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SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 10/5/2015-10/9/2015

SCHOOL: Wolf Swamp Road School

TIME: 9:15 AM-11:45 AM


LESSON#: 3

FACILITIES: Gymnasium

CLASS SIZE: 20-23 Students

GRADE: 3-5

UNIT/THEME: Volleying

GENERIC LEVEL: Control/Utilization

EQUIPMENT: 22 Standard Cones, 11 Jump Ropes, 11 Beach Balls, 11 Volleyball Trainers, 11 Balloons,
22 Tall Cones, 22 Short Cones, 23 Exit Slips, 23 Pencils, and 3 Visuals
FOCUS OF LESSON: Demonstrate Setting
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Perform 3, 4, or all of the skill cues of setting within one of the learning tasks from the class period by
simulating the teachers physical demonstrations of this motion. (SHAPE (S1.E22.3), (S1.E23.4), &
(S1.E23.5); MA CF 2.2) (Taught: Introduction; Assessed: Main Opening Activity)
(C) Identify 3, 4, or all of the skill cues of setting by successfully completing an exit slip focusing on
these elements of this motion at the closure of the class period. (SHAPE (S2.E2.3), (S2.E2.4), &
(S2.E2.5); MA CF 2.1) (Taught: Introduction; Assessed: Closure)
(A) Be aware of 1, 2, or 3 instances they felt learning differences were accommodated when carrying out
the instructional activities by participating in thumbs up/thumbs down survey at the closure of class
period. (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. Summarize all of the proper skill cues of setting by physically demonstrating to students how they must
be implemented in order to complete this action.
2. Create a positive learning environment for all students by desisting off-task behaviors exhibited by
these individuals which in any way inhibit their peers capacity to master the content that is being
presented to them.
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 setting 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:

Crea, F. (2009, December 11). PE Central cues view. Retrieved from


http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=292
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.

LESSON PLAN FORM


TIME

SEQUENCE OF LESSON

ORGANIZATION

REFLECTIONS

Opening0:00-0:20 sec.

Ss will enter the gymnasium, where they will be told to stand next to one
another on black floor line closest to entrance after being greeted by T.

Instant Activity

0:20-5:20 min.

5:20-5:40 min.

Ss will play brief game of Log Tag without making contact with the
equipment laid out.
Rules Two Ss must lie face down on ground next to one another
If runner lays down next to S on ground, the person lying down
alongside this individual becomes new runner
When tagger touches runner, their roles become switched

Transition

Ss will walk over to take a seat at whiteboard.

Introduction

5:40-10:40 min.

T will inform Ss that todays lesson is the start of the third week in
volleying unit.
T will then tell Ss that they will be learning how to perform the skill of
setting, 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
setting by responding to the following questions:
o Why learn the set? (To effectively pass the ball in the sport of
volleyball)
o When do we set? (When oncoming volleyball is above waist)
o How do we set? (By positioning body under volleyball)
T will demonstrate how to execute setting by presenting its skill cues to

SS
SS
SS
SS

SS

SS

S
SS

SS

SS
SS

S
T

- Found that Ss had


limited opportunities to
respond during this task,
so in succeeding lessons I
increased the number of
runners/taggers.

Ss.
Skill Cues:
Feet shoulder width apart
Bend your knees
Make a diamond (hands together) with index finger and thumbs
touching
Strike the ball with your fingerpads
Extend arms and hands upward and "reach for the sky"
10:40-11:00 min.

Transition Ss will select partners, pick up one beach ball per partnership, and walk
to jump rope-cone station positioned throughout gymnasium.

Main Opening Activity- Practice (Task) Style

11:00-24:00 min.

24:00-24:20 min.

Demonstration: T will demonstrate procedure for carrying out the first


essential instructional activity to class with one S volunteer.
In partnerships, the Ss will stand across from one another with a jump
rope placed on top of two cones distanced apart.
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
Task: Partnerships will continuously set a beach ball to one another over
this structure for a certain time length to determine the total number of
times they can perform this task without this object touching the floor.
CFU: What do you not want your sets to make contact with when
performing this task? (The floor)
Extension Up: Increase distance Ss set to partner at
Extension Down: Decrease distance Ss set to partner at

Transition

Ss will place beach balls on the floor in between feet as they wait for next

S S
S S
S S
S S
S S
S S
S S
S S
S S
S S
S S
S

- Noticed that Ss struggled


with setting beach ball to
partner consecutively, so
in succeeding lessons I
had these individuals
focus on performing this
task using just one hand
by overhead volleying it.

series of instructions by T.

Main Closing Activity- Inclusion Style

24:20-39:20 min.

39:20-39:40 min.

Demonstration: T will demonstrate procedure for carrying out the final


essential instructional activity to class with one S volunteer.
In same partnerships, the Ss will once again stand at the identical jump
rope-cone station from two prior activities.
3rd Grade- Perform task 5 feet away from partner using
underhand pattern
4th Grade- Perform task 7 feet away from partner
5th Grade- Perform task 10 feet away from partner
Task: Ss will set to one another over this structure in a volleyball gamelike setting, where they will score a point if the object they are using
touches the floor on their partners side of it. Partnerships will be given
the option to perform this task using a balloon, beach ball, or volleyball
trainer. At the conclusion of the activity the S with more points than their
partner will be declared the winner (Note: Setting is only permitted action
that can be carried out during this game, point will be awarded to
opponent in the event this guideline is violated (unless in 3rd grade)).
CFU: What needs to occur after performing your sets in order to score
a point in this game? (It has to make contact with the floor on
partners side of jump rope/cones)
Extension Up: Place jump ropes on taller cones
Extension Down: Place jump rope on shorter cones

Transition

One S from partnerships will place their balloon, beach ball, or volleyball
trainer used in last activity in designated hula hoops at side of
gymnasium, get a drink from water fountain, and walk over to take a seat
at whiteboard.

Closure-

S S
S S
S S
S S
S S
S S
S S
S S
S S
S S
S S
S

- Recognized that Ss were


constantly slamming
(spiking) balloon, beach
ball, or volleyball trainer
on partners side of jump
rope-cone formation when
using one hand, so in
succeeding lessons I
mandated that these
objects must be volleyed
to them above their head
upon carrying out this
task.

39:40-44:40 min.

44:40-45:00 min.

T will provide Ss with an exit slip in which they will have to write the
skill cues of setting on before leaving class (Written Assessment- The exit
slips will be used to gauge Ss level of knowledge in regards to the setting
skill cues presented during the lesson).
T will conduct brief thumbs up/thumbs down survey with relation to how
Ss felt about the developmental appropriateness of instructional activities
in lesson.
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.

Note: The T will assess Ss performance for carrying out the lessons content by
visually observing them throughout the full duration of the class period using
corresponding rubric.
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.