Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher MacKenzie Shelton

Date

11-6-15

Subject/ Topic/ Theme

Volleyball

Grade _5th______

I. Objectives
How does this lesson connect to the unit plan?
We will be focusing on the basic skills of learning how to bump the volleyball so that the students can use this skill in a game like setting
cognitiveR U Ap An E C*

Learners will be able to:

Perform the correct form while practicing the bump pass in volleyball
Display respect towards their peers while working on their passing skills
Identify when the bump pass is used in a game like setting
Display correct form during the plyometric workout

physical
development

socioemotional

Ap
Ap
R, U

Ap
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed: Standard 2 - The physically literate
individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

NoneIntroduction to Volleyball
Pre-assessment (for learning): Ask what the students know about the bump pass and have them show physically
or in words.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): After explaining the proper form, have the students recall what I said and have them
demonstrate so I can see where their skills at
Formative (as learning): Ask the students to consider how they are moving and them think about why

Summative (of learning):

What barriers might this

lesson present?
-Students may be
discouraged at first
-Some students may have
never had contact with a
volleyball before
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

9-15-14

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

I will have students help me

demonstrate which may help other
students engage

Students will be able to use two

different types of balls. Everyone
will be the coach will provide many
types of interactions.
Provide options for expression and
communication- increase medium
of expression
Students will be using two different
types of balls.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will let the students choose one of
the workouts after providing them a
list of the options
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will use two different types
of balls to increase the challenge.
The coach will provide
encouragement as well as feedback
to his/her peers.

Provide options for comprehensionactivate, apply & highlight

Students will get a chance to apply
what I demonstrated by
demonstrating it to their coaches

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students will continue these skills
throughout the unit.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
I will ask students how they think
their effort was today
I will then assess how I believed
their effort was
I will ask them the same thing
about their respectful listening and
teamwork
I will assess how I believe they did
and what they did good and what
they need to do better before next
class

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

-15 squishy volleyballs

-15 lite volleyballs
-Stereo with auxiliary cord

No special setupjust need volleyballs. Students will be in groups of three or four dispersed
throughout the gym
How will your classroom
be set up for this lesson?
III. The Plan
Time
10:50

10:53

11:00
9-15-14

Components
Motivation
(opening/
introduction/
engagement)

Development

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will be encouraging and high fiving students as
Students will begin running clockwise around the
they run in a circle around the classroom and I will
gym as soon as they enter for five minutes. They
join them
have the choice to run or hang from the bar that is
located on the wall. They are only allowed to hang
on the bar up to ten seconds then they have to
resume running.
I will wait for all of the students to grab drinks and
for all of them to be sitting before I begin talking

After students grab drinks they will head to the

whiteboard and sit down

I will begin discussion with the goals of the day

and I will call on students to read the goals. The
goals will consist of: 1. Students will be respectful
listeners while Miss Shelton talks about the history
of volleyball. (Where volleyball originated, second
most popular sport in the world, women dominate
volleyball in the US but everywhere else it is
played by men) 2. Students will give their best
effort when doing a plyometrics workout 3.
Students will try their best improving their
volleyball skills by using correct form.

Students will raise their hands to read off the goals

I will tell students where to set up in the gym for

the plyometrics workout

Students will find a line to by on the court and will

be at least arm lengths away from each other and be

(the largest
component or
main body of
the lesson)

9-15-14

on one half of the court so they can hear my

instructions.
I will use my phone to play Party Rock and I will
start the workout to get the student heart rates up
by jumping up and down to the beat of the song.

Students will mimic the teacher

After jumping up and down,I will jump back and

forth over the line we all chose.

Students will mimic the teacher

Next, I will jump side to side over the line

Students will mimic the teacher

Next we will jump on one foot and then switch feet

Students will mimic the teacher

11:03

Next we will jump in a circle on one foot and then

we will switch feet again

Students will mimic the teacher

Last we will do scissor kicks

Students will mimic the teacher

Once students heart rates are up, I will stop the

music and we will begin the plyometric workout

11:10

This workout will consist of: scissor jumps,

parachute, leg stretches, and end with a plank

Students will do the workout

I will call the students to get drinks and then tell

them to meet in the center circle after they are
done.

Students will get a drink if they need one and then

meet in the center circle.

I will begin discussing correct form of a volleyball

pass (feet shoulder width apart, knees bent, fist in
dominant hand & wrap your other hand around the
fist, arms out)

Students will sit and listen

Ball needs to hit the forearm, students use legs to

propel the ball to the target
I will then explain the activity
-I will explain the role of the coachstudents
will be in groups of three or four and one student
will be the coach. The coach will provide
feedback to their players. they may say they need
to bend their knees or to hit the ball on the
forearms, but they also provide positive feedback
and encouragement. I will have a couple students
help me demonstrate the activities I listed below.

11:15

Students will perform the tasks I listed on the left

- I will group my students into groups of 3 or 4
-Each group will have a coach that will first bounce
the squishy ball off each of their peers arms three
times. ----Each student will have a chance to be a
coach
-Next, we will move on to a toss and pass.
-The coach will toss the squishy ball to their peers
three times each and then go to the next person.
Each person will be a coach
-if there is enough time, I will have students move
on to the lite ball and repeat the toss and catch.

11:20

11:28

11:29

9-15-14

After time is up, I will have students put the balls

away back into the bag and then I will have them
line up

Closure
(conclusion,
culmination,
wrap-up)

I will ask students how they think their effort was

today
I will then assess how I believed their effort was

Students will put balls away, get a drink if they

need one, and then line up

Students will give me a thumbs up, thumbs down,

or in between

I will ask them the same thing about their

respectful listening and teamwork

Students will give me a thumbs up, thumbs down,

or in between

I will assess how I believe they did and what they

did good and what they need to do better before
next class
I will wish the students to have a nice rest of their
day
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Overall, this lesson went really well. The students respected each other well by listening to what everyone had to say. The
students were engaged when I discussed my interdisciplinary connection on the history of volleyball. Some even joined in on
the conversation. For the most part, the students gave their best effort while doing the plyometric workout, although there
were a few students that chose not to do it. Since it was the first day of volleyball, I did not know where the students were at
skill wise. There were some students that I could tell they had played volleyball before. However, most have never picked up a
volleyball, so I had to find a way to help them learn. Even though it went well, there are many things I can do to improve.
One thing I can do is project my voice louder as well as find ways to quiet my students. My teacher uses a 1-2-3 then timeout.
I may adopt this same tool. It works really well for him I am hoping it works well for me too!

9-15-14