Volleyball Unit Plan KM Comments

Volleyball
6th Grade
Williams Middle School
Longmeadow, MA
November 13-27th, 2017
Mr. Jack Weinberger
Springfield College Physical Education Health Education Department
PE Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level: 6th
Unit Outcomes Reference Content to be taught Assessment

MA CF &
(By the end of the unit, SHAPE
(include rubrics, quizzes,
students will be able to) Standards etc. in written materials
by # section)
Psychomotor MA CF Day 1: Bump
Using the proper skill Standard
cues, perform at least 2.9 Day 2: Bump and set
three bumps over the net
and perform at least two SHAPE Day 3: Overhand hit Day 4: Skills checklist
set over the net during Standard:
gameplay activity (S2.M9.6) Day 4: Serve
Day 5: Team communication

and tactical skill/ gameplay
Day 6: Sport Ed model

gameplay
Cognitive MA CF Day 1: History of volleyball, Day 1: pre test
Demonstrate knowledge Standard Bump skill cues
of the rules of 2.8 Day 2: Exit slip
volleyball, skills Day 2: Set skill cues, set
including bump, set, SHAPE bump tactics Day 6: Final Unit test
serve, and overhand hit, Standard
and history of volleyball (S4.M6.6) Day 3: Overhand hit skill
by scoring 80% or better cues, bump set spike
on the final quiz technique
Day 4: Serve skill cues
Day 5: Team communication

and tactical skill/ gameplay
Day 6: Sport Ed model

gameplay
Affective MA CF Day 1-6: Follow classroom Day 3: Thumbs
Display good Standard rules and follow all up/down
sportsmanship by 2.15 directions. Respect
respecting all classmates equipment, self, and Day 4: Affective
regardless of physical SHAPE: classmates by displaying assessment
ability in the sport of Standard good sportsmanship at all
volleyball by following (S4.M4.6) times. Day 5-6 Sportsmanship
classroom rules and Council shared
regulations throughout Day 5- 6: Sportsmanship moments
entire unit. Council
Day 5-6: Sport education

model roles (Athletic trainer,
practice coach, captain,
sportsmanship council
representative)
Unit Grading Policy

Participation (65%)
If you cooperate with your peers, work hard, and make good decisions you will
receive full credit for the day, which is a 5 out of 5. For each of these you fail to
do, you will lose points daily.
If you socialize the whole time you will receive a zero for the day and have a
detention the day following the incident no questions asked. If it persists then you
will get a referral. If your name is mentioned to me for bad behavior from a sub
then its an automatic referral.
Quiz/Misc Assignments (35%)

A study guide will be given and posted online with each quiz. You have one week
to makeup missed quizzes otherwise it turns to a ZERO
6th Grade: VOLLEYBALL STUDY GUIDE
WILLIAMS MS PHYSICAL EDUCATION
History: The game of volleyball, originally called mintonette, was invented in 1895 by William
G. Morgan, in Holyoke, MA after the invention of basketball only four years before. Morgan, a
graduate of the Springfield College, designed the game to be a combination of basketball,
baseball, tennis, and handball.
Rules
1. Teams: A team is made up of six players on the court at a time.
2. Scoring: A point is awarded to a team when the volleyball hits the ground on the
opposing teams side of the court. Official games are played best 3 out of 5
games; each game played first to 25 points. .
3. Net Violation: No part of the hand, arm, or body is allowed to touch the net at
any time during the game: this includes when attempting an overhand hit.
4. Lines: If a volleyball lands on the out of bounds line, it is considered in.
Skills
1. Serving:
a.
b. High toss straight up that does not make you fall forward or lean back
c. Elbow high
d. Contact point: base of palm
e. Follow through toward the net
2. Bump:
a.
b. Power comes from the legs
c. Arms straight creating contact point on flat forearms
d. Arms swing like an elephant trunk
e. Hand Positioning: hand in hand (not interlocking), thumbs together
3. Set:
a.
b. Lab goggles create fingertip ready position
c. Extend arms like superman towards the ceiling
d. Contact point: fingertips
e. Set ball high in the air
4. Overhand Hit/Spike:
a.
b. 3 step approach: jump vertically
c. Elbow high
d. Contact point: base of palm
BONUS: What material is an official Olympic volleyball made out of?

Volleyball End of Unit Test
This test will be done online using Google Classroom.

Below is a link to the online test:
https://docs.google.com/forms/d/e/1FAIpQLSedmVUcqJHowXP4-60vY7Y_
V08wsPgi0TbG7xzcLmcr1x5lxA/viewform?usp=sf_link
Below you will find screenshots of parts of the quiz:
Answer sheet can be found on Google Classroom

Volleyball Skill Progression Outline
Jack Weinberger
Volleyball Unit
Outline Plan Days 1-5
Grade 6th
Day 1:
Focus: Bump
Focal Cues: Hand positioning, hit ball on forearms, legs like an elevator
Activities:
1. History
a. Where: Holyoke
i. Springfield College: William Morgan
2. Bump to partner
a. partner toss straight and high-> bump back
i. Extension up: toss right and left to bump to catch
b. Triangle passing activity
i. Toss, bump bump, catch
c. Bump over net to target
i. Targets will be set up on one side of the court
1. Hula hoops, paper targets, mats
ii. Students will bump the ball over the net and try to hit a
target
Day 2:
Focus: Bump and Set
Focal Cues: Lab goggles, contact point right above forehead, follow through
Activities:
1. Set against wall
a. Use fingertips, how many times in a row?
2. Triangle passing set only
a. Toss, set, set, catch
3. Triangle passing set and bump
a. Toss, bump, set, catch
b. Extend to toss bump set continued until drop
4. Keep it up challenge
a. Height minimum: net or hoop level
b. Count allowed
c. Winner get to demo to class
5. Gameplay without serving
a. No serve: Toss over bump over net
b. One bounce if needed
c. Extra point if bump set over net successfully
d. Clockwise rotation, serve from back right position
Day 3:
Focus: Overhand hit
Focal Points: 3 step approach, palm contact point, high toss, full arm swing
Activities:
1. Overhand hit progression
a. Proper contact point into ground x 10
b. Contact into wall x10
c. Toss with partner contact x 5
2. Overhand hit over net
a. Student will toss the ball up in front of the net
b. Students will use three step approach to overhand hit the ball
c. Extension: students will set the ball instead of tossing it
Day 4:
Focus: Serving
Focal Points: high toss, contact point, follow through
Activities:
1. Triangle warm up
2. Serving into wall
a. Students will practice using skill cues by serving into a wall
b. 10 serves with partner then switch
3. Serving over the net
a. Assembly line to collect the volleyballs
b. Extension Down: Students will move closer to the net to serve
4. Serving Game
a. Two teams, one server for each team
b. Students will find a place to sit on the court. Server will serve the
ball over the net. If a student who is sitting catches a served
volleyball without moving, they get to join the server and attempt
to free more teammates. First team to successfully free all seated
teammates wins
Day 5 :
Focus: Positioning and teamwork/verbal communication
Focal Points: positions and rotations
Activities:
5. Triangle warm up
6. I got it keep it up
a. Large groups
b. Focus on calling for the ball and bumping or setting high
c. Everyone just hit the ball before someone can hit it twice- this
works on communication and problem solving skills
7. Video showing positions
a. https://www.youtube.com/watch?v=QcTODWHV2H89497290-FXn
g8
8. Gameplay with positions
a. Students must name their position before each serve
Day 5-6: Gameplay: Sport Education Model
Focus: Tournament Play
Focal Point: Good sportsmanship and teamwork
Activities:
1. Team practice and warm ups
a. Teams will designate a captain, a conditioning coach, an
equipment manager, a pep talker, and two practice coaches
b. Conditioning Coach will have 3 mins to lead their team in stretches
c. Practice coaches will have 4 mins to lead team in warm up
d. Pep talker will have 2 mins to give their team a speech
e. Captain will have one minute to review game plan
2. Round robin tournament
a. Bracket with standings and team names will be displayed digitally
Psychomotor Volleyball Assessment
5 points
Volleyball (Day 2) Exit Slip 2 points
Name: __________________________________________
1. Name the skill cues for the

bump:
1.
2.
3.
2. Circle the correct answer: Interlocking your fingers and

crossing your thumbs when bumping a volleyball is the proper
technique.
True or False
3. What was your favorite activity of the class and WHY?

