Professional Documents
Culture Documents
Unit: Volleyball
Stage 1- Desired Results
Connections to Context:
When I discuss the history of
volleyball, I will touch base on how
volleyball, as well as most sports, is
primarily dominated by men around
the world. Volleyball in the US is the
expectation. Most guys believe it to
be a womens sport in the US but in
other countries only men play it. This
may cause issues for young men in
America who feel discouraged to
play volleyball because it is a girls
sport, which is actually not the case
around the world
(How does this fit with students
experiences, the school goals, and the
larger societal issues?)
Established Goals
Standard 1 - The physically literate
individual demonstrates competency
in a variety of motor skills and
movement patterns.
Standard 2 - The physically literate
individual applies knowledge of
concepts, principles, strategies and
tactics related to movement and
performance.
Standard 3 - The physically literate
individual demonstrates the
knowledge and skills to achieve and
maintain a health-enhancing level of
physical activity and fitness.
Standard 4 - The physically literate
individual exhibits responsible
personal and social behavior that
respects self and others.
Transfer
Students will be able to independently use their learning to
Enhance their volleyball skills
Effectively know how to bump and set the volleyball
Understand some of the basic concepts of volleyball and strategy
Be able to play volleyball out of a physical education setting for enjoyment
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
It is okay to mess up, as long as they give How certain strategies can impact the game
their best effort during drills and games I
How they can improve their volleyball skills on
will be happy
their own
Volleyball is not for everyone
(What specifically do you want students to
understand?
What inferences should they make?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Evaluative Criteria
I will be using a rubric to watch
students demonstrate how to pass
the ball correctly. Students will not
only be graded on how well they
pass, but also on their
communication and leadership skills
when they are the coach.
(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)
(Regardless of the format of the
assessment, what qualities are most
important?)
Using correct form and communication
are the most important.
Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Using the correct form while bumping and passing the ball with their group. They will also be acting
as a coach by providing effective feedback to their teammates as well as encouragement.
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)
OTHER EVIDENCE:
Student will also be communicating by saying either got it or mine while passing. By
communicating it lets others know that they are the ones passing and the rest of them should get
ready.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Progress Monitoring
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
(Does the learning plan reflect principles of learning and best practices?)
Yes it does
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum