SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 10/13/2015-10/16/2015

SCHOOL: Wolf Swamp Road School

FACILITIES: Gymnasium
UNIT/THEME: Volleying

TIME: 9:15AM-11:45 AM

LESSON#: 4
CLASS SIZE: 20-23 Students GRADE: 3-5
GENERIC LEVEL: Control/Utilization

EQUIPMENT: 3 Blue Pinnies, 3 Red Pinnies, 1 Yellow Pinnie, 8 Beach Balls, 8 iPads, 8 Volleyball
Trainers, 8 Balloons, 25 Hula Hoops, 23 Emotional Temperature Worksheets, 23 Pencils, and 3 Visuals
FOCUS OF LESSON: Demonstrate the Underhand Serve
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 underhand serve within one of the learning tasks from the
class period by having fellow classmate videotape them carrying out this motion using an iPad. (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 underhand serve by indicating them on visuals shown by
the teacher. (SHAPE (S2.E2.3), (S2.E2.4), & (S2.E2.5); MA CF 2.1) (Taught: Introduction; Assessed:
Closure)
(A) Be conscious of classmates cooperation with one another within the instructional activities of the
class period upon them being prompted for their behavior no more than 3, 2, or 1 time(s) by filling out an
emotional temperature worksheet regarding this conduct. (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. Explain all skill cues of the underhand serve to students by using whole-part-whole instructional
strategy when presenting them.
2. Label all student off-task behavior that is exhibited during the lesson by desisting this conduct
immediately upon observing it.
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 underhand serving
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:

Frownfelter, J., & Creager, F. (2003, May 22). PE Central cues view. Retrieved from
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=93
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

0:20:10:20 min.

10:20-10:40 min.

Ss will play a tag game called Freezer in general space of the volleyball
court on gymnasium floor.
Rules Freezers can only tag players in order to freeze them
Defrosters can only tag players in order to unfreeze them
Stinger can only tag defroster in order to eliminate them
Freezer/Stinger team wins if all defrosters have been eliminated
Defroster/Player team wins if they have not all been
eliminated/tagged
Each round is played to three minutes

Transition Ss will walk over to take a seat at whiteboard.

Introduction T will inform Ss that todays lesson represents the start of the fourth week
in volleying unit.
T will then tell Ss that they will be learning how to perform the skill of
underhand serving, 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
underhand serve by responding to the following questions:
o Why learn the underhand serve? (To begin a rally)
o When do we underhand serve? (When any players team has

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

- Noticed that games

lasted very short time
amount based on stinger
easily being able to tag out
all defrosters, so in
succeeding lessons I
increased the number of
Ss who performed this
role when completing
task.

10:40-13:40 min.

13:40-14:00 min.

just scored a point)

How do we underhand serve? (By standing behind back line of
court)
T will demonstrate how to execute the underhand serve by presenting its
skill cues to Ss.
Skill Cues:
Face your target
Hold the ball in medium space with your non-striking hand
(imagine the ball sitting on a batting tee)
Use a bowling motion (step with the opposite foot and bring your
striking hand back)
As your open hand comes forward, strike the ball with the heel of
your hand
Do not toss the ball in the air during the striking motion
Follow through toward your target
T will have Ss carry out motion of the underhand serve without
equipment.
o

S
S

Transition

Ss will select two partners, get one beach ball, and walk to three poly
spots placed in a triangular formation scattered on gymnasium floor.

14:00-24:00 min.

Demonstration: T will demonstrate procedure for carrying out the first

essential instructional activity to class with two S volunteers.
In groups, two Ss will stand on poly spots facing across from one another
while other member will stand on poly spot off to the side.
3rd Grade- Perform task at 5 feet away from partner using
overhand pattern
4th Grade- Perform task at 7 feet away from partner
5th Grade- Perform task at 10 feet away from partner
Task: Ss will underhand serve the beach ball to one another so that

S
S

Main Opening Activity- Reciprocal Style

S
S
S
S

S
T

S
S

S
S

S
S

S
S

S
S

- Found that Ss were

providing irrelevant
feedback to peers
regarding underhand serve
during task, so in
succeeding lessons I
posted signs displaying
skill cues of this motion
that learners could
reinforce when offering
such critique.

24:00-24:20 min.

24:20-34:20 min.

partner facing directly across from the individual performing this skill can
then catch this object as many times as they can in a row, where member
standing off to the side will videotape performance of peers using iPad in
order to provide them feedback upon utilizing Coachs Eye app (Note: Ss
will switch roles of activity after every two minutes so that each learner is
able to perform all such tasks).
CFU: What is the goal for completing this task? (To catch group
members underhand serves as many times as they can in a row)
Extension Up: Use volleyball trainer for performing underhand serves
Extension Down: Use balloon for performing underhand serves

Transition

Ss will stand next to one another on baseline of basketball court on

gymnasium floor, T will split class up into five teams, and these squads
will walk to respective activity stations with a beach ball.

Main Closing Activity- Practice (Task) Style

Demonstration: T will demonstrate procedure for carrying out the final
essential instructional activity to class with four S volunteers.
In teams, Ss will stand in a line behind jump rope facing across from five
hula hoops scattered on gymnasium floor.
3rd Grade- Perform task 5 feet away from hula hoops using
overhand pattern
4th Grade- Perform task 7 feet away from hula hoops
5th Grade- Perform task 10 feet away from hula hoops
Task: The Ss will underhand serve the beach ball one at a time by taking
turns in an effort to have this object land in the hula hoops, where
different point values will be attached to carrying out this task in these
rings (Note: The team with most points at the end of the activity will be
declared the winner).
CFU: What must a team have in order to win this game? (The most
points by underhand serving beach ball into hula hoops)

SSSS
SSSSS
SSSS

- Recognized that Ss
SSSS neglected to perform
underhand serve properly
upon accruing more
points, so in succeeding
SSSS lessons I eliminated
scoring aspect of this task
altogether.

34:20-34:40 min.

Extension Up: Increase distance Ss underhand serve to hula hoops

Extension Down: Decrease distance Ss underhand serve to hula hoops

Transition

Ss will put all equipment used in activity at side of gymnasium next to

wall, get a drink from water fountain, and walk over to take a seat at
whiteboard.

Closure34:40-44:40 min.

44:40-45:00 min.

T will provide Ss with an emotional temperature worksheet in which they

will be required to complete prior to leaving class (Written AssessmentThe worksheets will be used for getting Ss reaction to how they thought
classmates cooperated in terms of their behavior during each instructional
activity from the lesson).
T will present visuals of the underhand serve to the class, where Ss will
be asked to determine the different skill cues that are illustrated on them.
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.