Lesson Plan Title: Volleyball- Serving Overhand Float

Date: February 15, 2018

Subject: Physical Education Grade: 9
Topic: Volleyball Serving: Overhand Float
Essential Question: What skills are needed to perform an overhand float serve and what other physical
activities or sports have these same skills?

Materials:
• 25 Volleyballs
• Net (volleyball/badminton)

Safety Considerations:
• Be aware of surroundings
• Be aware of volleyballs (where you are serving the ball and volleyballs coming at you)
• Use nets free of exposed wires along top or frayed wires along poles
• Store poles so that there is no danger in them falling onto anyone
• Use playing surface with good traction
• Use gym that is free of hazards
• Instruct students to use safe procedures for setting up and taking down equipment
• Replace floor plugs when poles are removed
• Teach skills in proper progression
• Organize drills to minimize the risk of being hit with an errant ball
• Use equipment that is appropriate for age, size, strength, and skill level
• Wear suitable clothing and footwear
• Onsite supervision
• No jewelry
• Wear sun protection (when outside)

Management Strategies
• When giving instructions, students will hold balls by their side, (if they don’t obey, balls will be
placed on ground)
• When giving instructions students will be behind the sideline of volleyball court
(demonstrations) and instructions will be done in a teaching circle.
• Volleyballs will be placed in equipment room where students will retrieve a ball in 2 separate
groups (put back as well)
• Music will be the start and stop (this will depend on what school this is used in and their
guidelines)
• Students will be able to pick their own partners. Every time a new drill starts students must pick
a different partner
• Teacher will form groups by numbering off students, keeping in mind exceptionalities/student
needs
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?

• Psychomotor: Students will be able to demonstrate a float serve in volleyball with proper
technique.

• Affective: Students will work cooperatively by encouraging a peer each time he/she performs
a skill.

• Cognitive: Students will be able to list the cues for a performing a float serve and recognize
what component of serving they are confident at and what component needs work.

Broad Areas of Learning:

1. Building Lifelong Learners:
Students will learn the specific skill of serving in this lesson. They will work on life-long
learning by also learning the skills that can be transferable to other sports or physical activity
(timing an object, foot work, throwing with rotation, coordination, etc.). Students will work
on their self-concept development by developing a balance of attitudes, understandings,
skills, and strategies necessary for various movement activities.

2. Building a Sense of Self and Community:

Students will work on understanding and relating to others by working together as a team
and in partners to build communication skills, so they can help one another succeed. By
working together, students will have a better understanding of fundamental movement skills,
active living, and relationships. Volleyball is a sport that is played not only in a school setting
but is also played in the community setting. Students will learn of the various opportunities
to play in their community and will give them the chance to build community relationships.

3. Building Engaged Citizens:

During this volleyball lesson students will have the opportunity to initiate and guide social,
cultural, and environmental activities that will benefit all citizens. Throughout this lesson
students will learn how to work as a team and take accountability for actions which will help
them to succeed in their everyday lives.

Cross-Curricular Competencies:
1. Developing Thinking:
In this lesson, students will explore different transferable skills, create relationships with
other students, communicate strategies of teamwork, and apply deeper understandings of
skillful physical movement, active living, and relationships. Students will think about how the
skill of serving can be transferable to other physical activities.

2. Developing Identify and Interdependence:

 While working as a team and in partners, students will develop their role within their
team/partners. Students will learn what works best for them and can share ideas with their
team to meet the shared goals. Students will also discover their own strengths and
weaknesses and learn to respect and understand their differences.

3. Developing Literacy:
This lesson will help students develop their physical literacy by improving their competence
and confidence in a wide variety of skillful physical movements (serving, rotation, timing,
coordination, footwork, etc.). Students will learn the skills needed to succeed in a volleyball
serve through diverse strands of communication. Visual demonstrations, auditory directions,
speaking by communicating to their teammates, and kinesthetic maneuvering.

4. Developing Social Responsibility:

Students will work on positively interacting and being respectful toward their peers while
being in partners or groups for activities. Students will work together to achieve shared goals
within the lesson.

Outcomes:
PE9.5- Build skills towards proficiency in four self-selected complex movement skills including one
from four of the following categories:

o target games (e.g., bowling, curling, golf, archery)

o striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey,
rugby, ultimate frisbee, double ball, team handball)
o alternate environment activities (e.g., orienteering, skating, cross-country skiing, canoeing,
roping, downhill skiing, dog sledding, wall climbing, in-line skating, skate boarding, cycling)
o body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga,
aerobics, gymnastics).