Affective Assessment
Sportsmanship
5 points
Name:______________________________________________________
Please answer the following questions with complete sentences
1. What is your personal definition of

sportsmanship? 2 points
2. g
ive an example of good sportsmanship you
saw during the gameplay 1 point
3. Describe a time where you have used good

sportsmanship in a non-sports situation 2 points
Springfield College Daily Lesson Plan

Name: Jack Weinberger Date: 11/13-14/17
School: Williams Middle Lesson: 1
Facilities: Gym
Grade: 6
Unit/Theme: Volleyball Generic Level: Pre-control-Control

Equipment: nets, volleyballs, cones
Focus of Lesson: Bump
Student Performance Objectives (SPO) + MA CF + National Standard by # +

Task # + Assessment
By the end of the lesson, students should be able to:
(P) Students will perform at least one bump over the net using the skill cues to the
best of their ability during the gameplay (National #: S1.M11.6; MACF #: 2.17)
(C) Students will name the 2 out of three skill cues of the bump when asked during
the closure of the lesson (National #: S2.M7.7; MACF #: 2.17
(A) Students will follow classroom rules and school rules 100% of the time
throughout the lesson.
(National #: S3.M5.6; MACF #: 2.26)
Check each objective is it specific? Is it achievable? Is it developmentally

appropriate?
Teacher Performance Objectives During the lesson the teacher will:
1. Limit wait time by describing activities and rules effectively
2.Be able to identify and address students by name throughout the duration of the
class
Special Considerations
1. Students will dress properly in order to participate in the activities. Any clothing
or jewelry deemed inappropriate will be required to be removed or changed before
starting the class
Time Sequence of Lesson Diagram Reflection

Students will enter the gym, get
changed and take a seat on the
bleacher

Introduction:
Teacher will discuss the history of the
game of volleyball- Holyoke, William
Morgan, SC
Teacher will explain and demonstrate
the skill cues of bump:
- Hand positioning
- Hand in hand
- NO interlocking
- Arms straight like elephant
trunk
- Contact point- Forearms
- Power from the legs

Activity 1: Triangle Warm Up
Students will be placed in groups of
three. Students will have a thrower toss
volleyballs from the net to their two
partners. Students will bump the ball
back to their partner. After each Dont rush
students has bumped ball three times, throughout
students will rotate clockwise. this. Some
groups I
Safety: The ball will never hit the
ceiling.
pushed
through this
Extension up: Students will be activity too
challenged to bump, set, catch. quickly and

did not allow
Extensions Down: Students will toss
the ball to themselves and bump it into for enough
the air followed by a catch. reps.
Remember:
Teacher positioning: Teacher will stay this is the
out of bounds and walk around the
gym while keeping their eyes on all the
base of their
groups. volleyball
skill. Extend
extend extend
Transition: On the teacher's whistle,
students will meet the teacher in the
middle of the three volleyball courts
Activity 2: Keep it Up
Students will work in their groups to
keep the volleyball in the air for as
long as possible. Teacher will stress the
importance of bumping the ball (power
from legs) as high as they can without
hitting the ceiling to give their
teammates time to get under the ball.
Students will be asked to count out
loud how many bumps they get in a
row.
Safety: Ball will not hit the ceiling
Extension up: Every student must

bump the ball once before any student
can bump the ball again
Extension up: Groups will be given a

