EDU 6828 - Course Project - Unit Plan - Final Draft

Course Project- Unit Plan- Volleyball
GRADE 6th
SUBJECT Physical Education; Volleyball
Lesson #1: Unit Overview and Bumping

Students will go into a classroom to start class. There I will utilize a power point with
LESSON SUMMARY graphics and embedded videos to explain the new unit and skills to be learned (in
general terms) as well as go over the first skill to be practiced (bumping) in detail. Then
I will have students practice this skill alone, and when they show proficiency, with a
partner.
Instructional design theories come into play with the use of Power Point. The Power
Point will have graphics and very minimal (if any) words, and I will verbally explain the
concepts. Students will also have the benefit of seeing videos (1) of the skills to be
How is Theory applied mastered by the end of the unit. I will utilize teacher centered instruction for
in this lesson? introduction of unit. With this being said, active learning will still being utilized. A
teacher feedback approach will be utilized as students practice bumping on their own.
Rate of learning will be taken into account. Students don’t start partner work for
bumping until they have mastered this hitting style on their own.
OBJECTIVE.
What will your students be able to do?
1.1 Volley an object repeatedly with a partner, using the forearm pass.
1.2 Strike an object consistently, using a body part, so that the object travels in the intended direction at the
desired height.
2.6 Explain the role of the legs, shoulders, and forearm in the forearm pass.
2.8 Illustrate how the intended direction of an object is affected by the angle of the implement or body part at the
time of contact.
5.1 Participate productively in group physical activities.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
To assess standard 1.2 I will quiz students for understanding after the Power Point is presented. This will also be
assessed visually by myself as I observe students during the activity. This is also how the rest of the objectives
will be assessed. A more formal assessment (which will assess mastery) will be given at the end of the unit.
There will be a multiple choice written test and a physical test (I will have a scale for each skill and they will have
access to the rubric (2) beforehand (most likely on the first day of the unit)) to assess the different skills that will
need to be learned.
COMMON CORE
How will you address Common Core standards?
desired height.
time of contact.
5.1 Participate productively in group physical activities. `

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.
-To reach the diversity of learners in the class I will show visuals (graphics and videos in the Power Point), try to
reach students by incorporating things that could be prior knowledge for them, demonstrate myself, have the
students try for themselves, and allow them to collaborate with a partner.
- I will address English language learners by using the visuals and videos I spoke about, as well as spending time
demonstrating the skills to them and making sure they understand when we are doing the activity.
OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS -Attention getting phrase
-I will have a phrase that I use to get the -Students will be seated in -Relating to past
student’s attention each class. I will explain the room knowledge
that we will be starting a new unit and that
students will listen to the presentation about
this unit and hold questions until the end.
-I will communicate the importance by
explaining that eventually we will be playing a
full scale game, incorporating what was about
to be taught, so paying close attention would
behoove them. I would relate how it was similar
to previous units by explaining that there would
be different skills required for a full game and
that there would be testing (paper and
physical) to check for understanding of these
skills, similar to what we had done in the past.
If there were any similarities between previous
units and this unit (whether it be the format it
would be taught or the concepts of the sport or
activity) I would bring these up myself or ask
students if they saw any similarities.
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS -Projector or some sort of
*Warm-up with 1 lap around the track, arm circles, *Students will begin the cord to show Power Point
and leg swings* warm-up lap after I take -Computer to play Power
attendance and then come Point from
-The key points will be the object of the game back to where I have
instructed for the remainder
-Speaker for sound
of volleyball, the scoring system, the different -Enthusiastic attitude
positions, and then the different skills they of the warm-up and
would learn before playing a full game. Since instructions*
this day they would be working on bumping
after the presentation I would emphasize the
main things to focus on with this skill (such as -Listening to the
the position the hands and arms should be in, presentation and engaging
hitting with the forearms, rather than the fists, when I instruct to do so.
bending the knees and moving the body in -Students will collaborate
different directions to get to the ball, and with others to make
angling the arms in the direction they want the educated guesses about
ball to go). the role of the legs,
- I will occasionally ask for feedback or shoulders, and forearm in
question the group on information I have the forearm pass, as well
presented. I will also have them actively as how they can best
practice the correct position for bumping when direct the ball in the
we get to that part of the presentation. direction they want to.
- I will make information accessible to all
students by having students work hands on by
practicing the skill, showing graphics and
videos, asking questions and having
individuals answer, as well as having students
collaborate to answer, etc..
-A potential misunderstanding that I anticipate
is the way in which students make the fist for
their bump. I think that many will interlock their
fingers, rather the having one hand wrapped
around the other fist. I will try to combat this by
emphasizing the proper form and explaining
why the improper way can hinder performance.
I will have students interlock their fingers, as
well as do proper form and see how much
more of an even surface it makes if they have
one hand wrapped around the other fist.
-Students will be engaged and interested
because I will show enthusiasm as well as
include videos of high-level volleyball players
to show the students how exciting the game
can be.
GUIDED PRACTICE (15 minutes – suggested) -1 volleyball per student and

How will you clearly state and model behavioral expectations? then 1 per pair
How will you ensure that all students have multiple opportunities to practice? -Music speaker
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
TIME TEACHER STUDENTS
-I will go over expectations for when the -Students will each be
teacher is instructing. I will ask that students practicing bumping on
hold their questions and comments until the their own to start.
end so that we can get through the -Once they have been
presentation efficiently and have more time to approved to move on, they
practice the skills. can find a partner who has
- Students will be given time to practice also been approved to
bumping to themselves or against a wall for 4-7 start partner practice.
minutes. Then they will practice bumping to
their partner while their partner catches it and
tosses it to them again to bump. This will
continue until I have the partners switch roles
and at I will have kept the time equal between
the partners.
-It will be easier to bump the ball to one’s self,
which is why this will come before practice with
a partner. If time allows, I will also have
students bump back and forth without one
partner tossing, and see how long they can
keep this going.
-I will be walking around the entire time to
monitor and correct student performance. If I
see an error I will verbally correct it, or
physically show the student the correct way if
need be. Before students can move on to
partner practice I will have to approve their
individual form.
-Student will be engaged and interested
because there will very frequently be a new
step which will bring about new challenge. I will
also play music during their practicing to make
it more fun.
INDEPENDENT PRACTICE ( 25 minutes – suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
TIME TEACHER STUDENTS -Volleyballs (enough for
(This will have been practiced first, before -Students will bump the each individual person)
getting into partner groups) ball to themselves, trying -Music speaker
-I will demonstrate the behavior, as well as to focus on the proper
technique that I expect students to strive for. technique discussed in the
-Students will attempt to demonstrate presentation.
independent mastery by showing proper
technique and control of the ball.
-Students will have the time they need to show
independent mastery. They may work on the
skill until they have accomplished this.
because they will most likely want to move on
so that they can work with a partner.
CLOSING ( 5 minutes – suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?

-At the end of class I will leave time to go over -Students will be sitting
with students the most important aspects of the outside close together as I
bumping skill and what they learned while talk to them about what
practicing the skill for themselves. was learned that day.
-Students will be asked to collaborate with their -Are there any sports they
partner about why this skill would be important have done that volleyball
for the future, thinking about what was is similar too? How so?
discussed during the presentation. What was difficult? Why is
-I would have gone by each partner pair and it important that they learn
observed their progress. Mastery will be tested these skills?
later.
HOMEWORK (if appropriate). How will students practice what they learned?
N/A
Resources:
-(1):
- Forearm (bumping) pass: https://www.youtube.com/watch?v=DdMQns95WDI
- Setting pass: https://www.youtube.com/watch?v=d6FYi2TVm1I
- Underhand Serve: https://www.youtube.com/watch?v=A0epDjKO6wg ;
https://www.youtube.com/watch?v=kZFbkbqG7J8
- Overhand Serve: https://www.youtube.com/watch?v=9QRnGaFitCc
-(2): Attached directly after this lesson
References:
-Book: Teaching in the Secondary School (Armstrong, T. Savage, M. Savage, 2012)
-Website: http://www.sparkpe.org
Volleyball Unit: Rubric

Forearm pass (Bumping): Instructor will toss ball to student and student’s objective is to pass the ball
directly back to the instructor. Ball should be accurate enough that instructor only has move legs 1-2
steps to catch it. Students will have 10 opportunities to demonstrate mastery. 10 correct technique
bumps= 100%, 9= 90%, 8= 80%, 7=70%, 6=60%, 5=50%, 4=40%, 3=30%, 2=20%, 1=10%, 0=0%.
Student must meet all parts of the technique criteria listed below for the pass to be counted as correct.
Technique Criteria:
-Knees slightly bent (athletic stance)
-Non-dominant leg slightly in front of dominant leg
-One hand folded over other hand with thumbs together or one hand wrapped around the other fist with
thumbs together
-Flat platform on forearms
-Hits ball with forearms
-Angles body and forearms in the direction student intends to hit it
Setting Pass: Instructor will toss ball to student and student’s objective is to pass the ball directly back to
the instructor. Ball should be accurate enough that instructor only has to move legs 1-2 steps to catch it.
Students will have 10 opportunities to demonstrate mastery. 10 correct technique sets= 100%, 9= 90%,
8= 80%, 7=70%, 6=60%, 5=50%, 4=40%, 3=30%, 2=20%, 1=10%, 0=0%. Student must meet all parts of
the technique criteria listed below for the pass to be counted as correct.
Technique Criteria:
-Knees slightly bent (athletic stance)
-Hands in shape of ball and placed in front of and slightly above forehead
-Ball lands directly in the hands of setter
-After making contact with ball student pushes through and extends arms and hands
Serve (Underhand or Overhand): Student will demonstrate whichever serve they are most comfortable
with. They will demonstrate this serve like they would in a game. 10 correct technique serves= 100%, 9=
90%, 8= 80%, 7=70%, 6=60%, 5=50%, 4=40%, 3=30%, 2=20%, 1=10%, 0=0%. Student must meet all
parts of the technique criteria listed below for the pass to be counted as correct.
Technique Criteria:
Underhand
-Legs should be shoulder-width apart with the non-dominant leg forward to start; non-dominant leg should
step forward once serve has begun
-Non-dominant hand holding ball out straight in front of the middle of their body; this hand should not
move from this position
-Student’s hand should be in a fist with heel of hand facing upward; this is where contact should be made
with the ball
-Dominant hand should be raised back behind the student’s body and swung forward to make contact
with the ball, following through after hitting the ball.
-Ball should clear the net (skimming the net is ok, as long as it makes it over) and stay within the
boundaries
Overhand
-Legs should be shoulder-width apart, with the non-dominant leg slightly forward; non-dominant leg
should step forward once serve has begun
-Non-dominant hand holding ball out straight toward front of the middle of their body
-Dominant hand should start of drawn back next to ear with elbow pointed upward as if drawing back an
arrow
-Student should toss up ball with non-dominant hand 1-2 feet into the air; it should not be far from the
body (if it were to drop to the ground it would and right in front of the server’s non-dominant foot)
-The student should strike the ball when it is falling in the air, hitting it with the palm of the dominant hand
-Ball should clear the net (skimming the net is ok, as long as it makes it over) and stay within the
boundaries
GRADE 6th
Lesson #2: Bumping Review and Setting

Students will first go to the classroom to review bumping and go over the setting
technique video (1). They will again, independently practice setting the ball to
LESSON SUMMARY themselves until approved by myself to begin working with a partner. At this point they
will practice setting with a partner. First, with a partner tossing them the ball and them
setting it back (doing this 5-7 times and switching roles), and then practicing setting
back and forth with their partner.
Inquiry based learning is utilized to discuss similarities and differences of bumping and
How is Theory applied setting. Again, students’ rate of learning will be taken into consideration. They can work
in this lesson? at their own pace, and will move on to work with a partner when their form is approved
by the instructor. Teacher feedback will be given along the way.
OBJECTIVE.
desired height.
time of contact
ASSESSMENT
-Students will be verbally tested when going over proper setting technique. How is setting different from
bumping? Is setting more of a catch and throw motion or more similar to hitting the ball? How should hands look
when setting te ball? How should your stance be? Students will be informally assessed in a hands-on test when I
check technique and judge if they are ready for partner work.
-Mastery will be assessed near the end of the unit through a hands-on and written test.
COMMON CORE
desired height.
time of contact
DIFFERENTIATION
-To reach the diversity of learners in the class I will show visuals (video), try to reach students by incorporating
things that could be prior knowledge for them, demonstrate myself, have the students try for themselves, and
allow them to collaborate with a partner.
- I will address English language learners by using the visuals videos I spoke about, as well as spending time
demonstrating the skills to them and making sure they understand when we are doing the activity.

happen?
TIME TEACHER STUDENTS -Computer or device to
-I will use the phrase that I normally do to get -Students will be sitting play video and projector
the class’ attention. Then I will explain that I will and listening and or device to display this
be going over the next type of hit, similarly to engaging when I ask video to the class
what we did the day prior. I will explain to them questions.
that I will be showing a video of the new
technique and I will be adding commentary as I
feel necessary.
-I will communicate its importance by trying to
incorporate discussion and authentic
instruction. Students will discuss how setting is
similar and different from bumping. Students
will also be taught that this, like bumping, is a
role someone plays in volleyball, just as there
are different roles in a workplace and in the
world. Can someone give an example of
different roles people play in contributing to our
society? What happens if someone doesn’t do
their part?
-I think students will be interested because of
the discussion about how it is similar to real
life.

