Unit Plan Overview

Unit: Volleyball
Stage 1- Desired Results
Connections to Context:
When I discuss the history of
volleyball, I will touch base on how
volleyball, as well as most sports, is
primarily dominated by men around
the world. Volleyball in the US is the
expectation. Most guys believe it to
be a womens sport in the US but in
other countries only men play it. This
may cause issues for young men in
America who feel discouraged to
play volleyball because it is a girls
sport, which is actually not the case
around the world
(How does this fit with students
experiences, the school goals, and the
larger societal issues?)

Established Goals
Standard 1 - The physically literate
individual demonstrates competency
in a variety of motor skills and
movement patterns.
Standard 2 - The physically literate
individual applies knowledge of
concepts, principles, strategies and
tactics related to movement and
performance.
Standard 3 - The physically literate
individual demonstrates the
knowledge and skills to achieve and
maintain a health-enhancing level of
physical activity and fitness.
Standard 4 - The physically literate
individual exhibits responsible
personal and social behavior that
respects self and others.

Transfer
Students will be able to independently use their learning to
Enhance their volleyball skills
Effectively know how to bump and set the volleyball
Understand some of the basic concepts of volleyball and strategy
Be able to play volleyball out of a physical education setting for enjoyment
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
It is okay to mess up, as long as they give How certain strategies can impact the game
their best effort during drills and games I
How they can improve their volleyball skills on
will be happy
their own
Volleyball is not for everyone
(What specifically do you want students to
understand?
What inferences should they make?)

(What thought-provoking questions will foster inquiry,

meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Students will know
Students will be skilled at
Students will exhibit
The basics concepts of
Bumping and setting the Positive attitudes and
volleyball (bump and set)
volleyball
behavior
Some strategies that are
Providing feedback and
Respectful listening
used in volleyball
encouragement to
Hard work
teammates
The role and importance of
Respect towards their
Communicating by
communication
classmates
saying mine or got it
(What facts and basic concepts
should students know and be
able to recall?)

(What discrete skills and processes

should students be able to use?)

(What values and commitments and

attitudes should students acquire or
wrestle with?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Standard 5 - The physically literate

individual recognizes the value of
physical activity for health,
enjoyment, challenge, selfexpression and/or social interaction.
(What content standards and programor mission-related goal(s) will the unit
address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?
Include source and identifying number)

Evaluative Criteria
I will be using a rubric to watch
students demonstrate how to pass
the ball correctly. Students will not
only be graded on how well they
pass, but also on their
communication and leadership skills
when they are the coach.
(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)
(Regardless of the format of the
assessment, what qualities are most
important?)
Using correct form and communication
are the most important.

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Using the correct form while bumping and passing the ball with their group. They will also be acting
as a coach by providing effective feedback to their teammates as well as encouragement.
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

OTHER EVIDENCE:
Student will also be communicating by saying either got it or mine while passing. By
communicating it lets others know that they are the ones passing and the rest of them should get
ready.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Stage 3- Learning Plan

Pre-assessment- due ________ This will be the first time many of the students play volleyball. To get an understanding of where they are at, I
could ask
them the correct form and call on students if they know the answer. This way, I can tell what students may have experience while noticing
some
may have none. This will help me gage how I will approach my lessons.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)
Acquisition
Meaning
Transfer

Student success at transfer, meaning, and acquisition depends upon their

participation in these learning events
-Group conversations at the beginning when we discuss goals as well as at
the end before they leave when we discuss how the day went
-Taking their role as a coach seriously by providing feedback and
encouragement

Progress Monitoring

(How will you monitor students

progress toward acquisition,
meaning, and transfer during
lesson events?)

I will continue to have them

demonstrate their knowledge
by using correct form when
passing a volleyball

-Communicating during the game keep it up as well as keeping the ball in

the center
-Using correct form when they are in their groups bumping by using their
legs and not swinging their arms
-Using correct form when they are in their groups setting by pushing the ball
up, not out.
-Staying on task during the activities I present to them (not kicking or
dribbling the volleyball around the gym which will waste time)

(How will students monitor

their own progress toward
acquisition, meaning, and
transfer?)
When it the students chance to
be a coach, he/she will provide
feedback to her team. This
feedback will not only help the
coach progress their
knowledge, it will also help the
team gain that extra
knowledge. They will be able to
tell how they messed up by the
way the ball hits their arm. This
will help them do it correctly
the next time.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Star the multiple means of representation; underline the multiple means of

action and expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in
the learning plan?)

(Does the learning plan reflect principles of learning and best practices?)
Yes it does

(Is there tight alignment with Stages 1 and 2?)

Yes

(What are potential rough spots

and student misunderstandings?)
-Students believe that when doing
the bump pass you should use all
of your arm strength, instead of
your leg strength.
- When students bump, their
natural movement is to push down
and slap at it. The correct way to
do it is to push up. This is why I use
the water bottle analogy as well as
the raise the roof analogy, which
helps the students picture what it
is actually supposed to look like.
-They believe the best passes are
the ones that are a straight shot to
the person he/she passes to. In
reality, the ball should have a nice
arc so the teammate has time to
either get to it or pass it again.
-Some students will not see the
importance of communication in
volleyball.

(How will students get the

feedback they need?)
-They will get it mostly from me
walking around while they are
doing the activities. I will be
helping them by communicating to
them or showing it visually so they
can actually picture what they are
supposed to do instead of me just
saying it.
-They will also be getting feedback
from their own peers when it is
their turn to be the coach.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum