?
(They must be performed in a successive motion.)
The groups of students will underhand volley the volleyball
trainer to one another as many consecutive times as they
can without this object contacting the ground standing on
top of the poly spots.
Extension Up: Have groups move their poly spots further
apart from one another in order to underhand volley their
volleyball trainer at an increased distance.
Extension Down: Have groups move their poly spots
closer together to one another in order to underhand volley
their volleyball trainer at a decreased distance.

Transition The teacher will split the students into two groups
(there will be one group of 13 students), where these
factions will then be told to walk to the inside of one
of the 3-point arches on the floor of basketball court in
the gymnasium with one volleyball trainer upon being
dismissed to perform this task by their team line color.
Activity #2- Draining 3 Volleys

18:15-24:15 min.

Demonstration: The teacher will demonstrate the

procedure by which the students will be mandated to
adhere to in order to carry out the second instructional
activity of the lesson.
Checking For Understanding:
1.) Do the skill cues of catching need to be performed in a
certain order or can they be performed in no particular
order? (They need to be performed in a certain

Activity #1 Diagram:
S
S
S

S S

Transition Diagram:
T SSSSS SSSSS SSSSS SSSSS SSSSS

Lesson Closure:
- I have discovered that the
closure of my lessons do a
sufficient job of reviewing
the content that is
presented to the students in
these sessions upon
analyzing the elements of
behavior, performance, and
skills. This proficient
demonstration of reflection
in this closing segment was
evident within these
lessons in that my students
attainment of the central
subject matter was better
assessed to determine
whether or not I did an
effective job of conveying
their key concepts. It was
clear that my learners were
better able to take away
critical knowledge in
regards to what they were
expected to have mastered
by the conclusion of these
class periods through this
briefing. That is why from
this point moving forward I
will continue to utilize the
same structure for how

order.)
The groups will underhand volley their volleyball trainer to
one another as many consecutive times as they can without
moving outside of this specific area within the teaching
space.
Extension Up: Have groups underhand volley their
volleyball trainers without these individuals being able to
move outside of the key on the basketball court.
Extension Down: Have groups underhand volley their
volleyball trainers without these individuals being able to
go across the half-court line on the basketball court.

Activity #2 Diagram:
S S

subject matter is
overviewed in this portion
of my teaching episodes
S upon formulating my
S
instruction within it to
S S
S match the objectives to
which have been attached
S
to the execution of these
S
S
pupils in such gatherings.
S S S
S S

S
S

S S
S

S S

Transition

24:15-24:30 min.

The groups of students will be told by the teacher to split

themselves in two (there will be one group of seven
students) and walk with their volleyball trainers to the same
side of one of two volleyball nets set up at the middle of
the gymnasium for which they just completed the previous
instructional activity on upon being dismissed to perform
this task by their team line color.

Transition Diagram:
T SSSSS SSSSS SSSSS SSSSS SSSSS
Activity #3 Diagram:

Activity #3- Underhand Volleyball

Demonstration- The teacher will demonstrate with a

student volunteer the procedure by which the students will
be mandated to adhere to in order to carry out the final
instructional activity of the lesson.
Checking For Understanding1.) Do the skill cues of underhand volleying need to
balance off of one another or is one of these motions
more important than the other in terms of successfully
being able to perform this action? (They have to
balance off of one another in order to successfully
perform this action.)

S S

24:30-34:30 min.

The four teams of students will rotate to compete against

one another in a modified game of volleyball in which they
will be required to only underhand volley the volleyball
trainer for every single time that they make contact with
this object.
Extension Up: Have teams underhand volley the volleyball
trainer to their fellow teammates a total of three times
before this object can be hit over the net.
Extension Down: Have teams underhand volley the
volleyball trainer by allowing this object to make contact
with the ground one time before a player attempts to hit it.

Transition34:30-34:45 min.

The students will pick up any equipment used during the

lesson that is laid out on the ground so that it can be placed
in its respective hula hoop upon being dismissed to perform
this task by their team line color, where they will then sit
down at the meeting place when once complete with this
duty.

Closure

34:45-39:45 min.

The teacher will provide the students with feedback on

their underhand volleying performance from the lesson in
terms of what they did well on and what they did not do so
well on regarding the skill cues of this motion.
The teacher will ask the students one question focusing on
the skill cues of underhand volleying as followed:
1.) What are the three skill cues for underhand volleying
presented in todays lesson? (They are flat surface, extend
to target, and quick feet.)
The teacher will ask the students to demonstrate the motion
of underhand volleying without any equipment for one

Transition Diagram:
T SSSSS SSSSS SSSSS SSSSS SSSSS

Closure Diagram:
S S S S S
S S S S S
S S S S S
S S S S S
S S S S S
T

Teacher Enthusiasm:
- I have uncovered that the
enthusiasm I possess in my
instruction is productive
towards capturing my
students interest level in
respect to the content that I
present to them during my
lessons. This passion in my
dialogue to students about
this subject matter was
greatly evident in all of
these lessons as a result of
my aspiration to help these
individuals feel a sense of
enjoyment for carrying out
the targeted skills in these
class periods. It was from
this positive energy in my
communication to these
learners about this material
in as to how they became
more motivated for going
about executing the
activities encompassing
these actions on the part of
this excitement gradually
feeding off of one another.
That is why I hope to
sustain this expression of
emotion for the main topics

final time to assess their technique.

39:45-40:00 min.

Transition

The teacher will provide students with their High Five

points for the day so that they can stand in a line by the
door to wait for their regular classroom instructor to arrive
so that they can leave the gymnasium.

Miscellaneous Information of LessonModifications/Accommodations:

A paraprofessional will be provided to any student
with an identified learning disability in an effort to
provide these individuals with one-on-one
guidance for each instructional activity within the
lesson.
All ELL students will be given a translator, which
will be performed by other bilingual students in the
class, so that they can successfully take part in the
lesson.
Any chronicled IEP criteria will be complied with
throughout the course of the entire lesson for
students in need of such support.

Transition Diagram:
SSSSSSSSSSSSSSSSSSSSSSSSS
T

being accentuated in my
succeeding teaching
episodes to foster these
pupils desire to learn such
matters.

Key:
S - Student
T -

Teacher

Moving Straight Ahead

Moving to the Left

Moving to the Right

Red Team Line Cone

Blue Team Line Cone

Orange Team Line Cone

Green Team Line Cone

Purple Team Line Cone

Poly Spot

Volleyball Trainer

Basketball Court 3-Point Arch

Volleyball Net

Hula Hoop