Lesson Plan Title: Volleyball-Underhand Passing

Date: March 30, 2018

Subject: Physical Education Grade: 9
Topic: Volleyball underhand passing
Essential Question: How can we use heart rate monitors to motivate us in our lesson today? How can
physical activity trackers help improve our physical activity outside of school?

Materials:
 25 Volleyballs
 Net (volleyball/badminton)
 Heart Rate Monitors (25)
 Heart rate monitor bands (25)
 I pad to display heart rate monitor activity
 Projector screen in gym
 Disinfectant wipes for wiping heart rate monitors off
 Copies of the checklists
 Bigger and lighter balls
 Lap top to watch videos
 Book that states website login information and student’s heart rate monitor numbers

Safety Considerations:
 Be aware of surroundings
 Be aware of volleyballs (where you are passing 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)
 If no music is available a whistle will be used
 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 an underhand pass in volleyball with

proper technique. They students should also be physically active within the blue and green
zones for 30 minutes of the class (determined by heart rate monitors).

 Affective: Students will work cooperatively by encouraging a peer each time he/she performs
a skill. They will also feel motivated to engage in physical activity using heart rate monitors.

 Cognitive: Students will be able to list the cues for a performing an underhand pass and
recognize what component of underhand passing they are confident at and what component
needs work.

Broad Areas of Learning:

1. Building Lifelong Learners:
Students will learn the specific skill of underhand passing 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, coordination, etc.). Through the use of heart rate
monitors students will learn about how technology can be used to track physical activity and
how they can use other technology devices to keep track of their physical activity outside of
school. 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. Students will also become engaged citizens by having
access their own online accounts for their heart rate monitors and will be able to analyze
their physical activity data.

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 underhand passing 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 (underhand passing, timing,
coordination, footwork, etc.). Students will learn the skills needed to succeed in a volleyball
underhand pass through diverse strands of communication. Visual demonstrations, auditory
directions, speaking by communicating to their teammates, and kinesthetic maneuvering.
Students will also be able to analyze their physical activity during class through digital
literacy. They will be able to see their heart rate patterns throughout the class using heart
rate monitors.

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,
PGP Goals:

2.4- ability to use technologies readily, strategically and appropriately

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: Athletic stance, weight on toes, thumbs pointed down and aligned, platform flat
and 45 degree angle, step in direction of target, legs extend on contact, arm swing no higher
than shoulder height, eyes follow ball into arms, ball contacts on forearms, rotate angle of
platform to target.
- Students will use the heart rate monitors as formative feedback on their physical activity
levels/effort throughout the class as it will be displayed on the projector screen. Students
should achieve 30 minutes of physical activity in the blue and green hear rate zones.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- I will use their heart rate monitor data for feedback on engagement in the activity which will
be assessed on the teamwork checklist (appendix 2)
- Having students self-assess through journaling

* Describe 2 components of a underhand pass you’ve learned today and list 1 component
that was difficult for you?

Stage 3- Learning Plan

Activity Sequence Time

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

*Extra time at the end of class is given to students to work on journal entries, change out of gym
attire, and clean and put heart rate monitors away. 10-15 minutes will be given if students do not
finish their journal entries they are encouraged to finish them at home.

Motivational/Anticipatory Set

 Watch youtube video on overhand volleyball passing:

https://www.youtube.com/watch?v=gOgfoEGUDCA
 Discuss with students some of the key points that they saw demonstrated in the video

Warm-up Dynamic stretch will be done in a large group circle

- 2 laps around gym, arm circles

- lung and twist, grass pickers
- hamstring strength
- then ask for student choice on 4 other stretches

Note* Demonstrate each warm-up exercise to class

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation

Points

Activity 1 – Students will put
heart rate monitors on before
they start their warm-up
Activity 2 – Demonstrate an
underhand pass
Activity 3 – Passing stance
(without ball)
- While students are changing
they will put heart rate monitors
on
- Each student has an assigned HR
monitor
- Teachers will assist with heart
rate monitors
- 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 an
underhand pass with a volunteer
student partner
- student partner will toss the ball
high to the teacher so that a
demonstration can be performed
- 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 an underhand
pass
- teacher will provide feedback
- Heart rate monitor is on heart
and not lower
- make sure band is tight
- make sure the size of band fits
- wet heart rate monitor
- Wireless bra works the best
- Make sure everyone is
connected to ipad with correct HR
monitor number
- should be working in the blue
and green levels today
- students will have prior
knowledge of the heart rate
monitors and will have used them
before
-Athletic stance: Knees bend
and shoulder with apart, arms
out in front, back straight
-weight on toes
-thumbs pointed down and
aligned
-platform flat and 45-degree
angle
-step in direction of target
-legs extend on contact
-arm swing no higher than
shoulder height
-eyes follow ball into arms
-ball contacts on forearms
-rotate angle of platform to
target.
- athletic stance: knees bent,
shoulder width apart, dominate
foot slightly forward
- Weight on tows
- hands locked, thumbs pointed
down and aligned
- platform 45-degree angle
- platform is flat

Activity 4 – Partner Underhand
Passing (stationary)
Activity 5- Partner Underhand
Passing (with movement)
Activity 6- Continuous Pass
with Partner
- Give verbal and visual - Athletic stance (knees bent,
instructions feet shoulder width apart,
- Teacher will demonstrate arms out in front, straight
underhand passing from a back)
stationary position with a student - weight on toes
volunteer
- arms straight
- student volunteer will toss the
- do not swing arms
ball high and straight in front of
the teacher - contact with 2 arms
- Students will work in - 45-degree platform
partners/groups of 3 on the same - step towards target and
side of net with the partner extend legs.
tossing starting at the net and the
passer starting just after the
attack line
- the partner tossing will toss
the ball high and straight in
front of their partner, passer
will underhand pass the ball
back to their partner
- pass 20 times each
- Give verbal and visual
instructions - move to the ball
- Teacher will demonstrate - quick feet
underhand passing with - stationary when contacting
movement using a student ball
volunteer - Athletic stance (knees bent,
- student volunteer will toss the feet shoulder width apart,
ball high and either to the right,
arms out in front, straight
left, in front, or behind of the
back)
teacher
- Students will work in - weight on toes
partners/groups of 3 on the same - arms straight at contact
side of net with the partner - do not swing arms
tossing starting at the net and the - contact with 2 arms
passer starting just after the - 45-degree platform
attack line - step towards target and
- the partner tossing will toss extend legs.
the ball high and either to the
right, left, in front, or behind of
their partner, passer will
underhand pass the ball back
to their partner
- pass 20 times each
- Give verbal and visual -Athletic stance: Knees bend
instructions and shoulder with apart, arms
out in front, back straight
-weight on toes

Activity 7- Group Circle (how
many consecutive passes can
be made in the group)
- Teacher will demonstrate -thumbs pointed down and
underhand passing continuously aligned
using a student volunteer -platform flat and 45-degree
- Students will work in angle
partners/groups of 3 on the same
-step in direction of target
side of net with one partner at
-legs extend on contact
the net and the other partner
starting at the attack line -arm swing no higher than
- underhand pass the ball back shoulder height
and forth continuously -eyes follow ball into arms
between partners/group of 3 -ball contacts on forearms
-rotate angle of platform to
target.
- Give verbal and visual - Controlled passes
instructions - How many passes can
- Teacher will demonstrate the
you make within your
activity with a group of volunteer
group
students
- Students will work in groups of - Using proper technique
5-6 in open space in the gym
- students must work as a
group to make controlled
underhand passes to see how
many passes they can make in
a row
- only underhand passes are
allowed, since students have
not learned underhand passes
yet

Adaptations/Differentiation:
For struggling students:
1. Working from where the student is successful from
2. Using a bigger and lighter ball (more air time for students to get under ball)
3. Lower the net or use a badminton net
4. For students who are EAL I will demonstrate all skills and use short cues for better understanding
(google translate will also be available if needed)
5. Group students will similar abilities to help with differentiation instruction
6. A variety of visual (videos, demonstrations), verbal (cues), and kinesthetic (Students performing skills)
instructional strategies will be used for students who are EAL
7. Use a microphone for students with hearing impairments
8. Offer time when students can come into the gym to practice their skills
9. Students who struggle to get their heart rate monitors on will be assisted by peers or by the teacher if
comfortable

For students who need a challenge:

1. Challenge student to work on target practice (setter spot, height of ball)
 2. Allow them to work/ take steps back to create a greater distance to work from
3. Allow advanced student to work with student of a lesser skill to guide them in better understanding of
what could be improved (recognizing what could be improved)
4. Challenge students to up their intensity of their physical activity and to try and work in the green and
orange heart rate levels instead.

