Nicholas Plourde

Volleying Unit Plan

September 21, 2015 - October 23, 2015
Grade(s) 3-5
Wolf Swamp Road School
Longmeadow, MA
 Springfield College Physical Education Health Education Department

PE Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive Domains

Grade/Experience Level____ 3-5______

Unit Outcomes Reference Content to be taught Assessment
MA CF &
NASPE
(By the end of the unit, Standards (include rubrics, quizzes,
students will be able to) etc. in written
by # materials section)

Psychomotor SHAPE Day 1: Volleying different

(S1.E22.3) pieces of equipment using
Demonstrate basic , variety of body parts. Teacher Observation
knowledge in regards to (S1.E22.4)
carrying out volleying ,
in its many forms, 3 (S1.E23.4)
skills of the forearm ,& Day 2: Volleying different
pass, setting, and (S1.E23.5) pieces of equipment using
underhand serve, and the skill of forearm pass.
basic volleyball player
rotation by engaging in Criteria Sheet (Peer
a variety of MA CF Rating Scale)
instructional activities 2.2 Day 3: Volleying different
that build on these pieces of equipment using
actions. the skill of setting.

Teacher Observation
Day 4: Volleying different
pieces of equipment using
the skill of underhand serve.

Day 5: Volleying different

pieces of equipment through Videotape
modified volleyball games
utilizing basic player rotation
in which incorporate skills of
the forearm pass, setting, and
underhand serve.

Teacher Observation

Cognitive SHAPE Day 1: Identify what

(S2.E2.3), volleying is by exploring its
Define volleying, at numerous forms. Turn and Talk
least1 skill cue of the (S2.E2.4),
forearm pass, setting, &
and underhand serve, (S2.E2.5)
and how these skills are Day 2: Introduce skill cues of
incorporated in the the forearm pass in regards to
sport of volleyball by its relationship with
exhibiting full MA CF overarching volleying theme.
engagement towards 2.1 Informal Questioning
content presented in
 Daily Observation Analytic Rubric

Students Name -

Outcome Excellent Satisfactory Average Unsatisfactory Po

Assessed 5 4 3 2 1
Demonstrates Demonstrates Demonstrates Demonstrates Demonstra
superiority in adequacy in carrying mediocrity in inadequacy in carrying inferiority
Effort carrying out all out all volleying carrying out all out all volleying leaning carrying ou
volleying learning learning tasks at high volleying learning tasks at high effort volleying l
tasks at high effort effort tasks at high effort tasks at hig
Shows high level Shows decent level Shows moderate Shows deficient level of Shows low
of knowledge of knowledge level of knowledge knowledge towards how knowledge
Knowledge towards how to towards how to towards how to to successfully perform how to suc
successfully successfully perform successfully volleying content perform vo
perform volleying volleying content perform volleying presented content pre
content presented presented content presented
Exhibits Exhibits sufficient Exhibits standard Exhibits insufficient Exhibits w
outstanding fluidity in volleying fluidity in volleying fluidity in volleying skills fluidity in v
Skill fluidity in skills practiced skills practiced practiced skills pract
volleying skills
practiced
Illustrates Illustrates suitable Illustrates regular Illustrates unsuitable Illustrates l
substantial amount amount of respect amount of respect amount of respect amount of
of respect towards towards peers so that towards peers so towards peers so that towards pe
peers so that volleying material is that volleying volleying material is that volley
volleying material properly executed material is properly properly executed upon material is
Participation is properly upon having come to executed upon having come to class executed u
executed upon class fully prepared having come to fully prepared having com
having come to class fully prepared class fully
class fully
prepared Note: Any stu
come unprepa
will conseque
receive this sc

Total
Teacher Comments:

Name Group Members Name Class

Forearm Pass Criteria Sheet

Directions: Circle the number that matches the quality you feel best
represents your partners performance of the forearm pass skill cues during
the hula hoop activity.

Rate of Occurrence Never Sometimes Alway

Forearm Pass (Bump) Skill
Cues
Did they make a flat surface with arms by
placing back of one hand in palm of the
other? 1 2 3

Did they move feet to get under the ball?

1 2 3
Did they place one foot in front of the
other with knees bent?
1 2 3

Did they extend arms, body and knees to

the ball?
 1 2 3

Did they not swing their arms, but rather

meet the ball with their arms?
1 2 3
Did they aim their arms towards the top of
the net and not to the ceiling?
1 3 3

Total (out of 18)=

Name Date Class

Setting Skill Cues Exit Slip

Directions: Fill in the blanks below.

Feet shoulder apart

Bend your
 Make a (hands together) with index finger
and thumbs touching
Strike the ball with your

Extend arms and hands upward and

Word Bank:
diamond fingerpads
knees width
reach for the sky

Name Date
Class

Underhand Serve Instructional Activity

Emotional Temperature Worksheet
Directions: Circle the face that best represents
how you feel your classmates cooperated during
learning tasks performed in todays lesson (Were
they prompted for their behavior more than 1, 2,
or 3 times?).
1. Instant Activity

2. Main Opening Activity

3. Main Closing Activity

Name Date Class

Olympic Mens Volleyball Video

Checklist
Directions: Place a check mark ( ) on the line next to each
volleying skill listed when you watch a player perform this action
during the game.

