TGFU THREE PART LESSON PLANNER

Grade: 8 Game Category: Net/Wall

Contextual Information:
Unit 2: Net/Wall Games Lesson: 2 of 5.

Movement Skill: Volleying Strategy or Tactical Problem:

Positioning the ball (passing/attacking)
Backward Design Question 1: What will students learn?

Curriculum Expectations:

Overall:

B1: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying
movement concepts as appropriate, as they engage in a variety of physical activities.

B2: apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical
activities, in order to enhance their ability to participate successfully in those activities.

Specific:
B1.2: perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of
external stimuli.
B1.3: use and combine sending, receiving, and retaining skills in response to a variety of external stimuli, while applying
basic principles of movement.
B1.4: demonstrate an understanding of the phases of movement (i.e. preparation, execution, follow-through) and apply this
understanding to the refinement of movement skills in a variety of physical activities.
B2.1: demonstrate an understanding of the components of a range of physical activities (e.g. movement skills, game
structures, basic rules and guidelines, conventions of fair play and etiquette) and apply this understanding as they
participate in a variety of physical activities in indoor and outdoor environments.
B2.2: demonstrate an understanding of how movement skills, concepts, and strategies are transferable across different
physical activities within various categories (e.g. individual, target, net/wall, striking/fielding, territory), and identify skills,
concepts, and strategies that they found effective while participating in a variety of physical activities in different
categories.
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B2.3: apply a variety of tactical solutions to increase chances of success as they participate in physical activities.
Learning Goals:

Today we are learning:

1) How to volley a volleyball.

2) How to strategically direct the ball to a spot on the court to give your team the highest chance to score a point.

Guiding Questions: List 2-3 questions that frame students learning in the lesson.

1) What are some offensive strategies you can use to increase your chance of scoring a point?

2) When would a volley be the preferable technique to use to direct the ball?

3) How can you reduce the chance of success of opposing players as a defender (receiver)?

Instructional Components and Context

Readiness:

Prior Learning:
Basic rules of volleyball (ball must go over net and touch the ground within the court on the opponents side to score a
point, catching/holding the ball is not allowed, 3 touches per possession are permitted)
Defensive strategy positioning receivers on a team to cover space on the court.
Basic knowledge of each type of hit bump, volley, spike, serve, block.

Terminology:
Volleyball, out of bounds, bump, spike, set, volley, serve, block.

Materials:
Volleyballs, beach balls, skipping ropes.
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Backward Design Question 2: How will we know students are learning?: Assessment and Evaluation

Assessment Success Criteria: Assessment Tool(s):

Movement Skill Success Criteria: - Observation during games
- Questioning (individual and group)
- Able to describe when using a volley is appropriate vs. a
- Self-assessment exit pass (what did you do well
bump or a spike.
today? What can you improve on?).
- Able to demonstrate a position of readiness to volley and
attempt to volley a lobbed, incoming ball with some
semblance of proper technique.
- Able to identify areas of strength and areas where
improvement is required in their volley execution.

Strategy/ Tactical Problem Success Criteria:

- Able to describe two ways the sending team can increase

their chance of success using only positioning of the ball
(i.e. hitting it hard and fast does not count)
- Able to evaluate the strengths and weaknesses of a teams
offensive performance.
- Able to apply learned strategies to real 6 vs. 6 volleyball.

Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?

Minds On: Activity to activating prior knowledge and recalling prior skills

Volleyball Circuit (12 minutes)

Purpose:
- Raise students heart rate.
- Review of volleying skill and practice.
- Strengthening and engaging of muscles which help with volleying and movement during a volleyball game.
Activity description:
- 7 station circuit (1 minute per station, 15 second transition time between stations) (10 mins).
o Finger-tip pushups (finger/hand engagement)
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o Wall-sits (thigh engagement)

o Self-volleying into air (simple skill execution).
o Arm circles (small -> large, slow -> moderately fast) (stretching)
o Skipping with rope (increase heart rate)
o Volleying against wall, aimed at target (added layer of complexity to skill execution)
o Suicides (increase heart rate)

Modifications (to increase participation with a larger group/ increase complexity ):

- Modified push-ups (knees on floor)
- Work-to-rest ratio for wall sits, skipping, and suicides if necessary.

