Springfield College Daily Lesson Plan

Name: Billy Schmid Date: 4/29/14 Time: 10:02 - 10:50

School: Agawam High School Lesson #: 3
Facilities: Tennis Courts Class Size: 24-30 students Grade: 9-12
Unit/Theme: Nitro Ball Generic Level: Proficiency
Equipment: 7 Nitro Balls, 5 tennis courts
Focus of Lesson: Nitro ball bump / pass (1st hit)

Student Performance Objectives (SPO): (NASPE #___; MA CF #___ ;
Task/Activity #___)
By the end of the lesson, students should be able to:
(P) Demonstrate the nitro ball pass (1st hit) by successfully getting the ball to a
teammate 80% of the time by the end of the lesson. .(NASPE # 1 ; MA CF # 2.17 ;
Task # 1,2,3 )
(C) Identify where the pass should be played to by answering questions correctly during
the closure.. (NASPE # 2 ; MA CF # 2.17 ; Task # closure )
(A) Show good communication skills by saying me before you hit the ball 100% of the
time by the end of the lesson. (NASPE # 4 ; MA CF # 7.1 ; Task # All times)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
1. Provide clear instructions during all transitions and demonstrations.
2. Keep students as safe as possible by keeping my back to the wall at all times
Special Considerations What are the safety concerns? What is unique about the
students in this class?

Students must be wearing appropriate clothing mandated by school rules in order to
participate. Students are also not allowed to wear jewelry and will be asked to take any
and all jewelry off.

References: (include page # and/or actual web site address)

Coach Pod
http://www.youtube.com/watch?v=93gAd3VODmk



TIME SEQUENCE OF LESSON ORGANIZATION

0-8 min
Meet and Greet: The T will introduce
himself as Mr. Schmid and will begin by









8-11min











11-15
























taking attendance after the students have
gotten out of the locker room

Instant Activity: Timed Run

The T will tell Ss that they will be
running for a total of 3 min before class
starts as a warm up. The T will have Ss
line up around the gym and begin running
around the gym on the T whistle.

Transition: The T will bring the S over
to the group in the middle of the gym to
begin the instruction

Introduction: The T will inform the Ss
that todays lesson will be day two of their
nitro ball unit.

Safety: The T will inform Ss that they
will be doing activities on courts that are
close to each other. Ss will be reminded
that if a ball rolls onto another court, Ss
should wait until the other teams finishes
their point or activity to retrieve the ball.

Signals: The T will tell Ss that when they
want a task to begin, the T will say ready
go, and when they want a task to stop, the
T will say either 321 freeze or use one
whistle to gain attention. When Ss are
asked to stop the task no one should be
spinning or twirling rackets.


Today's objective:
The T will tell Ss that todays lesson is
going to be on the nitro ball pass. Ss will
be challenged to successfully pass 80% of
their shots to another student.

Skill Cues:

position yourself behind the ball
bend knees
arms out



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15-20










Extend knees to pass

Demonstrate: The T will have one Ss aid
in a demonstration. The T will show the
skill cues in a full-part-whole fashion.
The Ss will throw the ball over the net
while the T demonstrates the skill for a
total of three times.

The teacher will then show a
demonstration of task number 1
(explained below) before letting the
students go find a court.


Transition: The Ss will be asked to find
a group of 4 in 10 seconds or less. Once
the students have found a group, they
may get a nitro ball and find a half section
of a court

Activity One- Passing Form

The T will instruct Ss to find one half of a
court and begin the passing square
demonstrated in the introduction. The
square will start with an underhand pass
to one Ss. That student will pass to the
ball diagonally from him, they will pass
to the person next to them, then back to
the server. This pattern will continue until
the T blows the whistle. Every time the T
blows the whistle, the Ss will back up a
few steps to make the square bigger.

Extension up:
1. The Ss will move back on the
whistle
2. The Ss will play the ball with a
downward spike pass.
Extension down:
1. The teacher will have students
stay at a short distance
2. The students will be allowed two
bounces.












































































20-25





Teacher positioning: The T will be
positioned on the outsides of the courts,
walking around giving specific feedback
to the Ss.

Accommodations: Ss who are not able to
do nitro ball based activities will be asked
to practice their fitness by jogging in
circles around the courts. Ss who are not
able to do either of these tasks will stay
with the teacher and assess the Ss
performance
Assessment: Teacher observation- The T
will be assessing the Ss based on the skill
cues given. Are the Ss getting behind the
ball? Are they extending their arms
before hitting the ball?

Transition: The Ss will be asked to
quickly jog it into the middle to explain
and demonstrate the next activity


Activity Two- Passing practice

The T will have Ss pair up on both sides
of the net. One side will start with the ball
and will throw the ball onto the other side
of the court. The student going for the
pass will practice the skill cues while
passing it to his partner that is near the
net. Once that partner receives the ball, he
or she will then back up and serve the ball
to the other team who repeats the process.

Demonstration: The T will have one
group of students demonstrate this task













































25-32































Extension up:
3. The server will throw the ball
harder to a player receiving the
serve/spike
4. The two receivers will start
parallel when the serve comes in.
The student who is receiving the
pass will yell mine, while the
other students steps closer to the
net for a target.
5. The two teams will play this
continuously in a game style
setting. One person will serve, the
other team will pass, set and
return with NO spiking aloud.
Students will play inside their
serving box
Extension down:
3. The thrower will underhand lob
the ball over the net
4. The server will serve from a
closer distance



Teacher positioning: The T will be
positioned on the outsides of the courts,
walking around giving specific feedback
to the Ss.

Accommodations: Ss who are not able to
do nitro ball based activities will be asked
to practice their fitness by jogging in
circles around the courts. Ss who are not
able to do either of these tasks will stay
with the teacher and assess the Ss
performance
Assessment: Teacher observation- The T
will be assessing the Ss based on the skill
cues given. Are the Ss getting behind the
ball? Are they extending their arms
before hitting the ball?

Transition: The Ss will be asked to















































32-38

























quickly jog it into the middle to explain
and demonstrate the next activity

Activity Three- Continuous Play

The T will have Ss play a 2v2 game
inside each of the small serving courts.
The game will start with an underhand
serve behind the back line. Each game
will be played for a total of 3 minutes. To
start, one handed spiking is not allowed.
When asked to switch, Ss on the side
closest to the school will all move down
one cort. The T will explain and
demonstrate this.

Demonstration: The T will have one
group of Ss demonstrate this task for the
class.

Extension up:
1. The students will be asked extend
the out of bounds line to the
doubles line on one side
2. the students will be allowed to use
the one handed spike.
Extension down:
1. The students will only be able to
use underhand passes and shots
2. Students will be allowed two
bounces per pass


Teacher positioning: The T will be
positioned on the outsides of the court,
walking around giving specific feedback
to the Ss.

Accommodations:Ss who are not able to
do nitro ball based activities will be asked
to practice their fitness by jogging in
circles around the courts. Ss who are not
able to do either of these tasks will stay


























































38-40








40-48

with the teacher and assess the Ss
performance

Assessment: Teacher observation- The T
will be assessing the Ss based on the skill
cues given. Are the Ss stepping with the
same foot? are they extending their arm
and using a soft touch?

Transition: Students will be asked to
gather into the middle of the center court
for closure


Closure

The Ss will be asked when the underhand
pass would be best used (on a serve or to
dig a spike)

The Ss will be asked where they should
aim for when passing the ball on the first
shot. (the center of the court or one of the
front row players.

Transition- the Ss will be allowed to go
and change for their next class.

























T

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