*Warm-up with 1 lap around the track, arm circles, *Students will begin the play video and projector
and leg swings* warm-up lap after I take or device to display this
attendance and then come video to the class
-I will emphasize that they are not simply back to where I have
catching the ball and throwing. Their hands will instructed for the remainder
be slightly cupped, but they will use their finger of the warm-up and
instructions*
pads hit the ball up. The focus is to hit the ball
mostly up and slightly forward, not straight -Students will be sitting
forward. It needs to be able to get up and over and listening and
the net or up and over to a teammate in an engaging when I ask
actual game. questions.
-I will ensure students are actively taking in
information by asking question about what type
of techniques they think would work best.
-I will vary my approach by using video,
demonstrating myself, and having students
discuss the topic with a partner.
-I anticipate that students will misunderstand
the instructions for when they are practicing
with partners. They will probably start setting
back and forth right away, rather than tossing
to their partner for them to set. It’s important
that they follow the instructions correctly
because a nice toss from one’s partner will
most likely be easier to hit than a set from their
partner.
because there is video, discussion, and partner
collaboration.
GUIDED PRACTICE (15 minutes – suggested)

How will you ensure that all students have multiple opportunities to practice?
TIME TEACHER STUDENTS -1 volleyball per student
-I will go over expectations for when the -Students will each be and then 1 per pair
teacher is instructing. I will ask that students practicing setting on their -Music speaker
hold their questions and comments until the own to start.
end so that we can get through the -Once they have been
presentation efficiently and have more time to approved to move on, they
practice the skills. can find a partner who has
-I will ensure that students have multiple also been approved to
opportunities to practice by allowing students start partner practice.
to practice setting by themselves until they
have been approved by myself. Then I will
monitor that partners are getting equal practice
time.
-By having students work by themselves and
then in partners but with a toss and lastly with
partners setting back and forth, the activity will
be scaffolded from easy to hard.
-I will be walking around giving feedback to
students. I will correct students errors while
also trying to compliment something they are
doing well.
because I connected the lesson to real life and
also allowed partner collaboration. I will also
play music during their practicing to make it
more fun.

TIME TEACHER STUDENTS -1 volleyball per student
(This will have been practiced first, before -Students will set the ball -Music speaker
getting into partner groups) to themselves, trying to
-I will demonstrate the behavior, as well as focus on the proper
technique that I expect students to strive for. technique discussed in the
-Students will attempt to demonstrate presentation.
independent mastery by showing proper
technique and control of the ball.
-Students will have the time they need to show
independent mastery. They may work on the
skill until they have accomplished this.
because they will most likely want to move on
so that they can work with a partner.

-At the end of class I will leave time to go over -Students will be sitting
with students the most important aspects of the down and will join in
setting skill and what they learned while discussion lead by myself.
practicing the skill for themselves.
-Students will be asked to collaborate with their
partner about what role setting plays in the
overall game of volleyball and why it’s an
important part of the game
-I would have gone by each partner pair and
observed their progress. Mastery will be tested
later.
N/A
Resources:
-(1): Setting Pass: https://www.youtube.com/watch?v=d6FYi2TVm1I
References:
GRADE 6th
Lesson #3: Setting Review and Serving Underhand

Students will go inside the classroom and start by reviewing setting. Then I will show
them a video (1) that demonstrates serving underhand. We will discuss the similarities
between this serve and bumping and how to hit it in the direction you intend to. Then
students will choose partners and begin practicing their serves. I will have poly spots
LESSON SUMMARY set out so that each partner knows where to stand and one person will serve while the
other attempts to bump back that serve. They will continue this 5-7 times and then
switch roles. I will be walking around filming the serves of people who are struggling
with an app called Coach’s Eye (2). This will allow me to analyze the footage in front of
them by playing the footage in slow motion, as well as showing two separate clips of
their attempts side-by-side and circling areas where errors were made or correct
movements were made to help students improve their technique.
Inquiry based learning is utilized in discussing differences and similarities of this serve
How is Theory applied
in this lesson?
and bumping and how you hit the ball in the direction you intend to hit it in. Peer-
feedback will be encouraged as students take turns serving to each other.
OBJECTIVE.
desired height.
time of contact.
ASSESSMENT
-The coach’s eye app will help me informally gauge progress With this app, students can also participate in
analyzing their movement to better understand how the angle of their body affects the direction the ball goes in. I
will also be able to visually see if students were able to hit the ball directly toward their partner (this would be their
intended direction).
-I will assess mastery toward the end of the unit with a written test and a hands-on skills test.
COMMON CORE
desired height.
time of contact.
DIFFERENTIATION
-By using the video footage I will be able to reach learners in a new way. I also hope that with encouragement of
peer feedback, students will learn from their partner’s critique and encouragement.
-I will definitely focus on using the video app with English Language Learners as a way to help them better
understand the changes they should implement with their technique. Less language is required, as it is a more
visual learning tool.
happen?
-I will communicate what is about to happen by -Students will sit and play video and projector
explaining that they will be seeing a video of an listen. or device to display this
experienced volleyball player serving video to the class, as well
underhand and they should remain quiet so as display app features.
everyone can have a chance to see the video -Coach’s Eye app
and hear any commentary with it.
-I will explain that this is how every play will
begin so it is an important skill to master. If
they do not hit the ball where it needs to go
(such as not making it over the net) it will be an
automatic point for the other team as well as a
side out (the other team gains the right to
serve). The above is also how serving is
connected to future lessons. As previously
said, we will discuss how serving is similar to
bumping (or the forearm pass).
-I will hopefully engage student interest by
introducing the Coach’s Eye app that I will be
using to help them.
attendance and then come video to the class, as well
-I will emphasize that students should be back to where I have
as display app features.
utilizing the heel of their hand when hitting the -Coach’s Eye app
ball. They should also be holding out the ball of the warm-up and
with their non-dominant hand in a still position instructions*
and only moving their dominant hand when
- Students will sit and
hitting.
participate in discussion
-I will actively ask questions of the students as
about similarities and
we go.
differences of the forearm
-I will give comparisons to other things they
pass and the underhand
may be familiar with. For example, their hand
serve.
that is holding the ball should be like a baseball
tee. It stays still and holds the ball in the
optimal position to hit off of.
-I think students will still move the hand that
should be still and that students will
misunderstand the idea of hitting the ball that is
served back to their partner with a bump style
hit. I also foresee that students will hit the ball
with an open hand when serving, rather than
the heel of the hand. Students may also step
forward with the incorrect foot, which I will try to
combat by explaining to them the analogy of
throwing and how stepping with the same foot
they throw with doesn’t allow weight shift and
application of power.
-I think students will be engaged and interested
because I will be enthusiastic with my
presentation of information and asking them a
lot of questions rather than leading the whole
time.
TIME TEACHER STUDENTS -1 volleyball per pair
-I will state that I expect them to be on task and -Students will take turn -2 poly spots per pair
practicing the skills that I have instructed them serving and bumping.
to practice. I will also choose a student to help
me demonstrate how the activity should look.
-Partners will alternate turns.
-Easier exercises in past lessons have lead to
this more complex sequence of movements.
-I will walk around to give students feedback. I
will also utilize the Coach’s Eye app to correct
student performance.
because they know that this is an important
part to playing a full volleyball game in the
future.