target number to reach- motivational
objective
Extension down: Groups will be

allowed one bounce in between every
bump
Teacher positioning: Teacher will stay

gym while keeping their eyes on all
groups
Activity 3: Gameplay
Students will play modified games of
volleyball over the net. Teams will be
instructed to catch the volleyball when
it comes over the net and quickly give
a high toss to a teammate who will
attempt to bump it over the net. Teams
will get a point for having the
volleyball hit the ground on the
opponent's court.
Safety: Students will stay within their

courts and not run after loose
volleyballs.
Volleyballs will be rolled under the net
when passing the ball
Volleyballs will not hit the ceiling
Extension up: Students will only be

allowed one catch per possession
Extension down: Students will have the

option to catch the ball and allow it to
bounce one time before it is a dead ball

groups
Transition: Students will place the

volleyballs back on the rack and take a
seat on the bleachers.
Conclusion: Teacher will review the

skill cues of the bump and highlight a
student that did it well to demonstrate
to the class. Teacher will ask students
to name the skill cues of the bump.
Teacher will ask students about what
went well during game play and what
did not.
Students will have 5 minutes to shower

(optional) and change for class.

Facilities: Gym
Grade: 6

Focus of Lesson: set

Task # + Assessment
(P) Students will perform at least one set over the net using the skill cues to the
best of their ability during the gameplay (National #: S1.M11.6; MACF #: 2.17)
(C) Students will name the 2 out of three skill cues of the set when asked during
the closure of the lesson (National #: S2.M7.7; MACF #: 2.17

appropriate?
class
starting the class

bleacher

Introduction:
Teacher will explain and demonstrate
the skill cues of bump:
- Hand positioning
- Hand in hand
- NO interlocking
- Arms straight like elephant
trunk
- Contact point- Forearms
- Power from the legs

partners. After each students has set the
ball, students will rotate clockwise.
After all students have rotated through
they will be given the challenge to
bump, set, catch.

ceiling.

Extension up: Students will be
challenged to bump, set as many times
as possible

the ball to themselves and set it into the
air followed by a catch.

groups.


Activity 2: Bump Set Over Net

Students will work in their groups of
three. One students will be on the other
side of the net tossing it high to the
back player. The back player will
bump the ball to the front player who
will set it high in the air. After three Make sure to
attempts (successful or not), students
put a focus on
will rotate positions.
the height of
Safety: Ball will not hit the ceiling the ball. More
If the volleyball goes into another height equals
group's space, they will wait until the more time to
coast is clear to go retrieve the ball
react which
Extension up: After the set, students equals higher
will be challenged to have the back success rate.
player move up and bump or set the
ball over the net.
Extension down: Back player will

catch, self-toss, to a bump instead of
hitting it off the initial throw over the
net.

groups
Students will play modified games of Set
volleyball over the net. Teams will be expectation/
instructed to catch the volleyball when challenge of at
it comes over the net and quickly give
a high toss to a teammate who will
least two hits
attempt to bump or set it over the net. per side
Teams will get a point for having the earlier rather
volleyball hit the ground on the than later
opponent's court. Teams will be
challenged to use both the bump and
the set before hitting the ball over the
net.
Safety: Students will stay within their

courts and not run after loose
volleyballs.
Volleyballs will be rolled under the net
when passing the ball
Volleyballs will not hit the ceiling
Extension up: Students will only be

allowed one catch per possession
Extension up: The ball must be hit at

least twice per side
Extension down: Students will have the

option to catch the ball and allow it to
bounce one time before it is a dead ball

groups


skill cues of the set and highlight a
student that did it well to demonstrate
to the class. Teacher will ask students
to name the skill cues of the set.
Teacher will ask students about what
went well during game play and what
did not.


Facilities: Gym
Grade: 6

Focus of Lesson: Volleyball and gameplay

Task # + Assessment
(P) Students will perform the overhand hit progression using the skill cues to the
best of their ability (National #: S1.M11.6; MACF #: 2.17)
(C) Students will name the 3 out of four skill cues of the overhand hit when asked
during the closure of the lesson (National #: S2.M7.7; MACF #: 2.17
(A) students will follow classroom rules and school rules 100% of the time

appropriate?
class
starting the class

bleacher

Introduction:
Teacher will explain the skill cues of
overhand hit:
- 3 step approach
- Jump vertically
- High arm swing
- Follow through without hitting
the net

partners. Students will bump or set the
ball back to their partner. After each
students had bumped and set the ball,
students will rotate clockwise.

ceiling.

challenged to bump, set, catch.

the ball to themselves and bump or set
it into the air followed by a catch.

groups.


