Volleyball Unit Plan

Steven Gallagher
Volleyball Unit
November-December 2014
Grades 9th-12th
Tamarac High School
Table of Contents
Unit Outcomes and Content
Lesson Plans
Assessments
Results of Assessment
Resources
Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level
9-12
Reference
MA CF &
NASPE
Standards
by #
Content to be taught
Psychomotor
Perform a variety of
volleyball skills
including bumping,
setting, underhand
serving, overhand
serving, and hitting
(spiking).
MA CF
2.1, 2.2,
2.7,
SHAPE
Standard 1
DAY 1: bumping
DAY 2: Setting
DAY 3: Underhand Serving
DAY 4: Overhand Serving
DAYS 5&6: Hitting and
Gameplay
Teacher Checklist
Cognitive
Develop knowledge and
proficiency of the game,
including tactics,
reaction to hits, the
ability to verbally
explain cues of the
psychomotor skills, and
complete knowledge of
the rules and history of
volleyball
MA CF
2.1, 2.2,
SHAPE
Standard
2)
DAYS 1 & 2: Rules, History

DAYS 1 & 2: Regulations
DAYS 1-6: Skill Cues
DAYS 3, 4 & 5: Tactical
Decisions
DAY 6: Play Making
Turn and Talk

Closure
Exit Slip
Closure
Unit test
Achieve at least an
80 or above in class
grade during the
unit.
Affective
Express enjoyment and
cooperatively work
together as a team, work
effectively with different
skill levels, follow all
class rules and
guidelines, give their full
effort, stay safe in class,
and respect themselves,
each other and the
teacher
(MA CF
2.7 ,
SHAPE
Standard 4
& 5)
DAYS 1-6: Safety

DAYS 1-6: Team Work
Skills
DAYS 1-6: Respect
Unit Outcomes
(By the end of the unit,
students will be able to)
Assessment
(include rubrics, quizzes,
etc. in written materials
section)
Unit test
Achieve at least an
80 or above in class
grade during the
unit.
SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: ____Steven Gallagher
DATE: 11/17/14
SCHOOL: Tamarac High School
TIME: 40 Minutes
LESSON#: 1 of 6
FACILITIES: Multi-Purpose Gymnasium
CLASS SIZE: 10-25
UNIT/THEME: Volleyball
GENERIC LEVEL: Utilization/Proficiency
EQUIPMENT:
2. Whistle
1. 10 Volleyballs
GRADE: 9-12
3.Watch
FOCUS OF LESSON: Practice bumping a volleyball and introduce history/gameplay

STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate effective bumping to a teammate by following the skill cues provided by the
teacher throughout the lesson. (SHAPE S1.H1.L2, MA CF 2.17)
(C)- Identify the skill cues for bumping a volleyball when asked by the teacher at the end of the
lesson. (SHAPE S2.H3.L2, MA CF 2.19)
(A)- Exhibit safe behavior in a physical activity environment by not bumping into other students
during the entire lesson (SHAPE 4.H5.L1, MA CF 2.26)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Explain each activity thoroughly and clearly to the students and check for understanding throughout the
lesson to improve student safety.
2. Enforce rules effectively throughout the lesson so students know to follow them
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Make sure the volleyball standards are secure and weighed down. Be sure to allow no spiking in games.
Be sure to pay special attention to Brandon and Anthony who are autistic. They will require more
instruction and demonstrations.
REFERENCES :
http://www.slideshare.net/mbaus13/vball-up
http://www.athleticscholarships.net/history-of-volleyball.htm
http://www.wikihow.com/Bump-a-Volleyball
LESSON PLAN FORM

TIME
SEQUENCE OF LESSON
0:00-4:00 Transition- Ss go to locker room
and get changed for physical
education. Students then come to
gymnasium and wait for
attendance.
ORGANIZATION
4:00-6:30 Warm-Up- Stationary Dynamic15 Seconds Each

High Knees
Butt Kicks
Jumping Jacks
Line Jumps-Quick feet
Sit-ups-25
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Transition- Ss all bring it in to

6:30-7:00 teacher and make a half circle.
7:0012:00
Introduction- Does anyone have

an idea as to when volleyball was
invented? (1895 by William G.
Morgan who was a Springfield
College grad. Originally called
Mintonette, was created for older
members of the YMCA because
basketball was too aggressive.
Morgan actually knew James
Naismith, the inventor of
basketball.
Our focus today is going to be on
Bumping. It is the most basic and
essential skill in volleyball. The
bump is used to hit a ball the
below the head and is the typical
way to receive a serve or return.
Bumping skill cues Athletic stance- stay low
and bend your knees
Flat platform-Straight
Arms
Make fist with one hand,
cover with other. Do not
cross thumbs. (Ask why
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REFLECTIONS
Good change of pace for some

students because theyre so used
their typical warm-up. Some
liked this warm-up a lot.
Transition was smooth.
Students liked the history aspect

because they didnt really know
why or how it was created.
Many were shocked to hear it
was played with a basketball at
one point.
Skill cues were simple and easy

to understand. Especially for my
autistic students. As the day
went on, I was more precise with
my words than in the earlier
lessons.
you dont want to cross

your thumbs)
Bumping motion comes
from squatting motion,
NOT arm swinging
Teacher has two students demo.
12:0012:30
12:3017:00
Bigger classes took a little

longer to get into groups. Some
students were also slow to get a
ball and get the activity started.
Transition- Ss split into groups

big enough to make a circle. All
depending on class size. One
student from each group gets a
volleyball.
Bumping circle- Ss form a circle
and start practicing bumping by
using the skill cues provided by
the teacher. One student starts
with the ball and underhand
tosses to one student in the group.
The whole group works together
to keep the ball in the air by only
using bumping.
Extensions See which group can get
the most consecutive
touches
Each student takes turns
receiving one underhand
toss to bump it. Then
repeats
Increase/Decrease size of
circle
As many as you can in a
certain time
17:0017:30
Transition- Teacher blows

whistle or yells stop. Ss with the
volleyball place them back in bag
17:3019:00
Informing- Teacher praises Ss on

the first activity. Teacher gives
instruction for modified
volleyball game.
Transition- Ss stay with each
Many students struggled with the

skill. Typically they were
swinging their arms and I told
them the adjustments to make.
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Smooth transition.
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Instructions were quick and

precise.
19:0019:00
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group and are assigned a court by

the teacher.
Bumping volleyball- Normal
rules of volleyball apply except
the focus here is to bump only.
Game starts out as either a toss or
a serve from the opposing team.
Students can make decision to
serve or to toss. Teams are only
allowed to bump the ball. A
maximum of 3 bumps is allowed
during ball possession, just like
normal volleyball. Ball must land
in bounds on opponents side of
the court in order to score a point.
After a few minutes of play,
teams will switch courts and have
a different team to face. A
maximum of 6 players will be
allowed on each side of the court
at once. If teams have more than
6 players, then another player will
rotate in after each new serving
possession. Teams will be set up
with 3 in front and 3 in back.
**Remind students that it is very
important to use communication
and be aware of surroundings for
injury prevention.**
Extensions Allow more than 3
touches on a side
If teams arent using 3
touches, then give them
incentive by giving two
points if a team scores
after using 3 touches.
Transition was good.
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A little awkward for some

students that were higher skilled
in volleyball. Some students
wanted to use different skills to
keep the ball up. Eventually
some classes had some solid
games of just bumping. By the
end of this game, some students
had improved their bumping
substantially.
Transition was quick and easy.

26:0026:30

whistle and Ss meet in middle of
the gym.
Informing- Teacher praises
26:3027:30
students on bumping volleyball.

For remainder of class, we will
play a normal game of volleyball.
Teacher covers basic rules to
volleyball.
27:3028:00
Transition- Ss stay with the same

group and are assigned a court
again.
Game Play- Max of 6 per side. 3
touches per side. For today only,
students do not have to serve;
they may lightly underhand toss
over the net. You cannot use
your feet, grab/catch the ball, or
use a lifting motion to the ball.
This will result as a foul, and a
point for the other team. Games
will go 11 (Regulation games are
played to 25, win by 2), then play
another team.
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Students did well listening to

cues from earlier. Basic rules
were covered here.
Quick and easy.
28:0033:00
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36:0040:00
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whistle. Volleyballs get put away
and Ss bring it in to teacher.
Closure- Teacher praises students
on class.
Questions What were the skill cues I
gave you for bumping?
Does anyone recall the
original name for
volleyball? Who invented
it?
Why is it important to be
aware of your surrounds
in volleyball?
Transition- Ss are dismissed and
sent back to locker room to get
changed and wait for the bell.
First volleyball game of the unit

wasnt great but not bad either.
Some classes showed some
promise and their bumping was
pretty good.
Transition was smooth and

students followed the directions
given.
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Students answered the questions

correctly in all classes. Did a
good job explaining the skill
cues as well.

DATE: 11/19/14
TIME: 40 Minutes
LESSON#: 2 of 6
CLASS SIZE: 10-25
EQUIPMENT:
2. Whistle
1. 10 Volleyballs
GRADE: 9-12
3.Watch

(P)- Demonstrate effective setting to a teammate by following the skill cues provided by the teacher
throughout the lesson. (SHAPE S1.H1.L2, MA CF 2.17)
(C)- Identify the skill cues for setting a volleyball when asked by the teacher at the end of the lesson.
(SHAPE S2.H3.L2, MA CF 2.19)
(A)- Exhibit safe behavior in a physical activity environment by not bumping into other students
during the entire lesson (SHAPE 4.H5.L1, MA CF 2.26)
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
in this class?
REFERENCES :
http://www.strength-and-power-for-volleyball.com/volleyball-skills-setting.html
http://www.roarsports.org/wp-content/uploads/2012/05/Beginners-Volleyball-drills.pdf
LESSON PLAN FORM

TIME
SEQUENCE OF LESSON
attendance.
ORGANIZATION
REFLECTIONS
4:00-6:30 Warm-Up- If in multi-purpose

gym, the students will do a
Stationary Dynamic15 Seconds Each
High Knees
Butt Kicks
Jumping Jacks
Sit-ups-25
If students are in the HS gym, the
students will do a 2 minute jog
then stretch out. Afterwards
students will do 25 sit ups.
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Warm-up worked out well again.

Different way of engaging them
then the typical 2 minute jog.
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Transition was simple.

Introduction- Teacher does a
quick review of volleyball
history. Inventor and what year(
William G. Morgan, 1895)
7:0012:00
Our focus today is going to be

setting. Setting is another
essential skill in volleyball just
like bumping. Except setting is
the motion of that occurs when
the volleyball is above your head.
Setting skill cues Get under the ball
Staggered stance
Arms above head arms
bent
Make diamond with
fingers- Cradle for ball
Pretend youre pouring a
bowl of cereal over head
Students were able to recall from

last class which means they
retained the information from
last class.
Skill cues were great. Many

students like the analogy I gave
them because it helped them
with the awkward setting
motion. Student demonstrations
were also good.
to mimic setting motion.

Follow through with
fingertips out to sides (like
a basketball chest pass)
Teacher has two students demo.
12:0012:30
12:3017:00

volleyball.
Setting circle- Ss form a circle
and start practicing seting by
using the skill cues provided by
the teacher. One student starts
with the ball and underhand
tosses to one student in the group.
The whole group works together
to keep the ball in the air by only
using setting. Remind students
that it may be easier to come a
little closer for setting purposes.
Extensions See which group can get
the most consecutive
touches
Each student takes turns
receiving one underhand
toss to bump it. Then
repeats
Increase/Decrease size of
circle
As many as you can in a
certain time
Students did better this time

splitting up into groups. Was a
lot quicker than the previous
class.
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A lot of students struggled with

this skill. A common mistake
amongst a lot of them was they
were pointing their elbows in
front of them instead of
outwards. This would cause
them to just smack the ball in
front of them instead of actually
setting it.
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17:0017:30

Students were quick to place the

volleyballs back in the bag and
report back to me.
17:3019:00

the first activity. Teacher gives
instruction for modified
volleyball game.
Praising was good and I also

gave more feedback as to what
to do with elbows.
19:0019:00
19:0026:00

the teacher.
Setting focused volleyballNormal rules of volleyball apply
except the focus here is to
practice setting. Game starts out
as either a toss or a serve from the
opposing team. Teacher may toss
to students to get game flowing
better. Students can make
decision to serve or to toss.
Teams are only allowed to bump
the ball on their first hit. The last
two hits must be setting motions.
A maximum of 3 touches is
allowed during ball possession,
just like normal volleyball. Ball
must land in bounds on
opponents side of the court in
order to score a point. After a
few minutes of play, teams will
switch courts and have a different
team to face. A maximum of 8
players will be allowed on each
side of the court at once. If teams
have more than 8 players, then
another player will rotate in after
each new serving possession.
Teams will be set up with 3 in
front and 3 in back. **Remind
students that it is very important
to use communication and be
aware of surroundings for injury
prevention.**
Extensions Allow more than 3
touches on a side
If teams arent using 3
touches, then give them
incentive by giving two
points if a team scores
after using 3 touches.
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This game had some

awkwardness to it because of the
students only being allowed to
set the volleyball. The setting
was the greatest, but many
students were improving which
is good to see.
26:0026:30
26:3027:30
27:3028:00
28:0033:00
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36:0040:00

whistle and Ss meet in middle of
the gym.
Informing- Teacher praises
students on setting volleyball.
For remainder of class, we will
play a normal game of volleyball.
Teacher covers basic rules to
volleyball.
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Transition- Ss stay with the same

group and are assigned a court
again.
touches per side. For today only,
students do not have to serve;
they may lightly underhand toss
over the net. You cannot use
your feet, grab/catch the ball, or
use a lifting motion to the ball.
This will result as a foul, and a
point for the other team. Games
will go 11 (Regulation games are
played to 25, win by 2), then play
another team.
Simple transition.
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on class.
gave you for setting?
Why is it important to
communicate in
volleyball?
Students were exciting to start a

volleyball game after practice
their setting skills.
Gameplay was much better than

day 1s. Bumping was alright
and the setting was there. Some
students need to do better
reacting the ball though. There
was a lot of mis communication
so this is something well have
to work on.
Students were quick and

reported to me right away.
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Student responses were good.

They really like the analogy I
gave them, and this will
hopefully stick with them. They
also realized they have to work
on their communication.

DATE: 11/19/14
TIME: 40 Minutes
LESSON#: 3 of 6
CLASS SIZE: 10-25
EQUIPMENT:
2. Whistle
1. 10 Volleyballs
GRADE: 9-12
3.Watch

(P)- Demonstrate effective underhand serving by using the correct skill cues and making it over the
net with at least 70% accuracy during the lesson. (SHAPE S1.H1.L2, MA CF 2.17)
(C)- Identify the skill cues for underhand serving volleyball when asked by the teacher at the end of
the lesson. (SHAPE S2.H3.L2, MA CF 2.19)
(A)- Express sportsmanship by shaking hands at the end of the game and respecting teammates and
the other team (SHAPE 4.H5.L1, MA CF 2.26)
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
in this class?
REFERENCES :
http://homepages.gac.edu/~mwenstro/volleyballunit.pdf
LESSON PLAN FORM

TIME
SEQUENCE OF LESSON
attendance.
Warm-Up- If in multi-purpose
4:00-6:30 gym, the students will do a
Stationary Dynamic15 Seconds Each
High Knees
Butt Kicks
Jumping Jacks
Sit-ups-25
ORGANIZATION
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REFLECTIONS
Warm-up was smooth and

students know what the
expectation is.

7:0011:00
IntroductionOur focus today is going to be

underhand serving. Does anyone
remember what we did yesterday?
Setting- what analogy did I use
when we were setting (Cereal
Bowl)
Underhand Serving Skill Cues Place ball in nondominant hand with nondominant foot forward
Dominant hand forms a
tight palm up fist
Arm swing like a
pendulum
Make contact on palm and
step with dominant foot
Follow through correctly
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Students recalled my cues from

last class quite well. My first
couple lessons I could have done
a little bit of a better job
explaining the underhand serve.
I kind of talked a little too much,
but I eventually got it down
better as I retaught the lessons.
11:0011:30
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Transition- Ss split into two

large groups. One group on each
side of the net.
Underhand Serving PracticeOne side makes a line and goes
first. One person serves at a time
standing behind the service line.
The other team will be on the
other side to receive the serve.
Their job will be to catch the ball
and then form their own serving
line. This will repeat a few times
so that students get enough
repetitions.
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volleyball.
Setting/bumping line- Each
group splits up into two lines
facing each other. The lines are
about 8 feet away. One partner
starts the drill by tossing or
setting to the person across from
them. That persons job is to
bump or set the ball. Once the
person has touched the ball then
they move and go to the end of
the line. The next person in lines
job is to keep the volley going.
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Students got to work on their

bumping and setting here. This
activity was challenging for a lot
of students because they got to
decide their own pace as a
group.
Transition worked out well and

all students followed the
directions.


the activities. Teacher gives
instruction for volleyball game.
A lot of adjustments had to be

made for students. Some of
them were trying to hit the ball
to hard or they were crossing
their body. I really stressed just
swinging your arm like a
pendulum. It also got a little
unorganized during the bigger
classes as there were a lot of
volleyballs being served. Next
time I would limit the amount of
volleyballs.
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I reviewed rules that students

were having trouble
understanding. For example
when the ball hits the ceiling.
26:0026:30
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35:0040:00

the teacher.
touches per side. Students are
required to underhand or
overhand serve the ball. You
cannot use your feet, grab/catch
the ball, or use a lifting motion to
the ball. This will result as a
fault, and a point for the other
team. Games will go 11
(Regulation games are played to
25, win by 2), then play another
team. Teams will rotate
clockwise with the server always
being on the right.
Transition was quick because

students stayed with the same
group.
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Some classes were slow because

the students were tired from
game but other than that the
transitions were smooth.

on class.
gave you for underhand
serving?
make flat contact with the
ball when bumping?
The serves in this game were

much better because the students
finally got practice on them. I
had the students underhand serve
first and then if they were
experienced, they could switch
to overhand. The bumping and
setting is still improving but not
the greatest.
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Students responded to my
questions proficiently. Theyre
starting to understand the skills
and how theyre used.

DATE: 12/4/14
TIME: 40 Minutes
LESSON#: 5 of 6
CLASS SIZE: 10-25
EQUIPMENT:
1. 2 Volleyballs
2. Whistle
GRADE: 9-12
3.Watch
FOCUS OF LESSON: Practice gameplay

(P)- Demonstrate effective volleyball skills in a game by using all the skills taught throughout the
unit correctly. (SHAPE S1.H1.L2, MA CF 2.17)
(C)- Identify the skill cues for any volleyball skill when asked by the teacher throughout the lesson
(SHAPE S2.H3.L2, MA CF 2.19)
(A)- Express sportsmanship by shaking hands at the end of the game and respecting teammates and
the other team (SHAPE 4.H5.L1, MA CF 2.26)
(A)- Express enjoyment for volleyball by giving a thumbs up during the closure when asked by the
teacher if they enjoy volleyball (SHAPE 4.H5.L1, MA CF 2.26)

1. Provide effective teacher scanning by always have my back to the wall and facing a majority of the
students.
2. Exhibit enthusiasm throughout the entire lesson by being engaged with the students and enjoying the
lesson
in this class?
Make sure the volleyball standards are secure and weighed down. Be sure to allow no spiking off the
serve. Be sure to pay special attention to Brandon and Anthony who are autistic. They will require more
REFERENCES :
LESSON PLAN FORM

TIME
SEQUENCE OF LESSON
attendance.
gym right away, the students will
do a Stationary Dynamic15 Seconds Each
5:00-8:00
High Knees
Butt Kicks
Jumping Jacks
Sit-ups-25
8:0010:00
10:0012:00
12:0012:30
ORGANIZATION
REFLECTIONS
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Had the students do push-ups

instead to change it up. Other
than that the warm-up was quick
and efficient.
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Transition- Competitive group

walks to multi-purpose gym
Transition took up some time but

was necessary to split groups up.

teacher and make a half circle.
Transition was quick because my

instructions were clear and
concise.
IntroductionOur focus today is going to be

game play, but well warm up
with bumping and setting first.
Be sure to use all the skills weve
learned. Im also going to make
new teams today. I will pick two
captains.
Transition- One team stays on
one side of the court and the other
goes to the far side.
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Introduction was right to the

point and the students
understood what was expected.
Team captains did a good job
picking teams. I chose captains
as students that were excelling in
the class and showed great
sportsmanship.
12:3016:30
Setting/bumping line- Each

group splits up into two lines
facing each other. The lines are
about 8 feet away. One partner
starts the drill by tossing or
setting to the person across from
them. That persons job is to
bump or set the ball. Once the
person has touched the ball then
they move and go to the end of
the line. The next person in lines
job is to keep the volley going.
SSSS
SSSS
SSSS
SSSS
This time around the students

did a little a better job with this
activity. Though they could still
use some work adjusting to
bumping and setting situations.

16:3017:00
17:0017:30
17:3017:45
17:4533:00
33:0033:30

T
the activities. Teacher gives
instruction for volleyball game.
S
S
S S S S
S S S S
S S S
SS

the teacher.
team. Games will go 25, win by
2. (then play another team.
Teams will rotate clockwise with
the server always being on the
right.
I questioned students here about

rules instead of just telling them.
This showed me that the students
understand the rules to the game.
Transition was simple.
S
S
S
S
S S
S S
S
S
S
S
S S
S S
Gameplay went over really well.

The serving was pretty good for
the most part. If students
struggled, I had them move up a
little bit as well as give them
feedback for adjustments.
Students did a good job

following directions and
transitioning. They enjoy the
Teams each form a line and shake

hands.
33:3035:00
35:0040:00

on class.
Questions Why is it important to
point your elbows out
when setting
communicate and use
teamwork in volleyball?
shaking hands part.
T
S
S
S S S S
S S S S
S S S
SS
For this closure I had the

students explain in more depth to
me why communication and
teamwork are important. They
were able to give me scenarios
and great answers.

DATE: 12/8/14
TIME: 40 Minutes
LESSON#: 6 of 6
CLASS SIZE: 10-25
EQUIPMENT:
1. 2 Volleyballs
2. Whistle
GRADE: 9-12
3.Watch
FOCUS OF LESSON: Practice gameplay

(P)- Demonstrate effective volleyball skills in a game by using all the skills taught throughout the
unit correctly. (SHAPE S1.H1.L2, MA CF 2.17)
(C)- Identify the rules and break down skills for any volleyball skill when asked by the teacher
throughout the lesson and by scoring a 80% or above on the unit test. (SHAPE S2.H3.L2, MA CF
2.19)
(A)- Express enjoyment for volleyball by choosing a favorite skill or activity from the entire
volleyball unit when asked by the teacher at the end of the lesson (SHAPE 4.H5.L1, MA CF 2.26)

1. Provide effective teacher scanning by always have my back to the wall and facing a majority of the
students.
2. Exhibit enthusiasm throughout the entire lesson by being engaged with the students and enjoying the
lesson
in this class?
Make sure the volleyball standards are secure and weighed down. Be sure to allow no spiking off the
serve. Be sure to pay special attention to Brandon and Anthony who are autistic. They will require more
REFERENCES :
LESSON PLAN FORM

TIME
SEQUENCE OF LESSON
attendance.
ORGANIZATION
T
S S S S S S
S S S S S S
S S S S S S
S S S S S S
Introduction- Our focus today is

5:00-6:00 going to be taking the unit test
and then gameplay after.
6:0011:00
11:0014:00
14:0015:00
15:0015:30
Unit Test- Students will take a

unit test that focuses on rules and
skills taught. The questions are
worded so that the students have
to picture themselves in certain
scenarios.
gym right away, the students will
do a Stationary Dynamic15 Seconds Each
High Knees
Butt Kicks
Jumping Jacks
Sit-ups-25
Transition- Competitive group
walks to multi-purpose gym.
Ss all bring it in to teacher and
make a half circle.
InformingWere going to get right into
gameplay now for our last day of
the unit. Teams will split up into
same teams as last time with the
same captains.
S
S
S S S S
S S S S
S S S
SS
S S
S S S
S S
S S S
S S
S S S
S S
S S S
REFLECTIONS
Introduction was clear and

straight to the point.
Students did well on the test.

Some of them needed
clarification with some questions
because the wording was tricky.
Students got through the warmup well because they wanted to

get into gameplay.
T
S
S
S S S S
S S S S
S S S
SS
Informing was pretty straight

forward. Students were ready to
play their last game of the unit.
15:3016:00
16:0033:00
33:0033:30
33:3035:00
35:0040:00
Transition- One team stays on

one side of the court and the other
goes to the far side.

team. Games will go 25, win by
2. (then play another team.
Teams will rotate clockwise with
the server always being on the
right.

remember what team they were
on so this transition was easy for
them.
S
S
S
S
S S
S S
S
S
S
S
S S
S S

Teams each form a line and shake
hands.

on class.
Questions What was your favorite
activity or skill during this
unit?
Why is communication so
important?
What safety concerns
would there be if there
wasnt communication?
Gameplay was phenomenal in

most classes. Some classes
struggled due to some
inappropriate behavior from
some students. But for the most
part the students were great.

transitioning and showing
respect.
T
S
S
S S S S
S S S S
S S S
SS

responding to the questions. I
was able to have a good
discussion amongst each class.
Name__________________________________Volleyball Unit Survey
Period__________
True/False: Circle True if the statement is true and False if the statement is false.
1.) TRUE / FALSE All games are played to 25 and you must win by 2.
2.) TRUE / FALSE An incoming serve lands on the sideline on your side of the court, this is considered out
of bounds and it is your point.
3.) TRUE / FALSE Each team is allowed 4 hits to get the ball over the net.
4.) TRUE / FALSE The preferred way for a team to receive a serve is with the forearm pass.
5.) TRUE / FALSE When the official blows the whistle, you have 8 seconds to serve the ball.
Multiple Choice: Circle the correct answer
6.) The opposing team runs out of bounds to return a volleyball over the net. While in the air, it hits the
antennae and then falls in bounds on your side, this results in
a.) point for your team, antennae is automatically out of bounds.
b.) point for the team that hit the ball, antennae is in bounds.
c.) A re-do
d.) Rock, paper, scissors for decision.
7.) You are allowed to touch the net
a.) when youre spiking the volleyball.
b.) when its a serve.
c.) if its the third hit on your side.
d.) never.
8.) Your team serves the ball and it looks like it is not going to make it over so you help the serve over the
net by gently bumping it. This is
a.) only allowed when your team is losing.
b.) not allowed under any circumstances.
c.) allowed when your team is winning.
d.) not allowed unless it was an underhand serve.
9.) Your teammate hits the ball into the net, before it hits the ground, you move and play the ball over the net,
this is
a.) legal, as long as its not your third hit.
b.) illegal, you cant play the volley ball off the net.
c.) a re-do.
d.) game point.
10.) One of your group members has trouble serving the ball over the net. What should you do?
a.) Skip over them when its their turn to serve. You want to win.
b.) Remind them of proper serving techniques and encourage them to keep trying.
c.) Just give the ball to the other team when its their turn to serve. Why bother to serve when you know they
are going to miss?
d.) Both a and c are correct.
Name _________________________________________________
Date _________________
Volleyball Pass Check for Understanding
Period _______________
Describe (dont just list!) the 4 main cues for the volleyball PASS (bump)
1.)
2.)
3.)
4.)
Volleyball Teacher Checklist for Underhand Serving