TIME TEACHER STUDENTS N/A
N/A N/A


-I will ask students to discuss with their partner -Students will discuss and
the most important aspects of the underhand share their ideas about the
serve. Each pair will tell the class one of the topics that I bring up to
aspects they discussed. them.
-How could the skills you practiced today help
you with other sport movements?
-Students will have this opportunity as I walk
around and observe and more officially
towards the end of the unit when they are
formally assessed.
N/A
Resources:
-(1): Underhand Serve: https://www.youtube.com/watch?v=A0epDjKO6wg ;
https://www.youtube.com/watch?v=kZFbkbqG7J8
-(2): https://www.coachseye.com
References:
GRADE 6th
Lesson #4: Serving Underhand and Serving Overhand

Students will watch a video (1) of a proper overhand serve, as well as review
underhand serving. In pairs students will practice the overhand serve with one partner
on one sideline and the other directly across on the other sideline. Then part way
through class I will put 4 groups of six students on one court and 4 groups of six
students on another. One half of the court will have chalk drawn on it to divide it into
LESSON SUMMARY
four equal quadrants and the other half will be normal. On the normal side I will have
two teams lined up separately in single file lines (on the left side and right side) behind
the serving line. The other two teams will simply be spread out randomly on the other
half. The two lines will start serving toward the other side, trying to aim for different
quadrants of the court (I will change up the quadrant goal throughout the class period).
The players on the other side of the quart will collect volleyballs and roll them back
underneath the net. I will have students switch roles halfway through the class period.
The goal is to practice each of the serves multiple times to see which one they are
most comfortable with and which one they are most accurate with.
Inquiry based learning is used when discussing the pros and cons of each type of
How is Theory applied serve. Peer feedback is encouraged during activity so that students can improve their
in this lesson? overhand serve. Students will also aim to discover which serve they are most
comfortable with through experiential learning.
OBJECTIVE.
desired height.
time of contact.
ASSESSMENT
-I will know they have made progress toward the objective when they are successfully serving the ball at the
intended target (the quadrant I have announced at the time) and doing so with correct form.
-Near the end of the unit I will test students for mastery with a hands-on and written test.
COMMON CORE
desired height.
time of contact.
DIFFERENTIATION
-I will show a video of proper form, demonstrate myself, and incorporate a fun game with the new skill set (trying
to make it in the certain quadrant). I may also continue to utilize the Coach’s Eye app (2) to help student’s who
are having trouble seeing their errors.
-I will utilize a lot of hands-on demonstration and the Coach’s eye app.
happen?
-I will explain that we will be seeing proper form -Students will sit and play video and projector
of a new skill demonstrated through a video. listen. or device to display this
Later in the lesson when it is time to practice, I video to the class
will explain that we will start out practicing as
we did with the underhand serve and then
move on to using specific quadrants on the
court as targets and ways to measure accuracy
with both types of serves.
-I will explain how they will need accuracy to
get the ball over the net in a game as well as to
try to serve the ball in a direction that is hard
for the other team to get to.
-It is similar to previous lessons, such as
underhand serving and bumping, where the
angle of your body and the arm that is striking
(and holding the ball in the case of serving)
plays a part in the direction that the ball goes.
-I will capture their interest by reminding them
that tomorrow they will be getting together with
their team to begin practicing for full volleyball
games. These skills will be essential to their
success.

attendance and then come video to the class
back to where I have
-I will emphasize and reiterate that the non- instructed for the remainder
dominant hand will throw the ball in the air and of the warm-up and
the dominant hand will hit the ball. The ball instructions*
only needs to be tossed one to two feet in the
air. The stance should be shoulder width apart, -Students will be sitting
with the non-dominant foot slightly more and participating when I
forward than the dominant foot. Step with the ask questions.
non-dominant foot when you go to hit the ball
with your palm.
-I will ask questions such as: Which hand do
you think should be holding the ball out and
which should be striking the ball? Where do
you think the ball would land if you tossed it up
correctly, but didn’t hit it? Why do you think that
is correct?
-I am using video, demonstration, verbal
instruction, and discussion.
-I anticipate that students will not understand
that the ball should be tossed in the air. It
differs from the underhand serve, where the
ball is hit from a still spot. I also think that
students may hit the ball with an open hand
when trying to serve overhand when really it
should be slightly cupped to allow for more
force and direction to be applied.
because this is an important aspect of the full
game of volleyball and everyone will take turns
serving in the games.

TIME TEACHER STUDENTS -1 volleyball per partner pair
-I will state behavioral expectations by -Students will practice for first part of exercise and
demonstrating the two different activities with serving (and bumping then 4-5 volleyball per court
volunteers from the class. back the serve). One for second part of exercise
-I will ensure students have multiple partner will be on one -Music speaker
-Chalk
opportunities to practice by having partners sideline and the other
switch after 5-7 serves. partner will be on the other
-Easier exercises (such as the underhand sideline. This will be semi-
serve) in past lessons have lead to this more brief and the n I will put
complex sequence of movements. students into groups of six
to practice with both the
-I will monitor and correct student performance underhand and overhand
by observing as I walk around and giving both serve into the different
positive and corrective feedback. I will quadrants.
demonstrate to students the difference
between the error they are making and ow the
serve should look.
because they are using this lesson to figure out
which serve they will be using in the near
future in full games. I will also tell them that this
is the serve they will demonstrate in the end of
unit assessment.

N/A N/A


-Students will summarize what they learned -Students will participate
through discussion amongst themselves and in discussion, which is
their partner (will pick 2-3 pairs to share). guided by myself.
-I will ask students how they could apply
different aspects of what they learned today to
other sports (could be as small as stepping
with the non-dominant foot while serving being
the same as when you are throwing a ball). I
will also ask them to explain the pros and cons
that they found to the two different serves and
how that will affect their decision of which
serve they will use. What would they
recommend to a beginner?
-Students had the opportunity to demonstrate
progress as I walked around and observed.
Mastery will be tested toward the end of the
unit.
N/A
Resources:
-(1): Overhand Serve: https://www.youtube.com/watch?v=9QRnGaFitCc
-(2): https://www.coachseye.com
References:
GRADE 6th
Lesson #5: Teams and Small Group Passing

I will divide students into teams of 6 and they will get to know there team and become
LESSON SUMMARY
comfortable working with them through a group passing game. This is a simple game
that will consist of someone on the team tossing the ball to start and the rest of the
team working to keep the ball from hitting the ground through the forearm and setting
style hits practiced in previous lessons. Teams will learn to communicate with one
another, as well as practice vital skills.
Guided discovery will be utilized as teams work together to keep the ball from hitting
the ground and get a feel for when different types of hits should be utilized. Students
How is Theory applied will learn where to move around to in order to best accomplish the goal of keeping the
in this lesson? ball off of the ground. The instructor has set up this task, but it is the students’
opportunity to discover the most desirable movement to accomplish the task. Peer-
collaboration will also be highly encouraged.
OBJECTIVE.
desired height.
time of contact.
5.2 Evaluate individual responsibility in group efforts.

ASSESSMENT
-I will know that students have made progress toward the objective when I observe them equally participating and
contributing to their team’s success. I should also be able to see the skills they have already learned
implemented and see them demonstrating their control over where the ball goes by use of the angle of their body.
-Mastery will be assessed toward the end of the unit with a hands-on and written test.
COMMON CORE
desired height.
time of contact.

DIFFERENTIATION
-I will try to rephrase my feedback in different ways and using different analogies to reach a variety of learners.
-I will address English Language Learners through demonstration of proper technique.
happen?
-I will communicate what is about to happen -Students will be sitting
and the importance of it by asking questions of and engage in discussion
the students. In the scenario of a game, when when I ask questions.
do you think it’s best to utilize a bumping hit? A
setting hit? What does the situation look like?
Where is the ball headed? How can you work
together as a team in volleyball? How should
you communicate? How can working with a
team like this be related to the world outside of
school?
Then I will explain that today they will have an
opportunity to work with their team and practice
putting all of the skills learned in previous
lessons of the unit, together, as well as
developing new communication skills.
-I will engage students through the use of
multiple questions listed above.
TIME TEACHER STUDENTS -1 volleyball for
*Warm-up with 1 lap around the track, arm circles, *Students will begin the demonstrations
and leg swings* warm-up lap after I take
attendance and then come
-I will emphasize that communication is key. I back to where I have
will also reiterate that if the ball is coming instructed for the remainder
toward them and it is to close for them to hit it of the warm-up and
properly they need to recognize this and back instructions*
up so that they can hit it. They should also pay
-Students will sit and
attention to the angle it is coming towards them
engage when questions
at to determine the type of hit they should use
are asked or if they
and if they need to bend their knees to reach it.
volunteer to be apart of a
-I will ensure that students actively take in
demonstration.
information by asking many questions and
asking for volunteers to help me demonstrate
what one should do given different ways the
ball could come toward ones’ self.
-I will try to make information accessible to all
students by being enthusiastic about the topic
and by showing scenarios (as I explained
above) of how the ball could come towards
them and what they should do and say (how to
communicate that they are going to get that
ball to their teammates, etc.).
-Potential misunderstanding could be students
not understanding how the should have their
team set up during their passing game.
-Students will be engaged because of the
demonstrations with fellow classmates.

