Springfield College

Daily Lesson Plan

Name: Megan Sargent
& Brandon McKay

Date: 2/22/16

School: Agawam HS

Lesson Number: 3
of 4

Class Size: Apx. 50

Students

Unit/Theme:
Volleyball

Time: 10:03 AM - 10:50 AM

Facilities:
Gym

Grade: 9-12

Generic Level: Control/Utilization

Equipment:
Volleyballs (30) (10 at Agawam, Bring 20 from SC) Task Worksheet (Attached)
Music Playlist
Pens/Pencils

Focus of Lesson: Passing - Bumping (Meg) & Setting (Brandon)

Student Performance Objectives (SPO) By the end of the lesson, students
should be able to:

(P) Perform a proper volleyball

bump, demonstrating at least 3 key
points, 6 separate times during the
passing activities.
(P) Perform a proper volleyball set,
demonstrating at least 3 key points,
6 separate times during the passing
activities.

National #: Demonstrates competency and/or refines activityspecific movement skills in 2 or more lifetime activities (outdoor
pursuits, individual-performance activities, aquatics, net/wall
games or target games). (S1.H1.L1)
MACHCF #: 2.17 Demonstrate developmentally appropriate
competence (basic skills, strategies, and rules) in many and
proficiency in a few movement forms and motor skills (team
sports, aquatics, individual/dual sports, ourdoor pursuits, selfdefence, dance, and gymnastics).
Task/Activity #: Activity 1 & 2 for Bumping and Setting

(C) Identify the types of passes used

in volleyball by naming the pass and
3 key points associated with that
pass.

National #: Applies the terminology associated with exercise and

participation in selected individual-performance activities, dance,
net/wall games, target games, aquatics and/or outdoor pursuits
appropriately. (S2.H1.L1)
MACHCF #: 2.17 Demonstrate developmentally appropriate
competence (basic skills, strategies, and rules) in many and
proficiency in a few movement forms and motor skills (team
sports, aquatics, individual/dual sports, outdoor pursuits, selfdefence, dance, and gymnastics).
Task/Activity #: Activity 1 & 2 for Bumping and Setting and
Closure

(A) Demonstrate appropriate selfmanagement skills by following

safety guidelines and modifying

National #: Exhibits proper etiquette, respect for others and

teamwork while engaging in physical activity and/or social dance.
(S4.H2.L1)
Uses communication skills and strategies that promote team or
group dynamics. (S4.H3.L1)

passing activities based on personal

needs throughout the entire lesson.

MACHCF #: 2.26 Apply safe practices, rules, procedures, and

sportsmanship etiquette in physical activity settings, including
how to anticipate potentially dangerous consequences and
outcomes of participation in physical activity.
Task/Activity #: Entire Lesson

Teacher Performance Objectives During the lesson the teacher will:

Speak loud enough for students to hear. Teacher will make sure volume is sufficient
by asking students questions, checking for understanding, and asking if all can hear.
Use the whistle effectively by using it loudly and only when needed.
Special Considerations:
Everyone in class has to be aware of other students around them and the
volleyballs that will be flying in the air. Students have to communicate about who
they are passing to and to anyone they may not mean to pass to if the volleyball
ends up out of control.
Students have to be careful not to run into the nets.
Students have to watch out for pens/pencils and papers on the ground.
References:

http://volleyball.org/setting/index.html
http://www.selcra.com/Assets/SELCRA+Digital+Assets/Volleyball+Skills+and+Drills+Manual.pdf
PEPC Volleyball Class with Coach Long

TIME

SEQUENCE OF LESSON

0-6

Changing (Locker Rooms)

6-7

Transition

ORGANIZATION
T = Teacher
S = Student
SS = GROUP

Students will meet in the Gym and Mrs. Murray and Coach Pod
will take attendance. Students will then gather around the
teachers and await instructions.
Introduction
7 - 11
Focus of the Day: Bumping & Setting (Volleyball Passing)
Question: Does anyone know who invented volleyball or where
is was invented?
Anticipated Response: Nobody will know.
Answer: William Morgan from Springfield College.
Question: Does anyone know when we will use the bump?
Anticipated Answer: The first hit over the net from the other
team.

T
S
S
S S SS

Question: Does anyone know when we will use the set?

Anticipated Answer: The second hit on your own side when
you are trying to set a teammate up for a spike.

T
S
S

Key Points for the Bump: Two Options:

1. Athletic Stance, One Hand On Top of the Other Hand, Thumbs
Meet (Platform), Knees Bent & Arms Locked
2. Athletic Stance, One Hand in a First and Other Hand Wraps
Around, Thumps Meet (Platform), Knees Bent & Arms Locked
Key Points for the Set:
1. Athletic Stance, Form a Triangle with Pointer Fingers and Thumbs,
Make Contact at Eye Level, Let Hands Be Loose (Not Stiff)

S S SS

T
S
S
S S SS

Safety:
Make sure your head is always up.
Dont hit the ball to your partner if they are not looking.
Do not run into the net or any other equipment/people.
11 - 15

Warm Up : Student Lead

Run for 2 Minutes
10 Jumping Jacks
10 Push Ups
10 Crunches
T

15 - 16

16 - 20

Transition
Students will get into groups of 5 within 10 seconds. Then they
will gather around the teacher for directions.