Activity 2: Overhand hit progression
In the same groups, students will
perform the overhand hit progression.
First Step- students will focus on
contact point (ball of your palm) by
hitting the ball into the ground
Second Step- Students will toss the ball
and hit it into a wall focusing on
contact point and hitting the ball high
in the air
Third Step: Students will receive a toss
from a partner and overhand hit it into
the wall focusing on three step
approach
Safety: Ball will not hit the ceiling
Extension up: For step three, groups

will be challenged to toss, set,
overhand hit into the wall
Extension down: For step three, groups

will repeat step two, focusing on just
the contact point and contact location
(high)

groups
Activity 3: Gameplay/Skill Court

Students will be split into 6 teams. On
courts three and two, gameplay will
take place. Students will focus on using Make sure not
bump and set to create an overhand hit to turn back
opportunity. A successful bump, set, to games.
overhand hit will result in an extra Stand on the
point.
One court one, students will be
far side of the
working on overhand hits over the net. skills court so
Two lines will be formed and a tosser you can still
will toss a ball up in front of the net keep an eye
where a set would normally be.
on everything
Students one at a time will use the
and everyone.
three step approach, jump vertically,
and use skill cues to contract the ball
high and over the net. Students that are
not tall enough to jump over the net
will be told to jump further back to
give the ball enough time to make it
over the net. After the ball is hit,
students will jog to retrieve the ball,
and bring it back to the line.
Safety: Students will not toss the next

ball to be overhand hit until the
previous students has retrieved
Extension up: Students at the skill

court will be challenged to toss, set,
and overhand hit the ball over the net.
Extension down: Students at skill court

will eliminate the three step approach,
and just jump vertically to overhand
hit.

groups


skill cues of the overhand hit and
highlight a student that did it well to
demonstrate to the class. Teacher will
ask students to name the skill cues of
the overhand hit. Teacher will ask
students about what went well during
game play and what did not.


Name: Jack Weinberger Date: 11/13/17
Facilities: Gym
Grade: 7-8

Focus of Lesson: Overhand hit and serve

Task # + Assessment
(P) Students will perform the overhand serve using the skill cues to successfully
serve at least one ball over the net to a sitting teammate during activity three
(National #: S1.M11.8; MACF #: 2.17)
(C) Students will name the 3 out of four skill cues of the overhand hit when asked
during the closure of the lesson (National #: S2.M7.8; MACF #: 2.17

appropriate?
class
starting the class

bleacher
Warm Up: Triangle Passing
Students will compete normal bump set
routine that has been established in last
two classes.
Toss-> Bump-> Catch
or
Toss->set-> catch
Or
Toss-->bump-->set---> catch

Introduction:
Teacher will explain the skill cues of
overhand hit:
- 3 step approach
- Jump vertically
- High arm swing
- Follow through without hitting
the net

Activity 1: Overhand hit progression
In the same groups, students will
perform the overhand hit progression.
First Step- students will focus on
contact point (ball of your palm) by
hitting the ball into the ground
Second Step- Students will toss the ball
and hit it into a wall focusing on
contact point and hitting the ball high
in the air
Third Step: Students will receive a toss
from a partner and overhand hit it into
the wall focusing on three step
approach
After all groups have finished all three
steps, teacher will combine groups 1-2,
2-3, and 3-4. Students will be working
on overhand hits over the net. Two
lines will be formed and a tosser will
toss a ball up in front of the net where a
set would normally be. Students one at
a time will use the three step approach, After Step 1-3
jump vertically, and use skill cues to
contract the ball high and over the net.
Students that are not tall enough to
jump over the net will be told to jump
further back to give the ball enough
time to make it over the net. After the
ball is hit, students will jog to retrieve
the ball, and bring it back to the line.
Safety: Ball will not hit the ceiling.

