Professional Documents
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DATE: 10/5/2015-10/9/2015
FACILITIES: Gymnasium
GRADE: 3-5
UNIT/THEME: Volleying
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:
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
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
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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.
11:00-24:00 min.
24:00-24:20 min.
Transition
Ss will place beach balls on the floor in between feet as they wait for next
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series of instructions by T.
24:20-39:20 min.
39:20-39:40 min.
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-
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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
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