Closing /Summary of lesson:

 What are the cues you learned today to complete an underhand pass?
 Allow students time to complete their journal entry
 Allow students to analyze their heart rate monitor data on the ipad, or can do this on their
own time when they have full access to a computer and login information

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

Underhand Passing (Appendix 1)

Rarely Sometimes Often Always

Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)

Weight starts on
balls of feet

Thumbs point down

and aligned

Platform flat and

45-degree angle at
contact

Step in Direction of
target
 Legs extend on
contact

Arm swing
controlled and no
higher than
shoulder height

Eyes follow ball into

arms

Ball contacts
platform above
wrists and below
elbows

Rotates angle of
platform to target

Teamwork (Appendix 2)

Rarely Sometimes Often Always

Engaged in Activity

Play with a positive

attitude and shows
enthusiasm

Communicates to
team/partner
 Works to obtain
three contacts in
game play

Reflection Write Up

I chose to include technology into my lesson plan by using heart rate monitors. The heart rate
monitors will act as a motivator for increasing physical activity during the lesson. The heart rate
monitors will also serve as an assessment piece for student engagement in the activity in the teamwork
checklist. The students goal throughout the lesson would be to hit 30 minutes of physical activity in the
blue and green heart rate zones. Students will have a prior knowledge of how to use the heart rate
monitors from the previous lesson. This lesson will reflect my rubric (assessment FOR learning piece) as
students will be assessed on the underhand passing checklist and teamwork checklist. I have also made
changes to my unit plan that incorporates more technology into my unit using the Modification and
Redefinition levels of the SAMR model. I have changed my BAL’s and CCC’s to incorporate how the
use of the heart rate monitors and other physical activity trackers can help students in their daily lives. I
also changed them to include how the TopYa volleyball app will be a resource to use outside of class to
help them improve their skills. I have changed the understandings, essential questions, what students
should know, and skills of the unit to include integration of technology and what students should learn
from the use of the technology in the unit. I have also changed my lesson plan activities to include
appropriate integration of technology to help enhance the lessons and student learning.

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 (stated above). Students will engage in
learning underhand passing with the use of heart rate monitors to help assess student engagement in the
activities/lesson.

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 proficient in their underhand
volleyball passing. Another goal for this lesson would be to increase physical activity levels and
engagement in the lesson through the use of the heart rate monitors.
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, as well
as kinesthetics. I have also included instructional strategies that are student centered (picking their
partners/groups), collaborative teaching by grouping students into groups of similar abilities to help
differentiation and responsive feedback by giving direct feedback during the volleyball activities, direct
feedback will also be given on the screen through the heart rate monitors.

My lessons are ready to be used. I believe that in addition to the lesson, the materials (assessments,
materials 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. I have included all necessary checklists that the students will be evaluated
on. The heart rate monitors will be ready to use and a book containing the password and login
information for website and the students heart rate numbers (just in case the students forget). 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 checklists that are directly related to my
assessment OF learning piece (assignment 1) and observation with direct feedback. The checklists will
include the components that assess the students underhand passing and teamwork (engaged in activity)
through the heart rate monitors. 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.

I create summative assessment. I believe my assessments are easy for students to understand and check
if students achieved outcomes. Students will have been given the rubric that they will be assessed on
prior to any of the lessons. Students will have the chance to ask any questions and apply to make
changes if agreed upon. The students will also self-assess on the checklists on certain points throughout
the unit. This will allow students to have full knowledge of what is being assessed and I will go through
it thoroughly so that all students will understand. The rubric/checklists will be given to EAL students in
simple and concise language so it is easy to understand and will also be allowed to transcribe the
information for a better understanding.
I set and use goals for enhancing my professional development. I have set the goal of incorporating
technology into my lesson appropriately. I wanted to incorporate the technology so that it has a purpose
in the lesson. The purpose I have set for the heart rate monitors is to act as a formative assessment for
the teamwork checklist under the engaged in activity component. My next steps would be to find other
purposes that the heart rate monitors can serve in my lesson, including maybe hitting other outcomes
with the fitness components.

I incorporate technology into my planning. My lesson plan including the incorporation of heart rate
monitors as a form of direct feedback for engagement in activity. Students will use the heart rate
monitors as formative assessment as well as motivation to improve physical activity time the class.
Students will also be encouraged to use the TopYa app on their phones to help them improve their skills
on their own during class and out of class time. Students will also have the choice to email me their
journal entries in a word document.

