Professional Documents
Culture Documents
LESSON#: 7
TIME: 1:55-2:35 PM
FACILITIES: Gymnasium
SEQUENCE OF LESSON
Opening-
0:00-0:15 sec.
The teacher will greet the students at the door leading to the gymnasium.
Transition0:15-0:30 sec.
The students will march in a straight line into the gymnasium led by the
teacher.
ORGANIZATION
Opening Diagram:
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Transition Diagram:
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The students will walk, hop, and (horizontal) jump and land one time each
around the sides of the activity area for a total of three laps.
Transition6:30-6:45 min.
The students will walk to the meeting place upon being dismissed by their
team color.
Introduction
Meeting Place: The meeting place will be established by the students team
lines.
Stop/Go Signals: The teacher will notify the students that their stop/go
signals in the lesson will be ready, go for starting an activity, while the
end of an activity will be indicated by the sound of a whistle with the
learners succeeding this noise by saying, Stop, Look, Listen, Shh
simultaneously out loud.
Student Behavior Expectations: The teacher will explain to the students
the importance of behaving themselves in an appropriate manner
throughout the entire duration of the lesson (whereas they will have to sit
out during this class period if they are prompted for their actions a total of 3
times).
The teacher will inform students that they will be learning about how to
perform a set in volleying throughout todays lesson.
The teacher will then make the students aware of the following aspects of
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Transition Diagram:
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REFLECTIONS
Safety:
- I witnessed
several students
either touching,
sliding under, or
jump over the two
volleyball nets that
were set up in the
gymnasium during
each of these
lessons. To prevent
these issues from
occurring again I
addressed them to
the students during
the very next
transition between
activities. I found
that this tactic was
helpful in limiting
these safety hazards
from transpiring
multiple times upon
making the students
more aware of the
dangers that they
posed. That is why
in the future I will
6:45-11:45 min.
the set:
o Why learn the set? (It is a vital skill that when perfected
correlates to a players/teams success in the sport of
volleyball.)
o When do we set? (When an oncoming ball in the sport of
volleyball is above a players waist to pop it up in the air.)
o How do we set? (By executing all of the skill cues for this
motion in a successive manner.)
The teacher will then communicate what the lesson purpose is to students
for their skill performance during the class period (Lesson Purpose:
Volleys a ball continuously in a small group over a net.).
Demonstration: The teacher will demonstrate to the students how to
perform the action of setting by highlighting its skill cues using the wholepart-whole method.
Skill Cues:
Activity #1 Crab Fingers (Curl your fingers for contact on the pads.)
Bend and Extend (Bend your knees in preparation; extend your
legs and arms on contact.)
Quick Feet (Move your feet quickly to be in position under and
behind the ball.)
Activity #2 & #3 Quick Feet (Always keep on the move to be in position for the
volley.)
Bend and Extend (Bend the knees and arms in preparation; extend
the arms, legs, and body toward the target on contact.)
Offense
Open Space (Hit to the open space.)
Defense
Ready (Bent knees, ready hands.)
Transition11:45-12:00 min.
The teacher will split the students up into groups of four (there will be one
group of five) by counting them off, where these factions will be provided
with one volleyball trainer and be told to walk to either one of two small
(lowered) volleyball nets or one big (high) volleyball net in which two
Introduction Diagram:
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Transition Diagram:
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utilize the
instructional
strategy of critical
demandingness to
require that
individuals whom
violate these
protocols go back to
perform such duties
in the proper
manner.
individuals will stand next to each other on one side of this structure at
arms-width apart with the remaining members standing directly across from
these individuals on its opposite side upon being dismissed to perform this
task by their team color.
Activity #1 Diagram:
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12:00-18:00 min.
18:00-18:15 min.
Transition
The groups will remain in the exact same location for where they are
standing with the volleyball trainer placed at their feet while waiting for the
next series of instruction to be given out by the teacher.
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Teacher Signals:
- I made sure to
communicate the
stop/go phrases that
were employed
throughout these
lessons to students
before them
participating in
their activities. This
routine was highly
effective on account
of how I
incorporated it into
my instruction by
asking the learners
checking for
understanding
questions about
what these signals
were composed of
seeing that they had
also been used in
my previous
teaching episodes. I
discovered that this
ploy was beneficial
in making the
expectations for
complying with
these indicators
18:15-24:15 min.
Transition24:15-24:30 min.
The teacher will split the students up into teams of six (there will be one
team of seven) by this instructor selecting them by themselves, where these
factions will be assigned to walk to their own side of either a small
(lowered) volleyball net or the big (high) volleyball net with a volleyball
trainer prearranged at these locations upon being dismissed to perform this
task by these group designations.
24:30-34:30 min.
Transition Diagram:
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association with this content that they will have to carry out in middle
school.
Extension Up: Have teams set the volleyball trainer to their fellow
teammates a total of three times before hitting it over the net.
Extension Down: Have teams set the volleyball trainer with this object
making contact with the ground one time before hitting it.
Activity #2 Diagram:
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Transition34:30-34:45 min.
The students will pick up any equipment used during the lesson so that
these individuals can place these items into their two respective hula hoops
next to the bleachers upon being dismissed to perform this task by their
team line color, where they will be permitted sit down at the meeting place
when once complete with this duty.
Closure
34:45-39:45 min.
39:45-40:00 min.
At the designated meeting place, the teacher will thank the students for
listening and cooperating during the lesson; however, this will only be done
if they did in fact behave respectfully.
The teacher will provide the students with feedback on their setting
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 then present visuals to the students that show different skill
cues of setting on them to briefly test the students knowledge which they
obtained from the lesson. For example, the students will be asked by the
teacher what skill cue of this element in the skill theme of volleying is
presented on the images. It will then be up to the students to work together
in order to come up with one common answer that the entire group agrees
upon so that they can then relay it back to the teacher.
The teacher will then ask the students one question focusing on the skill
cues of setting as followed:
1.) What were the three skill cues for setting presented in todays lesson?
(They were crab fingers, bend and extend, and quick feet.)
The teacher will ask the students to demonstrate the motion of setting
without any equipment for one final time to assess their technique.
Transition-
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Transition Diagram:
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Teacher Voice
Tone:
- The students
displayed confusion
about how to
perform the tasks of
the lesson once
given the signal to
begin carrying out
such exercises. It
was due to this
bewildered
execution of my
learners in as to
why I had to adjust
my instruction for
explaining these
activities since they
were scattered
throughout the
gymnasium when
these directions
were expressed by
reason of my voice
not being able to
carry in this space
for them to hear
what I clearly was
saying. This is why
I made sure that my
dialogue describing
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.
Activity #3 Diagram:
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Transition Diagram:
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Closure Diagram:
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Transition Diagram:
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Teacher Wait
Time:
- The students
consistently were
talking with one
another for an
extended duration
of time when I was
trying to administer
them with
instruction on the
activities in these
lessons. This
constant chattiness
illustrated by these
individuals
eventually forced
me into having to
use a significant
amount of my
teacher wait time in
response to
reducing their
conversations with
each other. I learned
that by articulating
to the class that no
further information
would be voiced to
them until they
silently placed their
Key:
S - Student
T -
Teacher
Beach Ball
Hula Hoop
full-fledged
attention on my
vocal delivery of
content was highly
beneficial in halting
these discussions.
In my succeeding
teaching episodes it
is of major
importance that I
employ this
pedagogical
practice more
efficiently in light
of how it helps in
decreasing the noise
that is produced by
these learners from
this discourse with
peers.