TIME TEACHER STUDENTS -1 volleyball per group of
-This will be done during the demonstrations. -Students will be in circle- 6
-I will have a rule that every person has to have like shape, with each -Music speaker
hit the ball before someone can repeat their person being about 6-10
turn. feet away from the person
-Lessons have been built up to this more who is across the circle
difficult exercise. from them and far enough
-I will monitor by walking around and giving from the person next to
positive feedback and constructive criticism. them that when they lift
their arms laterally they do
not touch anyone.

N/A N/A


-Students will be asked all of the same -Students will be sitting
questions from the beginning of class to see if and discussing with a
they now have a different perspective. partner their answers to
-The significance of what they learned will be the questions asked.
displayed in their answer to how this can relate
to life outside of school and their answer to the
question of “how will this all be applied in a full
game?”
-I will observe their progress. Mastery will be
assessed towards the end of the unit.
-Students will be assigned to watch two video clips (1) of a full-length volleyball game, so they can better see the
big picture of what will be happening the next lesson.
Watch 15 minutes of the USC vs. UCLA game: https://www.youtube.com/watch?v=EJ42kvj4PxA
Watch 15 minutes of BRA vs. USA game: https://www.youtube.com/watch?v=oZ3NQoqv1tI
Resources:
-(1):
- USC vs. UCLA: https://www.youtube.com/watch?v=EJ42kvj4PxA
- BRA vs. USA: https://www.youtube.com/watch?v=oZ3NQoqv1tI
References:
GRADE 6th
Lesson #6: Rules, Strategy, and Mock Game

LESSON SUMMARY
Students will go into the classroom where I will have a PowerPoint to go over rules
(which was covered briefly during the first lesson) and to also discuss strategy (1) for
the game of volleyball. Then students will play a practice game where their another
team (this does not count towards the tournament).
A teacher-centered approach will be used in explaining the rules and teams, while
critical thinking and discussion strategies will be used to go over strategy. The mock
How is Theory applied game will be a simulation of a real game. The team of six will break in half to play
in this lesson? themselves in a shortened version of an actual game to become comfortable with the
rules and strategy of the game and how to put everything they have learned together.
Teacher feedback will be given throughout the lesson.
OBJECTIVE.
desired height.
time of contact.

ASSESSMENT
-I will see through observation as I walk around. Students will be practicing all of the skills from the objectives as far as hitting
the ball. I will see how they interact with their team and if they can successfully communicate and have multiple rally’s, or if
they spend time arguing or not talking and are constantly having to start a new play.
-Mastery will be assessed in an upcoming lesson through hands-on and written tests.
COMMON CORE
desired height.
time of contact.

DIFFERENTIATION
-I will have had students watch a clip of a volleyball game from the night before to appeal to students who need to
see a big picture, rather than only small parts. Peer collaboration will be utilized. I will try to explain things in
multiple ways.
-I will address English Language Learners through the use of the video from the night before. This will hopefully
help them to see all of the moving parts of a full game.
happen?
-I will communicate what is about to happen by -Students sitting and
asking, “Who watched the video last night that discussing questions with
was assigned as homework?” Then I would a partner.
ask them what they thought of it and if they
noticed anything in particular about it that they
would like to share. Then I will explain that
today we were starting to put all of the pieces
together into a full game and I would need
there attention to explain the ins and outs of
how it will work.
reminding them that these skills will be
necessary to being successful in the game and
can be applied to other sports as well.
-I will engage students through using different
ways to present the information and by asking
questions.
TIME TEACHER STUDENTS -White board
*Warm-up with 1 lap around the track, arm circles, *Students will begin the -White board marker
and leg swings* warm-up lap after I take -Projector or some sort of
attendance and then come cord to show Power Point
-I will emphasize that students communicate back to where I have
-Computer to play Power
with their team, aim their serve towards an Point from
area that they don’t think the other team will of the warm-up and
get to in time, move quickly into position after instructions*
serving, and try to either area block or read
-Students will be sitting.
block when they are on the defensive (1).
They will share their ideas
-I will ensure that students actively take-in
about what is good
information by asking their thoughts on what
strategy. They may also
would be most effective, when going over
share how volleyball
different strategies.
strategy may relate to
-I will draw visuals on the whiteboard, as well
other sports’ strategies.
as try to explain concepts in multiple ways.
-I anticipate that students will confuse the
boundaries of the game and the number of hits
they have to get the ball over the net.
-I will engage students through using different
ways to present the information and by asking
questions.

TIME TEACHER STUDENTS -1 volleyball per court
-Students will have watched the video clip of a -Students will be playing in -Volleyball court for each
full game to gain understanding of what it scrimmage with their own team (If there are not
should look like. I will go over what I expect team. They will be enough courts, 2 teams
briefly by drawing the set up on the white expected to incorporate all will share a court. They
board. of the skills we have gone will still scrimmage with
-Positions will rotate every play. over during the unit and to their own team while the
-Lessons have become increasingly more keep score of their own other observes. I will blow
challenging throughout the unit. game. They will be a whistle when it is time
-I will be walking around giving feedback. responsible for playing fair for them to switch roles.)
-Students will be engaged and interested and resolving their own -1 volleyball net per court
because this is practice for a tournament with issues amongst
other teams starting tomorrow. Also, I will themselves.
remind them that in a few days they will have
their formal assessments.

N/A N/A


- An informal assessment will be done to gage -Students will be sitting
students’ knowledge of game rules. As a team together. They will work with
they will answer questions about different rules their team to answer the
ad scenarios. question posed to them.
-Students will discuss the
-Students will discuss the importance of being topic of being a good winner
a good winner and loser. Students will discuss and a good loser with a
how this could apply to life outside of school. In partner.
their future?
-Students will be working as a team to answer
the question I give their group. They will be
formally assessed individually in the near
future.
-Go over the “Volleyball Strategies Tactics for Skill Execution” (1) page linked on the website.
Resources:
-(1): http://www.strength-and-power-for-volleyball.com/volleyball-strategies.html
References:
-Website: http://www.strength-and-power-for-volleyball.com/volleyball-strategies.html
GRADE 6th
Lesson #7: Start Small Scale Tournament

Students will be playing a full volleyball game against another team. I will have the
tournament bracket attached at the end of this lesson (1). Normally this tournament
LESSON SUMMARY
would extend further, but for the sake of time, it has been shortened so it can be
completed in 3 days.
Discussion strategies will be used at the beginning of class as the instructor facilitates
discussion on what it means to play fair. Teacher feedback will be utilized throughout
the tournament to keep students on track and focused on making sure they are
in this lesson?
applying the skills they have learned. Learner-centered teaching is utilized as students
have the responsibility of their own learning throughout the games. The instructor
facilitates this learning by walking around and observing and giving feedback as well
as questioning the approach of students.
OBJECTIVE.
desired height.
time of contact.