Debrief
- Group discussion on what was learned from volleying exercises, question to ask:
o What helped you control the volleyball and get it where you wanted it to go?
- Learning goal: explain the basics of volley technique (athletic stance, arms up, diamond positioning of hands)

Action: TGFU model

GAME: Ball Toss (13 minutes)

Purpose:
- Reaffirm/refresh the fundamental ability to send and receive passes through simple tosses (using teamwork)

- Manipulation skills and effort awareness: applying a controlled force to send an object to another participant within a
designated area (e.g., being able to control the force used when sending a ball to another participant so that they are
successful at receiving it)

- Relationship and spatial awareness: knowing how to move to be successful at sending and receiving an object while
playing with other participants (e.g., moving the appropriate body parts to send the ball to another participant within
close proximity)

Activity description:
- Four quadrants will be formed with two perpendicular lines. Participants will be evenly distributed among quadrants.
While remaining in their quadrants, participants toss the ball back and forth between other quadrants..
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- The goal as a group is for participants to toss the ball as many times as they can in a row without the ball dropping to
the ground or going out of bounds.
- When the ball is dropped or goes out of bounds, group participants rotate zones and start again. Participants move in
a clock-wise direction.
- All participants in a quadrant must receive and send the ball once before a participant can send and receive again.
- This is NOT a competitive game, quadrants should work together.

Modifications (to increase participation with a larger group/ increase complexity ):

- Add a timed component; each group of 4 in their quadrants has a limited amount of time to successfully achieve a
certain amount of tosses.
(eg. 2 minutes to achieve 40 successful tosses)
- Make the quadrants (which can be divided using pylons/cones) larger areas, requiring the students to use more
strength and accuracy to complete their tosses.

SKILL EXECUTION Partner Volleying (5 minutes)

Purpose:
- Students will engage in execution of basic skills learned to date
- Increase coordination of movements for the volley as well as implement communication of possession

Activity Description:
- Divide participants into pairs
- One person stands at the attack line and the other stands at the Service Line
- Practice volleying between partners
- Encourage the use of communication words (i.e. MINE!, GOT IT!, ME!)
- Partners should aim their volleys with the purpose of making their partner have to shuffle to return volley
successfully.

SKILL APPLICATION & CULMINATION Meteor Ball (23 minutes)

Purpose:
- Develop greater spatial awareness
- Develop the ability to combine sending, receiving, and retaining skills in response to a variety of external stimuli
- Participants learn about and practice thought processing against an opponent order to achieve points
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- Tactical awareness: developing an understanding of how to send and receive a ball successfully

Activity Description
- Materials: One regular to large sized beach ball. Cones to mark out zones.
- Class is divided into 4 teams and the gym is divided into 4 playing areas. Each team must stay in their area.
- The teacher throws a ball into the game (beach ball for lower difficulty, volleyball once participants are competent).
- Teams must work together to make sure that the ball does not touch the floor in their area. To do this, they may push the
ball upwards using volleys, into another team's area.
-If the ball lands in a team's area, a point is awarded to the three other teams.

Modification (to decrease or increase complexity)

Increase:

- Increase the amount of times a team has to pass to each other before attacking other teams
- Add more beach balls or replace with volleyballs
- Team that does not have ball in their area must do an exercise

Decrease:

- Decrease the amount of times a team has to pass to each other

- Reduce the size of playing area

Extensions
- Play from a different position (e.g., kneeling or sitting down)
- Add a time challenge (e.g., try to throw/catch a certain number of times in a set amount of time)
- Put up a net to divide the court (e.g., badminton net, a skipping rope tied around two large pylons) and challenge
participants to volley the object over the net
- Use the rules of Kings Court to increase competitiveness.

Consolidation: (7 minutes) Questions to pose to students to consolidate learning and strategy e.g. group discussion;
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think/ pair/ share, exit pass.

1) Describe where the best location is to send the ball to score a point effectively against your partner.

2.) What kind of throw do you use to challenge your partner in their successfulness at receiving it?

3.) When receiving the ball, what should your body positioning look like?

Individual Reflection: ( to be completed after Micro-teaching)

What parts of your lesson were successful in helping your students learn and maximizing their success?

How did your instructional decisions meet the needs of all students, regardless of skill level, and maximizing participation?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you
continue move forward with lesson delivery. If you would not change or modify the lesson provide an explanation with
specific evidence about why this was an effective lesson in all areas.