Forearm Pass-
Total=

Setting-

Total=

Jump Serve-

Total=
 Volleying Unit Evaluation (Grading) System

Effort (50%) - Students will be evaluated with regards to performance

in all learning domains through demonstrating a maximum level of effort
in instructional activities, written work, and courteous behavior towards
others in class.
Knowledge (25%) - Students will be evaluated through the learning
they demonstrate of content presented within each lesson based on their
performance in oral/written assessments.

Skill (10%) - Students will be evaluated in their ability to make daily

improvements through skills practiced during each lesson in terms of
their performance in observations, peer feedback sheets, and video
recordings.

Participation (15%) - Students will be evaluated in relation to whether

they come prepared to class in attire for physical activity so that their
full engagement in learning tasks can be achieved by showing respect
towards fellow classmates through performance on oral, tactile, and
written assessments.
 Results of Assessments

Throughout my unit I used a multitude of assessments in all learning domains so that the
performance of each student as a whole could better be gauged. I found that this had profound
impact on my ability to fairly evaluate the progress in which students made throughout this five
week span. With that being said, all student differences were accounted for in my creation of
these grading tools.

In the psychomotor domain I used mostly teacher observation, but included both a criteria
sheet (peer rating scale) and videotaping through use of an iPad to assess students during unit. I
recognized that each of these means in evaluation showed that students were able to improve
their performance in the skills covered within them, especially in my own viewing of this
completion through utilization of corresponding rubric. The only instance with which my
students did not do as well as what I thought they were going to do was when their execution of
underhand serve was filmed by fellow classmate, where it was quite clear that most of them
struggled to adequately carry out this motion based on recordings. However, I would say that the
data gathered from students completion of criteria sheet was much more positive in regards to
each individual scoring their peers forearm pass achievement honestly, correctly, but most
importantly very highly. It is critical that in the future I make my written assessments more user-
friendly since students had a difficult time comprehending some of the vocabulary present on
this sheet.

The assessments in relation to the cognitive domain that I employed for evaluating my
students performance within unit consisted of turn and talk, informal questioning, exit slip,
visual analysis, and skill drawings. For the most part students demonstrated much knowledge
with respect to the content presented through these items with the exception of showing some
slight issues in reciting the setting skill cues on the exit slip. I thought that students carried out
turn and talk, informal questioning, and visual analysis pieces superbly, which was as predicted
in light of them being able to complete this task collectively. One outcome I was really proud of
my students with was their drawings that they made of the forearm pass, setting, and underhand
serve due to the complexity behind executing this exercise. This is why in the future it will be
vital that I continue to include more visual assignments within my written assessments rather
than attach too much wording to them that students have to read.

In reference to the various assessments within the affective domain that I applied during
this unit, altogether they comprise of a class share, Slap the Face wall exercise, thumbs
up/thumbs down survey, emotional temperature worksheet, and journal response. It was clear
that my students executed the class share, thumbs up/thumbs down survey, and emotional
temperature evaluations real seriously considering the responses that were garnered by these
individuals in them communicated how they truly felt about the tone of classroom environment. I
was happily surprised with the students performance in writing a journal response highlighting
their disdain towards their peers volleyball sportsmanship in class since it was evident that they
were voicing their truthful opinion to such matters, which was a quality that surely was not
anticipated. In the Slap the Face wall exercise my students were unfortunately unable to
exhibit the capability in carrying out this duty in a sufficient manner, as a result distorting the
evidence that should have been gained from it. From this point moving forward it is of the
outmost importance that I alter my written assessments in a way that students truly can express
their full emotions without being limited to offering their reactions on select qualities that make
up their well-being when in physical education.

Finally, these assessments were greatly beneficial towards providing me with necessary
input for how I needed to alter my instruction so students could experience success during the
course of this unit. It was by structuring these methods of evaluation in a fashion that my
students could easily accomplish is what helped to make this process much more advantageous
for all individuals involved. The influence that was had in students attainment of volleying
subject matter overviewed upon incorporating the focused classification instruments into my
lessons simply could not be replicated through the makings associated to any instructional
strategy implemented throughout this period.
 References

Cook, T. (2012, June 19). 2008-08-24 Olym MV GOLD USA-v-BRA entire-airing pt.01of39.
Retrieved from https://www.youtube.com/watch?v=PTbOpBQMfjk

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

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

Hopple, C.J. (2005). Elementary physical education teaching and assessment: A practical guide
(2nd ed.). Champaign, IL: Human Kinetics.

Manross, M. (2003, May 22). PE Central cues view. Retrieved from

http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=91