PE9.6- Design and implement, collaboratively, plans to use effective tactics and strategies (while
considering rules and skills when participating in a variety of movement activity situations) to
enhance performance and enjoyment of self and others in each of the following:

o target games (e.g., bowling, curling, golf, archery, bocce ball)

o striking/fielding games (e.g., long ball, softball, slo-pitch)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey,
rugby, ultimate frisbee, double ball, team handball)
o low-organizational, inventive, and cooperative games (e.g., capture the flag, prisoner’s base,
speedball, kick the can, bombardment, dodgeball).

PGP Goals:
1.1-The ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities
2.2- proficiency in the Language of Instruction
3.1- the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- Checklist of skills (Appendix 1) formed from rubric (assignment 1) & observation with
feedback provided
- Observation: Non-dominate foot forward, weight starts on back legs and transfers to front,
Non-dominate hand pulls down to create rotation Fingers pointed to ceiling, elbow behind
and above shoulder, wrist and hand stiff

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- Having students self-assess through journaling

*Prompt question: Describe 2 cues of serving you learned today and 1 cue that was difficult and
needs improvement.

Stage 3- Learning Plan

Activity Sequence Time

Motivational Set- Introductions 5 minutes
5-7 minutes
Warm-up
2 minutes
Activity 1
2 minutes
Activity 2
3 minutes
Activity 3
3 minutes
Activity 4
5 minutes
Activity 5
5-7 minutes
Activity 6
5-7 minutes
Activity 7
5-7 minutes
Activity 8 Game
 2-3 minutes
Closure
51 minutes
Total

*Extra time is given to students to work on journal entries and change out of gym attire

Motivational/Anticipatory Set

 Watch youtube video on serving a volleyball: Top 10 best volleyball serves

https://www.youtube.com/watch?v=4gpzazFuODM
 Ask students what they think is the most important skills in a volleyball serve.

Warm-up

 2 laps around the gym

 Dynamic warm up lower body only
- Quad stretch
- Frankenstein leg lifts
- Lung and twist
- Hamstring stretch
 Partner Arm warm up with balls
- Baseball throw both arms 10x each
- Over-head throw 5x each
- Base ball throw with bounce both arms 10x each
- Over-head throw with bounce 5x each
Note* Demonstrate each warm-up exercise to class

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation

Points

Activity 1 – Demonstrate an
over hand float serve (Whole
skill)
Activity 2 – Start position (with
ball)
Activity 3 – Tossing the ball and instructions
landing on the line
- Students will be lined up along
the sideline of the volleyball court
court, extending to the length of
the gym if needed
- Teacher will demonstrate a float
serve
- students will watch and indicate
technical points they see
- Give verbal and visual
instructions
- Teacher will demonstrate the
start position
- Students will work individually
- students will perform the
starting position of a float serve
- Give verbal and visual
- Teacher will demonstrate
tossing the ball (landing)
- Students will work individually in dominate foot
their own space
- Students will find a line and self-
toss the ball, trying to make the
ball land on the line
- Non-dominate foot forward,
pointing towards target
- Weight starts on back leg
(dominate)
- fingers to the ceiling
- elbow above and behind
shoulder
- wrist and hand are stiff, hand
open wide (high fiving)
- ball toss is at least the height of
student’s arms reach
- after tossing ball non-dominate
hand pulls to the ground to
generate rotation, body will end
up facing the net
- weight shifts from back to front
leg
- hitting arm comes forward
- contact the ball with stiff open
hand (high five) and in the center
of the ball
- follow through: no lower than
shoulder height with hand
pointing at target
- Non-dominate foot forward and
facing target
- weight on back leg
- ball cradled in non-dominate
hand out in front of dominant
hand
- Hitting arm: finger to the ceiling,
elbow behind and above shoulder
- dominate hand and wrist stiff
(high five)
- ball lands in front of
dominate foot and slightly
ahead and beside non-
Feet

Activity 4 – Tossing and
trapping ball against wall
Activity 5- Partner Throwing
the ball over the net
Activity 6- Serving with a
partner and adding an
underhand pass
Activity 7- Serving over the net
(whole skill)
- Give verbal and visual
instructions - Height of ball should be
- Teacher will demonstrate the equal to the diameter
toss of the ball (height) of the volleyball above
- Students will work individually in the reach of the server
their own space
- Students will find a piece of the
wall or bleachers and will try
trapping the ball at its highest
point
- Give verbal and visual
instructions - Elbow above and behind
- Teacher will demonstrate shoulder
throwing the ball over the net - transfer of weight from back
with help from a student or leg (dominate) to front leg
another teacher (non-dominate)
- Students will work in pairs
standing on either side of the net
on attack lines and baseball throw
the ball over the net taking turns
- Give verbal and visual
instructions - starting position
- Teacher will demonstrate - good tosses
Serving the ball over the net to a - drive non-dominate arm to
partner (student or another ground
teacher) - transferring weight
- Students will work in pairs - contacting ball with stiff
standing on either side of the net
wrist/hand (high five)
on attack lines and serve the ball
- contacting the ball high and
over the net taking turns
in front
- underhand pass can be added
- follow through- not below
in from the partner receiving
shoulder height
the serve
- This is NOT a full power drill
- Give verbal and visual
instructions - starting position
- good tosses
- Teacher will demonstrate - drive non-dominate arm to
Serving the ball over the net ground
- transferring weight
- Students will work individually - contacting ball with stiff
- students will serve together and
wrist/hand (high five)
retrieve together
- contacting the ball high and
- students will practice serving the
ball over the net from where they in front
can be successful from - follow through- not below
shoulder height
- Work from where you can be
successful at

Activity 8- Game (Around the
World)
- Give verbal and visual
instructions - Students serve from
- Teacher will demonstrate how where they are
the game is played successful from
- Students will be split into 2
- Non-dominate foot
teams by the teacher
points at target
- each team on either side of the
net - Follow through- hitting
- students will serve the ball over arm points at target
the net trying to hit each position - Working on technique
on the court with the ball (target - Students serve all at
will be teachers or designated once
student)
- Students will serve all at the - It is a race
same time and continuously, it - Serve continuously
will be like a race.
- once the ball is caught by the
target, the target will rotate to
the next position
- once the target catches the ball
from all six position the game is
over
4 3 2

5 6 1

Start

Adaptations/Differentiation:
- Bigger and lighter balls will be available if needed
- Lowered net (badminton net) may be used
- Underhand serve will be taught for those with shoulder injuries, or exceptionalities that
restrict the student from performing an overhand serve
- Students will work at a distance from the net that they can be successful at
- For challenging advanced students, they may take a step back when confident at serving
from a certain distance
- For challenging advanced students, allow them to work on serving to specific position (short,
middle, and deep serves)
- Pair advanced students with less skilled students as a challenge for advanced students to
communicate effectively certain key points that the less skilled students can work on, while
also helping the less skilled student by peer teaching
- Different instructional strategies will be used for EAL students (visual, verbal, kinesthetic)

Closing /Summary of lesson:

- Review some of the cues that are important to performing an overhand serve
 - Review: What skills of an overhand float serve can be transferred into other sports?
- Allow students time to complete their journal entry

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998

Appendix 1: Serving Checklist

Rarely Sometimes Often Always

Non-dominate Foot
Forward

Holds Ball in Non-

dominate Hands

Weight Starts on
Back Leg

Elbow Behind and

Above Shoulder

Hand and Wrist are

Stiff (high five)

Ball Toss is
Diameter Above
Student’s Reach

Weight Transfers
Forward when
Contacting Ball

Non-dominate Arm
Pulls Down to
ground (Generate
Force)
 Follow Through is
Not Below the
Height of Shoulder

Reflection Write Up

I chose to incorporate specific activities into my lesson plan as I believe in physical education it
is important to understand the skill as a whole, then break it down into parts, and then put the parts
together as a whole again. The activities I have chosen allow students to work on the skill in parts so that
they understand each component of the skill. Once students have worked on all components of the skill I
have incorporated activities that allow students to try the skill as a whole. Breaking the skill down into
parts allows me to assess each component of serving individually for the students. This lesson reflects
my rubric (assessment OF learning piece) as I will be teaching the components of serving that are
directly listed in the rubric. Students will have no surprises as to what they are being assessed on when it
comes to volleyball serving as this lesson covers all components listed in the rubric. I incorporated a
warm up into the lesson as it is important to get the student’s muscles warm and their heart rate up so
that we can prevent injuries from happening. My dynamic warm up reflects what we will be doing in the
class. It mostly focuses on getting the arms warmed up as the students will be doing lots of serving
repetitions.