ASSESSMENT
-I will observe the choices students make throughout the tournament to assess the growth they’ve made. I will
continue to give feedback and make an effort to help students who are struggling.
-Mastery will be assessed at the end of the tournament.
COMMON CORE
desired height.
time of contact.

DIFFERENTIATION
-I will attempt to give a variety of analogies and ways of explaining information to reach a variety of learners.
-I will address English Language Learners with a lot of demonstration and visuals.
happen?
-I will communicate what is about to happen by -Students will sit and hold -White board marker
telling students that we are going to begin full- questions until the end.
scale volleyball games. I will explain that the
tournament will be 3 days long and by the end
we will have a 1st and 2nd place team.
-I will explain how this is going to happen by
using a white board to draw and explain the
tournament bracket that we will be using. I will
explain how this is similar to the way many of
our end of unit tournaments will be set up in
the future.
-I will tell students that they should pay
attention for the reason listed above and so
that they understand why they have moved on
or not when they begin playing.
*Warm-up with 1 lap around the track, arm circles, *Students will begin the -White board marker
-I will emphasize the same key points about back to where I have
the technique of the forearm pass and setting instructed for the remainder
pass. I will emphasize the topic of playing fair of the warm-up and
and winning and losing gracefully. I will also instructions*
reiterate how the tournament bracket works.
-I will ask students to contribute to these topics -Students will listen and
that I am trying to emphasize. participate in discussion
-I will vary my approach by having students that I bring up.
come up to the front with me to help me
demonstrate bad sportsmanship vs. good
sportsmanship.
-I anticipate that students will misunderstand
the tournament bracket (The way it plays out it
makes it seem that two of the teams at the end
are playing for third, but they’re really not. More
teams would be required in the tournament to
allow for this to happen.)

-Students will be aware of expectations after -Students will play their -1 volleyball court per two
watching video of volleyball game previously game, focusing on all of teams
as a homework assignment. I will have talked the skills they have -1 volleyball net per court
to them about good sportsmanship and what is learned up until this point.
expected of them. -They will be responsible
-Students will rotate positions every play. for playing fair amongst
-Just as activities have been placed in order of themselves and
least challenging to most challenging attempting to resolve most
throughout the unit, I will teach the foundation issues on their own
before moving on to the whole picture (such as (unless my help is
teaching about how the tournament bracket required) so that I can
works before starting the tournament). continue to give helpful
-I will walk around giving positive feedback and feedback to the class and
constructive criticism of students playing in so that they can practice
various positions. conflict resolution skills.
-Student will be engaged because their team is
relying on them to be. As we spoke about in a
previous lesson, all players of the team have
something to contribute. I will remind them of
this and also remind them that this is excellent
practice for the skills that they will be tested on
at the end of the tournament.

N/A N/A


-We will discuss as a class what they learned as far -Students will be sitting,
as when to use what hitting styles and what listening, and engaging
strategies proved to be most successful for them. when instructed.
-I will ask students, “What was a lesson you learned
today that you could carry into other subjects or
outside of school? This can have to do with
teamwork, conflict resolution, practicing skills,
playing fair, etc..”
-I will look around while students discuss with
students around them and try to encourage students
who are not contributing by asking them questions
to get them started.
Resources:
-(1): Attached directly after this lesson
References:
Tournament Bracket (Example)
A
Winner
B
A E E
Winner
Winner
C vs. E
C G
Winner
C H
D Winner H
Winner
GRADE 6th

LESSON SUMMARY
Lesson #8: Continue Tournament
Students will be playing a full volleyball game against another team, depending on the
results of the last game. (See tournament bracket).
Discussion strategies will be used at the beginning of class as the instructor facilitates
discussion on what it means to play fair. Teacher feedback will be utilized throughout
the tournament to keep students on track and focused on making sure they are
in this lesson?
applying the skills they have learned. Learner-centered teaching is utilized as students
have the responsibility of their own learning throughout the games. The instructor
facilitates this learning by walking around and observing and giving feedback as well
as questioning the approach of students.
OBJECTIVE.
desired height.
time of contact.

ASSESSMENT
-I will observe the choices students make throughout the tournament to assess the growth they’ve made. I will
continue to give feedback and make an effort to help students who are struggling.
-Mastery will be assessed at the end of the tournament.
COMMON CORE
desired height.
time of contact.

DIFFERENTIATION
happen?
-I will explain that I am going to go over which -Students will be sitting
teams are playing which based on the and listening.
tournament bracket that we discussed the day
before. I will say that I am going to say which
teams will be playing who and if I call your
team go to the court I am pointing to and sit
down.
explaining that it’s crucial that everyone is
playing the correct team, so that the
tournament bracket works how it is supposed
to. I will say that this is a chance for them to
see firsthand how a tournament bracket
typically works so that they will have this
knowledge for future units and if they are ever
at a sporting event that uses this type of
bracketing.
-I will engage students’ interest by bringing up
the ways they may use this in life.
TIME TEACHER STUDENTS -Enthusiasm and precise
*Warm-up with 1 lap around the track, arm circles, *Students will begin the and to the point wording
and leg swings* warm-up lap after I take so as not to bore
attendance and then come students with information
-I will again emphasize the same key points back to where I have
gone over the day before.
about the technique of the forearm pass and
setting pass. I will emphasize the topic of of the warm-up and
playing fair and winning and losing gracefully. I instructions*
will also reiterate how the tournament bracket
works. -Students will be sitting
-I will ask students to contribute to these topics and engaging when
that I am trying to emphasize (Since at this necessary by speaking
point they have gone over it many times I will aloud to answer my
simply ask them to answer my questions out questions.
loud as a class.).
-I will take the same approach as the last
lesson, as this is simply a continuation of it.
-Misunderstanding should be rare as it is a
continuation of the same activity as the day
before.
-Students will be engaged because I will
quickly and enthusiastically having them go
over key points, since they are simply
continuing on from the day before.
having done the activity the day before. I will game, focusing on all of teams
reiterate the sportsmanship expectations. the skills they have -1 volleyball net per court
-Students will rotate positions every play. learned up until this point.
-Throughout the unit activities have gradually -They will be responsible
become more challenging. for playing fair amongst
-I will walk around giving positive feedback and themselves and
constructive criticism of students playing in attempting to resolve most
various positions. issues on their own
-Student will be engaged because their team is (unless my help is
relying on them to be. As we spoke about in a required) so that I can
previous lesson, all players of the team have continue to give helpful
something to contribute. I will remind them of feedback to the class and
this and also remind them that this is excellent so that they can practice
practice for the skills that they will be tested on conflict resolution skills.
at the end of the tournament.