Ball will not be tossed until previous
overhand hitter has retrieved the
volleyball and returned to line.
Extension up: For step three, groups

will be challenged to toss, set,
overhand hit into the wall
Extension down: For step three, groups

will repeat step two, focusing on just
the contact point and contact location
(high)

groups

volleyballs on the rack and meet the
teacher in the middle of the three
volleyball courts. Teacher wille explain
and demonstrate the skill cues of the
serve.
- Over the net high toss
- Elbow up
- Contact above head and follow
through toward target

Activity 2: Serving Activity
Have students
that are doing
Students will find a partner and well
practice serving back and forth over the challenges to
net. Students will work on the skill
serve deep
and close.
cues of serving. Students will utilize all
three courts during this activity.
Safety: Students will not hit the ceiling.

individually given the skill cues for the
jump serve
- High toss
- Three steps and jump forward
- High contact point and follow
through
Extension down: Students will work on

the underhand bump style serve

groups

volleyballs back on the rack and meet
the teacher in the middle of the three
volleyball courts for explanation and
demonstration of next activity
*if not ready for gameplay do activity

3*
Activity 3: Free Me Serving Game
Students will be split into six teams.

Each team will pick a server to start.
Smaller sized
The other players will go sit in open
space on one side of the court. The games
other team will do the same on the worked
other side of the court. The goal of the better. Having
game is to free all students who are too many
sitting on the ground. The way students
are freed is by serving the volleyball
students
over the net and having a student who really isolated
is sitting catch the ball without moving the last few
off their bottom. Once a volleyball is students left.
caught, that student is freed and will
join their teammate in serving over the
net to free other teammates. First team
to free all teammates win. Every team
will play each other in a clockwise
rotation.
Safety: Students will always be looking

at the servers.
Ball will not hit the ceiling
Extension down: Students will work on

the underhand bump style serve

groups

Students will be split into 6 teams. On
courts three and two, gameplay will
take place. Students will focus on using
bump and set to create an overhand hit
opportunity and quality overhand
serves using skill cues. Teacher will
rotate games every 5 minutes given
every team an opportunity to play on
the full size court

skill cues of the overhand hit and
overhand serve. Teacher will highlight
a student that did it well to demonstrate
to the class.


Name: Jack Weinberger Date: 11/21/17
School: Williams Middle Lesson: 5 and 6
Facilities: Gym
Grade: 6

Equipment: nets, volleyballs, cones, whiteboard/markers, music, clean playlist
Focus of Lesson: Gameplay and sportsmanship

Task # + Assessment
(P) Students will perform at least 9 overhand serves using the proper skill cues
during the gameplay of this lesson (National #: S1.M11.6; MACF #: 2.17)
(C) Students will demonstrate understanding of bump and set technique by
answering guided questions during the lesson (National #: S2.M7.6; MACF #: 2.17
(A) Students will exhibit good sportsmanship 100% of the time during class

appropriate?
1. Limit wait time by giving detailed rotation direction
class
starting the class
bleacher
Intro: Teacher will reveal
predetermined teams by flipping the
whiteboard to face the seated students.
Teacher will ask for team name,
sportsmanship committee
representative, trainer, and practice
coach
Teacher will talk about sportsmanship
(what, why and how)
Teacher will breakdown sportsmanship
quote: Win like you have been here
before, lose like you enjoyed it for a
change #BeHumble

Warm Up: Team Warm up
Trainer will have 2 minutes to lead
their team in stretches.
Practice Coach will warm the team up
for 5 minutes (Examples:, toss, bump,
set or serving against wall)
Sportsmanship Committee
Representative- In charge of making
sure good sportsmanship is being used
Captain- will let the teacher know
team name and student roles.
Students who do not participate will
get the opportunity to be a ref for half
credit

Safety: Each team will get a half of
court to use.