S
S

S
S
S

Activity 1 for Bumping

Teacher will begin by having students work in groups of 5 to
practice passing (using the bump) to one another. Students will
form circles throughout the gym and work on bumping to one
another. Students will focus on executing at least 3 key points of
the bump. Students will track how many times they successfully
completed a bump.
Student Demo: Teacher will have one group demonstrate the
activity. Students will circle up and show how to bump the ball to
each other being sure to focus on at least 3 of the key points.
Extensions Up / Extensions Down: Students will be able to
practice on their own if they are still struggling with the main key

SS S
T

T SS 1
SS 2
SS 3
SS4 T

points of the bump. Once they grasp the concept they can rejoin
the group. If groups are excelling teacher will give them a
motivational objective to try and get as many bumps back and
forth as possible.

20 - 21

Accommodations: If a student is unable to participate they can

help retrieve the volleyballs that go all over the place.

21 - 27

Transition
Students will combine groups to make groups of 15 within 15
seconds. Then they will gather around the teacher for directions.

SS 1
SS 2 T
T SS 3
SS4

Activity 2 for Bumping

Students will form groups of 6 facing each other (Ideally at a Net
but Not Necessary). Students will work on bumping the ball back
and forth to each other. This will simulate a game experience but
students will only focus on bumping. When the volleyball hits the
ground students will rotate to a new row. One row would always
be waiting so that group would rotate in and a new group would
be waiting.
Student Demo: One student group will move through the
rotation without a volleyball to show how the rotation will work.
Then students will move through a practice round to see how
the rotation works for themselves.
Extensions Up / Extensions Down: This game fosters
extensions up and down as it is. Students have many chances to
contact the ball and practice the appropriate way to bump the
ball.
27 - 28

Accommodations: If a student is unable to participate they can

help retrieve the volleyballs that go all over the place.

28 - 33

Motivational Objective: Groups will be in a mini competition

against each other to try and get the most volleys using only
bumps!
Transition
Students will get into groups of 5 within 10 seconds. Then they
will gather around the teacher for directions
Activity 1 for Setting: Group Pass

WAITING GROUP

S
S

S
S

S
S

NET

S
S

S
S

S
S

Students will line up in a single file line and face the wall. The
first student is going to toss the ball up and set it against the
wall. The next person will set the ball against the wall the same
way. If the ball bounces high enough where the student can still
set it they can keep going if the ball rolls away pick it up and
start again. The focus is to try and keep it off the ground and
keep everyone setting in the line.
Student Demo: I will have a group of 4 students demo the
activity. And I will have the class move toward them so they can
see the demo.
Extend Up: I will move the students away from the wall so it is
longer set for them. This will simulate setting the volleyball
across the court.

T
SSSS
SSSS
SSSS
SSSS
T

Extend Down: I will have the students not use the wall and set
back and forth to their group. It may be easier for the students to
set back and forth from each other than off the wall.
Accommodation: I will have the students help collect the
volleyballs if they are going all over the place. They will also help
hand out the volleyballs.

33 - 34

34 - 38

Safety: If the ball rolls away to another group make sure you let
them know so they do not trip over the volleyball. Make sure
everyone in your group is paying attention when you start the
activity.
Rules: The ball can bounce as long as it gets back to eye level if
it doesnt get back to eye level then pick it up and start over
again. See how many times in a row your group can successfully
set in a row.
Motivational Objective: Give each team a minute and see how
many times they can get a successful set.
Transition
Students will get into 6 teams and circle around the demo group.
Activity 2 for Setting: Set to a Target
Students will be in two lines with a hot spot inbetween them
about 10 feet away from the hot spot. One student will bump the

T
SSSS
SSSS
SSSS
SSSS
T

T
SSSS
SSSS
SSSS
SSSS
T

ball up to the person behind them in line and they will set the
ball trying to land it on the hot spot. The person who set it will
now be the person the bump the ball for the next person and the
person who just bumped it will go to the back of the line on the
opposite side.
Extend Up: Move the students back farther away from the hot
spot so they have to focus on accuracy of the set and controlling
the force they use when they are setting the ball.
39 - 40
Extend Down: Take the bump out of the activity and allow the
students to just focus on the set.

T
SSSS
SSSS

40 - 41
Safety: If the ball rolls away to another group make sure you let
them know so they do not trip over the volleyball. Make sure
everyone in your group is paying attention when you start the
activity.
41 - 47

SSSS
SSSS
T

Accommodation: I will have the students help collect the

volleyballs if they are going all over the place. They will also help
hand out the volleyballs.
Transition: Students walk and bring back all the equipment and
make a half circle in the middle for us to do the closure.
Closure
Question: Name 1 Key Point for Bumping or Setting that you
personally struggled with and how did you work to fix it?
Anticipated Response: Only hit the volleyball with one arm.
Had to lock arms to create a better platform and hit the
volleyball with both arms.
Changing (Locker Rooms)

T
SSSS
SSSS
SSSS
SSSS
T
T
SSSS
SSSS
SSSS
SSSS
T

TT
S
S
S S SS S S S

Volleyball Unit - Day 1

Student Name:
________________________________________________________________
Type of Pass
(Bump or Set)

Number of Times
Completed
Correctly

Which Key Points

Were Consistently
Missing
(If Any)

Activity 1

Activity 2

Activity 3

Activity 4