N/A N/A


-We will discuss what new things they learned in -Students will be sitting,
today’s game (strategy, technique, character listening, and engaging
development, etc.) when instructed.
-“What was a lesson you learned today that you
could carry into other subjects or outside of school?
This can have to do with teamwork, conflict
resolution, practicing skills, playing fair, etc..”
-Students may want to practice the skills from the rubric given to them, as testing will begin tomorrow.
References:
GRADE 6th
Lesson #9: Complete Tournament and Start Testing

Students will be playing a full volleyball game against another team, depending on the
results of the last game. (See tournament bracket). The only teams that will not be
LESSON SUMMARY
playing today are the two teams who lost both games. I will begin testing them. One
team will be starting with the written test and one will be starting with the hands-on
skills test.
Active learning will be encouraged to review “playing fair” at the beginning of class
(questioning students as a way to review and things of this nature). Teacher feedback
will be utilized throughout the tournament to keep students on track and focused on
making sure they are applying the skills they have learned. Learner-centered teaching
How is Theory applied is utilized as students have the responsibility of their own learning throughout the
in this lesson? games. The instructor facilitates this learning by walking around and observing and
giving feedback as well as questioning the approach of students. If time allows, formal
assessments will begin to provide students the opportunity to show mastery of the
different skills utilized throughout the unit. Rubrics will be used to assess students’
hands-on skills.
OBJECTIVE.
desired height.
time of contact.

ASSESSMENT
-Progress will have been assessed throughout the unit and specifically during the tournament.
-Mastery will be assessed starting today with some students through a written test and a hands-on skills test.
COMMON CORE
desired height.
time of contact.

DIFFERENTIATION
happen?
-I will explain that I am going to go over which -Students will be sitting
teams are playing which based on the and listening.
tournament bracket. I will say that I am going to
say which teams will be playing who and if I
call your team go to the court I am pointing to
and sit down. I will also explain that there are
two teams who are done with the tournament
and will move on to testing with myself, so if
you do not hear your name called, stay where
you are.
explaining that it’s crucial that everyone is
playing the correct team, so that the
tournament bracket works how it is supposed
to.
-I will engage students by explaining that this is
the last game before they are tested (or they
are already about to be tested), so it would be
in their best interest to listen carefully to any
last pointers I may have that could benefit
them.
*Warm-up with 1 lap around the track, arm circles, *Students will begin the
N/A (No new material to cover) back to where I have
of the warm-up and
instructions*

having done the activity the day before. I will game, focusing on all of teams
reiterate the sportsmanship expectations. the skills they have -1 volleyball net per court
-Students will rotate positions every play. learned up until this point. -6 clipboards
-Throughout the unit activities have gradually -They will be responsible -Approximately 20 written
become more challenging. for playing fair amongst tests (1)
-I will have students who are testing in a themselves and -2 volleyballs for testing
location right next to those who are playing attempting to resolve most -Rubric (2)
games. issues on their own
-Student will be engaged because their team is (unless my help is
relying on them to be. As we spoke about in a required) so that I can
previous lesson, all players of the team have continue to give helpful
something to contribute. I will remind them of feedback to the class and
this and also remind them that this is excellent so that they can practice
practice for the skills that they will be tested on conflict resolution skills.
at the end of the tournament. Students who are -Students who are testing:
testing will be engaged so that they are able to The team who is taking the
perform their best, as this assessment is a part written test will be sitting
of their grade. against a wall with a
clipboard taking their test.
The other team will be
waiting in line to perform their
skills test (After each group
finishes they will switch.).
N/A N/A


I will announce who the 1st and 2nd place team’s -Students will be sitting,
were in the tournament and remind students that if listening, and engaging
they have not already, they will be testing tomorrow. when instructed.
-Students that played a game will discuss what new
things they learned in today’s game (strategy,
technique, character development, etc.).
-“What was a lesson you learned today that you
could carry into other subjects or outside of school?
This can have to do with teamwork, conflict
resolution, practicing skills, playing fair, etc..”
(Students who tested discuss with other students
who tested. Students who played in a game discuss
with other students who played in a game.)
N/A
Resources:
-(1): Attached directly after this lesson (Key included)
-(2): See Rubric attached directly after Lesson #1
References:
Volleyball Unit Test
Matching: (1 pt)
_____ 1. When the ball hits the ground
_____ 2. Ball that is hit between the wrists and elbows while the thumbs are placed
side by side.
_____ 3. Outside the official court
_____ 4. Contacting the ball above the forehead with both hands
_____ 5. Name of the people that watch the lines during the game
A. Forearm Bump
B. Out of Bounds
C. Dead ball
D. Linesman
E. Set
Multiple Choice: (2 pts)
1. How many players are on the court for each team?
A. 6
B. 14
C. 3
D. 10
2. To what score is a typical volleyball game played to and by what margin does a team
have to be ahead to win?
A. 15; 5
B. 23; 3
C. 25; 2
D. 12; 2
3. What is the name of the hit used to start each play?
A. Volley
B. Spike
C. Side out
D. Serve
4. What is the maximum number of hits a team can use to get the ball over the net during a
play?
A. 3
B. 4
C. 1
D. 2
5. When receiving a serve you ideally want the first pass to be which of the following?
A. Block
B. Bump/Forearm pass
C. Set
D. Attack/Spike
6. In volleyball, this is the contact that sets up the spike.
A. Dig
B. Forearm pass/Bump
C. Set
D. Block
7. If you are the server, what position on the court are you?
A. Right back
B. Center back
C. Center front
D. Right front
8. When was the sport of volleyball created?
A. 1892
B.1949
C. 1895
D. 1985
True or False: (1 pt)
1. A player can hit the volleyball two consecutives times in a row? T F
2. The volleyball can touch the net on a serve if it reaches the other side and stays in
bounds. T F
3. Each team rotates counterclockwise to the serving position. T F
4. A point is scored on every serve of the ball. T F
5. The game of volleyball takes some characteristics from tennis and handball.
T F
Free Response: (4 pts)

Explain one thing that you learned in this unit that you could apply to your own life (whether this be for
exercise/sports purpose or personal character growth).
Volleyball Unit Test: Key

Matching:
1. C
2. A
3. B
4. E
5. D
Multiple Choice:
1. A
2. C
3. D
4. A
5. B
6. C
7. A
8. C
True or False:
1. F
2. T
3. F
4. T
5. T
GRADE 6th
Lesson #10- Test for Mastery and Discuss Unit as Class

Students will demonstrate bumping to themselves (A scale (1) will be used. 10 correct
technique bumps= 100%, 9= 90%, 8= 80%, etc.). This will also be done for setting and
serving. A written test (2) (combination of multiple choice, true/false, and free
LESSON SUMMARY
response) will be taken to demonstrate mastery of volleyball rules and technique.
There will be a question at the end about explaining one thing they learned in this unit
that they could apply to their own life (whether this be for exercise/sports purpose or
personal character growth).
Assessment will be used to evaluate the student’s understanding of the material taught
in the unit, so that the student and the instructor can see if an adjustment is necessary
to their preparation (student) and teaching (instructor). Cooperative learning and
in this lesson?
discussion strategies will be applied during a discussion about the volleyball unit (what
was learned, how it can be applied in future units, in other subjects, or in other areas of
life, what we can improve on as a class to better reach our objectives, what the
instructor can do better to help students reach objectives, etc.).
OBJECTIVE.
desired height.
time of contact.

ASSESSMENT
-Progress toward the objective will have been monitored throughout the unit through discussion and observation.
-I will assess mastery today through hands-on skills tests and written tests.
COMMON CORE
desired height.
time of contact.

DIFFERENTIATION
-I will differentiate my instruction by phrasing what students will be required to do in a couple of different ways,
and by demonstrating what is expected.
-I will address English Language learners by using a lot of demonstration and personally working with them on
the written test to explain what is being asked.
happen?
-I will communicate what is about to happen by -Students will be sitting
explaining that today students will be taking and listening. They will
assessments for the unit. I will communicate engage by raising their
how it will happen by stating that I will have hand when I ask questions
some students taking the written portion while to the class.
some are taking the hands-on portion.
-I will explain that this is one of the few grades
that is calculated into their overall grade, so
they are going to want to take it seriously. In
the future there will be these end of unit tests
as well.
-I will try to engage students by asking
questions rather than directly telling them
everything myself (Ex: “Have we had a lot of
graded assignments, like many of you probably
have had in other subjects?” When class
replies no I will say, “So what does that mean
about the graded assignments we do have?”
Here, students will hopefully say something
along the lines of these
assignments/assessments being important and
impactful to their overall grade.)
*Warm-up with 1 lap around the track, arm circles, *Students will begin the
-I will emphasize that the students I call (by back to where I have
name) first will be going to the wall ball court instructed for the remainder
and waiting on further instruction. The students of the warm-up and
that I don’t call will wait where they are. I will instructions*
also emphasize that students should try to
-Students sit and listen to
relax as best as they can and simply try their
instructions (engaging
best.
when I ask them
-I will ensure that students actively take in
questions). They will then
information by asking the class as a whole to
move to the location that
repeat the information I gave them. (Where
they were instructed to
does the first group go and where does
and sit down.
everyone else go?)
-I will vary my approach by giving direct
instruction, and also getting students involved
as they reiterate for me what the instructions
are.
-I anticipate that some students still might not
know where they are supposed to go or will not
hear their name when it is called.
because I will keep instructions short and to
the point.

TIME TEACHER STUDENTS -40 rubrics (there will be a
-For the group taking the written test I will state -Students who are doing few extra)
that once the first test has been handed out written testing will remain -40 written tests (there will
there will be no talking. Everyone is to be a quiet and stay seated in be a little extra)
wingspan distance away from anyone else. For their own area (a -15 clip boards
-15 pencils
the group that is doing the hands-on test, 2 wingspan distance from -1 folder or binder for the
people will be tested at a time, while the next anyone else). Once a tests
two people in line can practice there skills. student finishes this test -1 clipboard and 1 pencil for
Everyone else should be sitting along the they will remain sitting myself
sideline of the volleyball court. For those who quietly until I have them -4 volleyballs
have already completed both tests (from the switch with the hands-on -3-4 soccer balls, 2-3
day before, or from today once the class period testers. Therefore, they footballs, and 6-8 jump
progresses) there will be “free play” on the field will have about half of the ropes
alongside the volleyball court (I will have a few class period to take their
soccer balls, a few jump ropes, and a few written test.
footballs). If students would rather walk around -Students who are doing
the field they may do that. They must be doing hands-on testing will be
some form of activity. Students must keep their either testing, practicing,
activities here relaxed and under control. If this or sitting along the
is not happening, all students will walk around sideline. Once a student
the field for the remainder of the class period. has finished their test they
-Students have all been given multiple will sit on the sideline at
opportunities to practice throughout the unit. the end of the line and
But as I stated above, the next 2 students in wait to switch with the
line for the skills test will always have the written testers.
opportunity to practice (I will give the very first -Students who have
two students at the start of class an opportunity completed both tests will
to practice as I give instructions to the group be on the field having “free
taking the written test.). play.”
-Activities have been scaffolded throughout the
unit.
-I will verbally correct student performance of
the students taking the hands-on test when
they take their first try (of 2) to complete the
task.
because of the talk we had previously about
these assessments being an important
representation of the knowledge they gained
from the unit.
N/A N/A

Resources:
-(1): See rubric attached directly after Lesson #1
-(2): See Unit Test attached directly after Lesson #9
References:
-Website: http://www.proprofs.com/quiz-school/story.php?title=volleyball-unit-test
-Website: http://users.manchester.edu/student/taforbes/profweb/volleyball%20test.pdf
-Website: https://www.thatquiz.org/tq/previewtest?R/I/T/U/85131291107995

EDU 6828 - Course Project - Unit Plan - Final Draft

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Course Project- Unit Plan- Volleyball

SUBJECT Physical Education; Volleyball

Lesson #1: Unit Overview and Bumping

5.1 Participate productively in group physical activities.

5.1 Participate productively in group physical activities. `

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

GUIDED PRACTICE (15 minutes – suggested) -1 volleyball per student and

INDEPENDENT PRACTICE ( 25 minutes – suggested)

CLOSING ( 5 minutes – suggested)

TIME TEACHER STUDENTS

Volleyball Unit: Rubric

SUBJECT Physical Education; Volleyball

Lesson #2: Bumping Review and Setting

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

GUIDED PRACTICE (15 minutes – suggested)

INDEPENDENT PRACTICE ( 25 minutes – suggested)

CLOSING ( 5 minutes – suggested)

SUBJECT Physical Education; Volleyball

Lesson #3: Setting Review and Serving Underhand

INDEPENDENT PRACTICE ( 25 minutes – suggested)

CLOSING ( 5 minutes – suggested)

TIME TEACHER STUDENTS

SUBJECT Physical Education; Volleyball

Lesson #4: Serving Underhand and Serving Overhand

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

GUIDED PRACTICE (15 minutes – suggested)

INDEPENDENT PRACTICE ( 25 minutes – suggested)

CLOSING ( 5 minutes – suggested)

TIME TEACHER STUDENTS

SUBJECT Physical Education; Volleyball

Lesson #5: Teams and Small Group Passing

5.1 Participate productively in group physical activities.

5.2 Evaluate individual responsibility in group efforts.

5.1 Participate productively in group physical activities.

5.2 Evaluate individual responsibility in group efforts.

GUIDED PRACTICE (15 minutes – suggested)

INDEPENDENT PRACTICE ( 25 minutes – suggested)

CLOSING ( 5 minutes – suggested)

TIME TEACHER STUDENTS

SUBJECT Physical Education; Volleyball

Lesson #6: Rules, Strategy, and Mock Game

5.1 Participate productively in group physical activities.

5.2 Evaluate individual responsibility in group efforts.

5.1 Participate productively in group physical activities.

5.2 Evaluate individual responsibility in group efforts.

GUIDED PRACTICE (15 minutes – suggested)

INDEPENDENT PRACTICE ( 25 minutes – suggested)

CLOSING ( 5 minutes – suggested)

TIME TEACHER STUDENTS

Lesson #7: Start Small Scale Tournament

5.1 Participate productively in group physical activities.

5.2 Evaluate individual responsibility in group efforts.

5.1 Participate productively in group physical activities.

5.2 Evaluate individual responsibility in group efforts.

GUIDED PRACTICE (15 minutes – suggested)

INDEPENDENT PRACTICE ( 25 minutes – suggested)

CLOSING ( 5 minutes – suggested)

TIME TEACHER STUDENTS

Tournament Bracket (Example)

SUBJECT Physical Education; Volleyball

5.1 Participate productively in group physical activities.

5.2 Evaluate individual responsibility in group efforts.