SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 9/28/2015-10/2/2015

SCHOOL: Wolf Swamp Road School

TIME: 9:15 AM-11:45 AM

LESSON#: 2

FACILITIES: Gymnasium

CLASS SIZE: 20-23 Students

GRADE: 3-5

UNIT/THEME: Volleying

GENERIC LEVEL: Control/Utilization

EQUIPMENT: 23 Poly Spots, 23 Beach Balls, 8 Hula Hoops, 23 Criteria Sheets, 23 Pencils, 8 Volleyball
Trainers, 8 Balloons and 1 Roll of Masking Tape
FOCUS OF LESSON: Demonstrate the Forearm Pass
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Perform 4, 5, or all of the skill cues of the forearm pass within one of the learning tasks from the class
period by having fellow classmate fill in a rating scale evaluating their execution. (SHAPE (S1.E22.3),
(S1.E22.4), & (S1.E23.5); MA CF 2.2) (Taught: Introduction; Assessed: Main Opening Activity)
(C) Identify 4, 5, or all of the skill cues of the forearm pass by correctly answering an informal question
posed by the teacher regarding these elements of this motion at the closure of the class period. (SHAPE
(S2.E2.3), (S2.E2.3), & (S2.E2.5); MA CF 2.1) (Taught: Introduction; Assessed: Closure)
(A) Volunteer communicating their feelings in regards to how they communicated with peers throughout
the class period by touching picture on wall of 3, 2, or 1 face(s) depicting a certain expression as they exit
the gymnasium. (SHAPE (S4.E1.3), (S4.E1.4), & (S4.E1.5); MA CF 2.7) (Taught: Entire Lesson;
Assessed: Closure)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Discuss all skill cues of the forearm pass to students by demonstrating how they must be executed in
order to successfully carry out this action.
2. Sympathize with students through instruction and feedback so that a positive learning environment is
maintained without having to desist any instances of off-task behavior.
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 carrying out the forearm passing tasks.
If students get tired during the class period the teacher needs to remind them to move outside of the
boundaries so that they dont get injured. Lastly, the students will also be made aware of any hazardous
equipment for which the facility presents.
REFERENCES:

Graham, G. (2008). Teaching children physical education: Becoming a master teacher (3rd
ed.). Champaign, IL: Human Kinetics.
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to
teaching physical education (9th ed.). New York, NY: Mcgraw-Hill Education.
Manross, M. (2003, May 22). PE Central cues view. Retrieved from
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=91

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION

REFLECTIONS

Opening0:00-0:20 sec.

0:20-5:20 min.

Ss will enter the gymnasium, where they will then go to stand on poly
spot placed on the ground with beach ball sitting on top of it while being
greeted by the T.

Instant Activity On poly spots scattered throughout the gymnasium, the Ss will
forearm pass the beach ball to themselves. The Ss will be required
to catch the ball after each time they perform this action. It is
expected of Ss that they will prevent this object from making
contact with the ground during their performance of this task.
Transition-

5:20-5:40 min.

Ss will sit down across from whiteboard by walking over to this location
with beach balls.

Introduction

5:40-10:40 min.

T will inform Ss that todays lesson will be their second class of volleying
unit.
T will then tell Ss that they will be learning how to perform the skill of
the forearm pass (bump), which is an action most commonly used in the
sport of volleyball.
T will make Ss aware of the key aspects in regards to learning about the
forearm pass by responding to the following questions:
o Why learn the forearm pass? (To effectively pass ball in
volleyball)
o When do we forearm pass? (When oncoming volleyball is
below waist)

S S
S
S S
S
S
S S
S S
S
S
S
S
S
S S
S S S
T

- Recognized that Ss
became bored when
carrying out this task, so
in succeeding lessons I
had these individuals
continuously forearm pass
object to self without it
being able to contact
ground to promote their
full engagement.

How do we forearm pass? (By bending down to meet volleyball

with forearms)
T will demonstrate how to execute forearm pass by presenting its skill
cues to Ss.
Skill Cues:
Make a flat surface with arms by placing back of one hand in
palm of the other
Move feet to get under the ball
One foot in front of the other with knees bent
Extend arms, body and knees to the ball
DO NOT swing your arms, meet the ball with your arms
Aim your arms towards the top of the net and not to the ceiling
o

10:40-11:00 min.

Transition T will form groups of Ss so that these pairs can then walk to poly
spots facing across from each other with beach ball.
S

Main Opening Activity- Reciprocal Style

11:00-26:00 min.