I can demonstrate a culturally responsive instructional stance. I believe my lesson includes planned
instruction to address a range of cultural needs. I have incorporated culturally responsive instructional
strategies into my lesson plan and unit plan that will help meet the needs of a culturally diverse
classroom. To be a culturally responsive classroom, instructional strategies including scaffolding
(breaking down skills into steps), collaborative teaching (students working in groups in similar learning
abilities), modelling (demonstrations), student centered learning (student choice), and responsive
feedback (when students are performing skills) will be used to meet the needs of all students within my
classroom. EAL learners will also pair/group with others of EAL that speak the same language to help
them communicate better between each other and help each other learn.

I can use all four types of questions. My lessons include the different types, and my questions are often
phrased well. I have tried to incorporate essential questions into my lesson. My lesson will include all
types of questions, but I am working towards becoming aware of each question and what each question
should be able to do. I did put in 2 essential questions to try at the beginning of my lesson.

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 meet student needs but also challenge those who are advanced. For struggling students: working from
where the student is successful from, using a bigger and lighter ball (more air time for students to get
under ball), allowing one bounce before contact, teach underhand serving to those of shoulder injuries or
exceptionalities, and create two game play court for those of lesser skilled and advanced skilled will be
implemented. For students who are EAL I will demonstrate all skills and use short cues for better
understanding (google translate will also be available if needed). A variety of visual, verbal, and
kinesthetic instructional strategies will be used for students who are EAL as well as using a microphone
for students with hearing impairments. For students struggling to put heart rate monitors on will be
assisted by peers or by the teacher if comfortable. For students who need a challenge: challenge student
to work on target practice (setter spot, push ball to certain spots on opposing courts serving on the
court), serving (teach an overhand spin serve/jump) will be implemented. Also allowing advanced
student to work with student of a lesser skill to guide them in better understanding of what could be
improved (recognizing what could be improved) and adding in additional balls to create a faster pace
game. Students who are advanced will be challenged to work in higher heart rate zones.

I create engaging learning activities and tasks. I believe that my planned instruction and activities in
this lesson plan and unit plan will create interest and interaction between students. Students will work in
partners/small groups for the most part of my lesson and unit plan creating that interaction between them
and creating positive relationships. Through the use of the heart rate monitors I believe that students will
be more engaged in the activities as it can be used as a motivator to get their 30 minutes of physical
activity in during each class.

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. Students will also learn how digital literacy can improve their physical
activity/volleyball skills through the use of the heart rate monitors and apps.

I can create a unit that would achieve the outcomes and the indicators. I have tried to add a variety of
elements to make it more likely students would demonstrate the knowledge and skills. This unit provides
students with a variety of opportunities throughout the unit to demonstrate their knowledge of the
volleyball skills. Students will be provided class time during each lesson to develop and perform all
skills necessary to play the game of volleyball. Elements of practice include individual work, partner
work, and group work which will provide students with diverse learning environments that will help
students demonstrate their skills in an environment they are comfortable in. Students will also become
aware of the TopYa app that can help improve their volleyball skills on their own time.

The final task in my unit elicits evidence of application in a new situation. My final assessment will
provide clear evidence of my students applying their learning in a performance task. The end
performance task includes students participating in a modified game of volleyball. Students will have
the opportunity to show their learning through two days of game play. During this time students will be
assessed for the final time on the checklists that are directly related to the rubric.

I can create a unit that would assess the outcomes and indicators. I have many ways to determine if
my instruction is working including a good variety of formative and summative assessment. My
formative assessments include checklists that break down the individual skill into parts so that I know if
my students are performing the skills using proper technique and their level of proficiency with the skill.
Heart rate monitors will also be used to assess student engagement in the activities and will be assessed
on the teamwork checklist. Students will also self-assess their skills on these checklists on 2 occasions
of this unit so that I can understand where they think they are in level of proficiency of skills. The
summative assessment will include scoring their skill proficiency on a rubric, taking into account the
checklists from the formative assessment. Journal entries will also be used to gain students
understanding of the lessons taught. Also, direct observation and feedback will be provided to students
as they are performing their skills, this will include partner and teacher feedback.

Improvements in my unit plan show my increased understanding. My unit plan had a number of
additions designed to refine the tasks, goals, or assessments. I have taken into consideration the feedback
that was given to me on my initial and culturally responsive unit plan and have addressed them in this
unit plan (additions in red). I have made improvements to my unit by revising it to incorporate
appropriate use of technology in the unit to help enhance the lesson and student learning.

Resources
Saskatchewan Curriculum. 2017. Grade 9 Physical Education. Retrieved from
https://curriculum.gov.sk.ca/webapp s/moecurriculumBBLEARN/CurriculumHome?id=199