Directions: Students perform an underhand serve attempting to hit the ball over
a 5 times. A tally mark is given each time a skill cue is performed correctly.
Students
Name
Face
Target
Swing
arm
back
Step
with
opposite
foot
Contact
with
bottom of
palm
Scoring Rubric- Total tally marks achieved

30-35 marks= Proficient
21-29 marks- Developing
Below 20 marks- Needs Improvement
Hit ball
off hand
(Dont
toss)
Follow
Ball
through clears
towards net
target
TOTAL
TALLY
MARKS
Results of Assessment
Unit Survey- The results showed that many of the students scored an 80% or above on the test.
My goal for each student was to achieve an 80 or above, so it is very pleasing that this occurred.
The questions challenged the students to picture themselves in certain scenarios. Basically
making them think outside of the box. I felt that rather than just test them on certain rules, etc.
I wanted them to apply their new found knowledge. In the future I would change the wording
of some of the questions. This is due to some confusion on some of the questions from
multiple students. What I did was explain it to them by rewording it and they were able to
understand the question.
Teacher Checklist for underhand serving- The results showed that a lot of the students are still
developing their underhand serving skills. Many students improved their underhand serving as
the unit went on which was pleasing to see because it shows that my teaching strategies were
effective. The checklist in way also motivated students because they wanted to get the most
tallys they could. In the future I would limit the number of serves in bigger classes because the
5 serves per student kind of took up a lot of time. In a bigger class especially, there was more
waiting time. I could also have two alternating lines going instead of one.
References
http://www.cwu.edu/~jefferis/unitplans/tacticalvolleyball/VolleyballUnitLesson_01.htm
http://www.fivb.org/TheGame/Volleyball_Story.htm \

Volleyball Unit Plan

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Steven Gallagher

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

DAYS 1 & 2: Rules, History

Turn and Talk

DAYS 1-6: Safety

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

SCHOOL: Tamarac High School

FACILITIES: Multi-Purpose Gymnasium

CLASS SIZE: 10-25

GENERIC LEVEL: Utilization/Proficiency

FOCUS OF LESSON: Practice bumping a volleyball and introduce history/gameplay

LESSON PLAN FORM

4:00-6:30 Warm-Up- Stationary Dynamic15 Seconds Each

Transition- Ss all bring it in to

Introduction- Does anyone have

Good change of pace for some

Transition was smooth.

Students liked the history aspect

Skill cues were simple and easy

you dont want to cross

Bigger classes took a little

Transition- Ss split into groups

Transition- Teacher blows

Informing- Teacher praises Ss on

Transition- Ss stay with each

Many students struggled with the

Instructions were quick and

group and are assigned a court by

Transition was good.

A little awkward for some

Transition was quick and easy.

Transition- Teacher blows

Informing- Teacher praises

students on bumping volleyball.

Transition- Ss stay with the same

Students did well listening to

Quick and easy.

Transition- Teacher blows

First volleyball game of the unit

Transition was smooth and

Students answered the questions

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

SCHOOL: Tamarac High School

FACILITIES: Multi-Purpose Gymnasium

CLASS SIZE: 10-25

GENERIC LEVEL: Utilization/Proficiency

FOCUS OF LESSON: Practice bumping a volleyball and introduce history/gameplay

LESSON PLAN FORM

4:00-6:30 Warm-Up- If in multi-purpose

Warm-up worked out well again.

Transition was simple.

Transition- Ss all bring it in to

Our focus today is going to be

Students were able to recall from

Skill cues were great. Many

to mimic setting motion.

Transition- Ss split into groups

Students did better this time

A lot of students struggled with

Transition- Teacher blows

Students were quick to place the

Informing- Teacher praises Ss on

Praising was good and I also

Transition- Ss stay with each