Demonstration: T will demonstrate procedure for carrying out the first

essential instructional activity to class with two S volunteers.
In groups of three Ss, two people from these partnerships will stand on
poly spots facing across from one another.
3rd Grade- Perform task at 5 feet away from partner using
underhand pattern
4th Grade- Perform task at 7 feet away from partner
5th Grade- Perform task at 10 feet away from partner using
overhead pattern
Task: One S will toss beach ball to themselves so that they can forearm
pass this object into a hula hoop being held flat by their partner, where
this individual may need to move around in order to successfully carry
out this task. A criteria sheet highlighting the skill cues of the forearm
pass will be provided to each S that goes along with this exercise in

S
S

S
S

S
T

S
S

S
S

S
S

S
S

S
S

S
S

- Found that S safety was

an issue when performing
this task, so in succeeding
lessons I limited the
number of steps that
individuals holding hula
hoop could take.

26:00-26:20 min.

which the person not taking part in the aforementioned physical actions
will fill out for the individual carrying out the forearm pass. It should be
noted that all roles for learners will switch throughout task after every
two minutes (Written Assessment- The criteria sheets provided to Ss will
assess their performance of psychomotor objective in relation to skill cues
of forearm pass through use of a Likert scale).
CFU: How long should each group member carry out the different roles
attached to this activity? (Two minutes)
Extension Up: Use volleyball trainer to carry out activity
Extension Down: Use balloon to carry out activity

Transition T will form teams of Ss so that these squads can then walk to their
assigned basketball hoops with volleyball trainer.
Main Closing Activity- Command Style

Demonstration: T will demonstrate procedure for carrying out the final

essential instructional activity to class with five S volunteers.

In teams of six people formed by the T, the Ss will stand in a line

behind a piece of tape placed on the ground across from a shortened
basketball hoop.
3rd Grade- Perform task at 5 feet away from basketball hoop
using underhand pattern
4th Grade- Perform task at 7 feet away from basketball hoop
5th Grade- Perform task at 10 feet away from basketball hoop
using overhead pattern

26:20-39:20 min.

Task: Ss will one at a time toss a volleyball trainer to themselves in

an effort to forearm pass this object into the basket. This activity
(game) will be performed at the command of the T, where the first
team to score three baskets will be declared the winner.
CFU: How many baskets must a team score in order to win this

S
S
S
S
S
S
SSSSSS
S
S
S
S
S

- Noticed that Ss were

struggling to score points
during this game, so in
succeeding lessons I
SSSSSS modified scoring system
by awarding teams with
certain point values when
their forearm passes
contacted backboard,
square, or rim of
basketball hoop.

39:20-39:40 min.

game? (Three baskets)

Extension Up: Forearm pass volleyball trainer after this object has
been bounced off of the ground in front of them by teammate
Extension Down: Forearm pass volleyball trainer after this object
has been tossed to them by teammate

Transition

Ss will place all volleyball trainers at side of gymnasium, have a drink

from water fountain, and walk to black center line on floor so that they
can stand next to one another to wait for next series of instructions given
out by T.

Closure

39:40-44:40 min.

44:40-45:00 min.

T will present a closing question to Ss as followed:

1.) What are four, five, or all of the the forearm pass skill cues? (Make a
flat surface with arms by placing back of one hand in palm of the
other, Move feet to get under the ball, One foot in front of the
other with knees bent, Extend arms, body and knees to the ball,
DO NOT swing your arms, meet the ball with your arms, and/or
Aim your arms towards the top of the net and not to the ceiling)
Ss will slap a picture of sad, indifferent, and/or happy face(s) on wall that
best represents how they felt about the class period in terms of their
communication with fellow peers during instructional activities.
T will thank the Ss for listening and cooperating during the lesson;
however, this will only be done if they behaved respectfully.

Transition

The Ss regular classroom T will dismiss class upon their arrival to

gymnasium.

Miscellaneous Information of Lesson Student Behavior Expectations: The T will explain to the Ss 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 three times.
Teacher Positioning: During the entire the lesson, the T will re-position
themselves throughout each of the instructional activities when they are
not presenting content by scanning the gymnasium with their back to the
wall to provide the Ss with necessary feedback regarding their
performance.
Modifications/Accommodations:
An instructional aide will be provided to any S 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 Ss will be given a translator, which will be performed by
other bilingual Ss 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 Ss in need of such support.