I plan lessons and assessment based on provincial curriculum. I believe my plan effectively integrates
outcomes and indicators with instructional strategies and assessment. My lesson that I have created is
directly related to the grade 9 physical education outcome PE9.5 - Build skills towards proficiency in
four self-selected complex movement skills including one from four of the following categories: target
games, striking/fielding games, net/wall games, invasion/territorial games, alternate environment
activities and PE9.6- Design and implement, collaboratively, plans to use effective tactics and strategies
(while considering rules and skills when participating in a variety of movement activity situations) to
enhance performance and enjoyment of self and others in each of the following: target games,
striking/fielding games, net/wall games, invasion/territorial games, low-organizational, inventive, and
cooperative games. Students will learn the skill of serving a volleyball (outcome 9.5) and play a game
that is reflective of implementing strategies of serving on the court (outcome 9.6). The lesson will be
directly imitating the assessment OF learning (assignment 1) which also reflects the same curricular
outcomes.
I make student learning goals for each lesson/task. I believe my goal is clear and my instruction is
focused on it throughout the lesson. My goal is for students to become competent in overhand serving a
volleyball with proper technique. My instruction breaks down the components of a volleyball serve
which allows students to become confident in each part before attempting a serve as a whole. It is
important to have the proper technique for a volleyball serve not only for success but also to prevent
injuries. For each task there are adaptations and differentiations that will allow students to become
successful at completing the learning goal.

I know which instructional strategies to pick at given times. I believe I have chosen instructional and
learning strategies that are best related to the outcomes and indicators. My instructional and learning
strategies include visualizing the task by demonstrations of myself/teacher, verbal auditory cues
throughout each task of what I want students to focus on, as well as kinesthetics by allowing the students
to attempt to perform the task’s themselves. These instructional and learning tasks give the students the
opportunity of learning the skill from a number of different strands of communication. I believe it is
important to give a variety of instructional strategies as all students learn in diverse ways. By
implementing visual, verbal, and kinesthetic instructional strategies students will achieve the outcomes
and indicators of this lesson.

My lessons are ready to be used. I believe that in addition to the lesson, the materials (assessments,
handouts etc.) are ready to be used. I made my lesson descriptive so if a sub was to come in they would
be able to teach my lesson. To teach the lesson it would be recommended that the teacher has some prior
knowledge to volleyball, but I do believe that I have broken down the tasks into easy concepts that any
teacher could teach. I included visuals where I felt were necessary to better explain the task. I list the
cues that are essential to performing the task and the cues reflect what the task is focusing on.

I create formative assessments. I believe my formative assessments are focused on the most crucial
elements of my lessons. My formative assessments include a checklist that is directly related to my
assessment OF learning piece (assignment 1) and observation with direct feedback. The checklist will
include the components that are necessary to perform an overhand serve with proper technique. I will
also be walking around giving direct feedback on what students need to improve, along with what they
are doing well. My formative assessments will help me as a teacher to assess the students learning
throughout the lesson as well as help me assess the learning at the end through the rubric I have created.
I set and use goals for enhancing my professional development. I have set the goal of using effective
instructional strategies that will allow all my students to learn the outcome that this lesson is achieving.
My goal is to use effective instructional strategies and language that is proficient in getting the students
to learn the content. I am working towards this goal by incorporating a variety of instructional strategies
and using language that I think will be effective in delivering the content.

I understand how to plan for differentiation and adaptation. I believe my plans reflect preparation to
meet common learning needs (disability, EAL, gifted etc.). I have thought out ways to adapt my lesson
to student needs but also challenge those who are advanced. A bigger and lighter ball, lowering of net,
allowing students to work where they are successful from on the court, and teaching underhand serving
are all ways that this lesson can be adapted by me for the needs of students with exceptionalities/less
skilled. For challenging students who are advanced I could allow them to take a step back when working
on specific tasks, challenge them to work on accuracy (short, deep serves), and pair them with less
skilled students so they are challenged with recognizing what the student needs to improve on. For EAL
students different instructional strategies will be used to deliver the content (visual, verbal, and
kinesthetic).

I create engaging learning activities and tasks. I believe that my planned instruction and activities
would create interest and interaction between students. Students will work in partners/teams for the most
part of my lesson creating that interaction between them and creating positive relationships. Through
adaptations and challenges I create interest as the activities I deliver are set up for student success and
when students are successful they are more engaged and interested in the lesson.

My planned activities would improve the discipline specific literacy skills of my students. I am
describing key subject literacies to my students and the learning activities would help develop those
skills in students. This lesson will help develop the physical literacy of students so that they become
competent in a wide variety of physical activities and lead them to be active life-long. Visual
demonstrations, verbal instruction, peer interactions, and physical activities will be incorporated into this
lesson which will allow students to develop their literacy skills through the six strands of
communication.
 Resources
Saskatchewan Curriculum. 2017. Grade 9 Physical Education. Retrieved from
https://curriculum.gov.sk.ca/webapp s/moecurriculumBBLEARN/CurriculumHome?id=199