Gameplay: Tournament Style
Each team will play a game at the same
time (3 games) for 6 minutes. Then Get into it! Be
teams will rotate based on teacher excited and
direction. Every team will play each treat it like a
other once. Students rotate clockwise
after three serves.
real volleyball
Safety: Ball will not hit the ceiling. league. Kids
loved the little
things like
calling it free
Extension up: Reward extra point for agency or
bump from back row, to set in front
trades
row, to overhand hit combo.
instead of just
Extension down: Students will be switching the
allowed to catch the ball and give a teams.
quick toss to a partner (Nitro ball type
toss)

games

volleyballs on the rack and meet the
teacher in the middle of the three
volleyball courts.
Conclusion: Teacher will ask the

following questions: What is
sportsmanship? What made teams
successful? What was hard? What was
easy?


GYM IN USE PLAN
When the gym is in use, students will follow the teacher to the library where
they will be given their sport education model teams. In their teams, they will
create a team logo using their Microsoft skills they have been learning in
computer class. Students will create a team motto that revolves around
sportsmanship and teamwork. They will then create a cheer or sang and
handshake they will perform after each point scored like seen in volleyball
today. These additional and fun things added to each team will create a more
well-rounded and full volleyball team experience.
EXAMPLE: Team Mighty Ducks
Ducks Bend but never break! Nice play team blank
Student Learning Pre-Test vs. Post-Test
First Name Pre-Test Post Test Change Impact Rating

Abigale 2 / 11 8/11 6 points High
Ada 8 / 11 11/11 3 points Moderate
Aileen 9 / 11 11/11 2 points Moderate
Alejandro 6 / 11 12/11 6 points High
Amalia 10 / 11 12/11 2 points Low
Ananya 8 / 11 12/11 4 points Moderate
Audrey 7 / 11 12/11 5 points Moderate
Ava 3 / 11 8/11 5 points Moderate
Bella 8 / 11 12/11 4 points Moderate
Ben 7 / 11 9/11 2 points Low
Ben 4 / 11 8/11 4 points Moderate
brendan 6 / 11 9/11 3 points Moderate
Brian 5 / 11 12/11 7 points High
Calvin 9 / 11 11/11 2 points Low
Cecelia 9 / 11 11/11 2 points Low
Chloe 4 / 11 8/11 4 points Moderate
Finley 6 / 11 7/11 1 points Low
Forrest 6 / 11 8/11 2 points Low
grace 7 / 11 9/11 2 points Low
Hasini 5 / 11 8/11 3 points Moderate
jack 3 / 11 11/11 8 points High
Jack 8 / 11 11/11 3 points Moderate
Jack 6 / 11 11/11 5 points Moderate
John 6 / 11 7/11 1 point Low
Julia 9 / 11 10/11 1 point Low
Kate 9 / 11 11/11 2 points Low
Keegan 4 / 11 8/11 4 points Moderate
Leah 9 / 11 11/11 2 points Low
Liam 5 / 11 12/11 7 points High
Maddie 6 / 11 8/11 2 points Low
Madeline 8 / 11 8/11 0 points Low
Mallory 10 / 11 11/11 1 points Low
Maryn 6 / 11 11/11 5 points Moderate
Meghan 11 / 11 11/11 0 points Low
Mia 7 / 11 12/11 5 points Moderate
Morgan 7 / 11 11/11 4 points Moderate
Nairi 9 / 11 9/11 0 points Low
Natalie 4 / 11 8/11 4 points Moderate
Nora 9 / 11 12/11 3 points Moderate
Sam 4 / 11 8/11 4 points Moderate
Seth 7 / 11 11/11 4 points Moderate
Sophia 9 / 11 12/11 3 points Moderate
Sophia 7 / 11 12/11 5 points Moderate
Zaida 8 / 11 9/11 1 point Low
Low= 0-2 point change Moderate= 3-5 point change High= 6+ point change
Jack Weinberger
12/5/17
Result of Assessments
During this volleyball unit, students were seen two times per week for a total of six weeks
or six classes. The pre-test and post-test were the two main cognitive assessments that were
used. The average score for the pre-test was a shockingly low 62 percent. The average for the
post test was boosted by over 20 points and averaged out to a 83 percent. This average
increase was truly incredible. I think the scores skyrockets for the following reasons: constant
and repeated guided questioning through all lessons, other assessments used through unit, and
complete and accessible study guide. The study guide was given to each student in a hard copy
form and also was posted and emailed to them through Google classroom. Having the student
full access in many forms to the study guide increases not only the use of the study guide but
allows all students accessibility to the information which is key to student growth. Guided
questions was used constantly during every lesson. Students were cumulative question during
every intro reviewing skill cues of the volleyball hits (bump, set, overhand hit, and serve), rules
like rotation, serving position, and violations, and about volleyball strategy like hitting the ball
high into the air to allow teammates time to react. Authentic assessments like exit splits and
student self-checklists increase learning in all domains and this showed with the increase by
over 20 points.
Overall, the strategies used to increase student learning ranged from thumbs up, thumbs
down questioning, guided questioning, formal assessments, activity assessments in the
psychomotor domain, and even sportsmanship councils in the affective domain. The range of
assessments through all three domains created the well-rounded education needed to see
improvements to this degree.
Two examples of students post assessments:

Works Cited
Cues for Volleyball . Volleyball,
www.d120.org/assets/1/wellness/cues_for_volleyball.pdf.
ehowhealth. YouTube, YouTube, 15 June 2015,

www.youtube.com/watch?v=QcTOD-FXng8&t=54s
PhysEdGames. YouTube, YouTube, 9 Oct 2012

https://www.youtube.com/watch?v=k16Pauv7NzQ
Massachusetts Physical Education Frameworks.

http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
National Physical Education Standards

www.shapeamerica.org//standards/pe/upload/Grade-Level-Outcomes-for-K-12-
Physical-Education.pdf.

Volleyball Unit Plan KM Comments

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Volleyball Unit Plan KM Comments

Загружено:

Авторское право:

Доступные форматы

Volleyball

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

Unit Outcomes Reference Content to be taught Assessment

Day 5: Team communication

Day 6: Sport Ed model

Day 4: Serve skill cues

Day 5: Team communication

Day 6: Sport Ed model

Day 5-6: Sport education

Quiz/Misc Assignments (35%)

BONUS: What material is an official Olympic volleyball made out of?

This test will be done online using Google Classroom.

Below you will find screenshots of parts of the quiz:

Answer sheet can be found on Google Classroom

1. Name the skill cues for the

2. Circle the correct answer: Interlocking your fingers and

3. What was your favorite activity of the class and WHY?

Please answer the following questions with complete sentences

1. What is your personal definition of

3. Describe a time where you have used good

Springfield College Daily Lesson Plan

Student Performance Objectives (SPO) + MA CF + National Standard by # +

Check each objective is it specific? Is it achievable? Is it developmentally

Safety: Ball will not hit the ceiling

Extension up: Every student must

Extension up: Groups will be given a

Extension down: Groups will be

Teacher positioning: Teacher will stay

Safety: Students will stay within their

Extension up: Students will only be

Extension down: Students will have the

Teacher positioning: Teacher will stay

Transition: Students will place the

Conclusion: Teacher will review the

Students will have 5 minutes to shower

Student Performance Objectives (SPO) + MA CF + National Standard by # +

Check each objective is it specific? Is it achievable? Is it developmentally

Activity 2: Bump Set Over Net

Extension down: Back player will

Teacher positioning: Teacher will stay

Safety: Students will stay within their

Extension up: Students will only be

Extension up: The ball must be hit at

Extension down: Students will have the

Teacher positioning: Teacher will stay

Transition: Students will place the

Conclusion: Teacher will review the

Students will have 5 minutes to shower

Student Performance Objectives (SPO) + MA CF + National Standard by # +

Check each objective is it specific? Is it achievable? Is it developmentally

Safety: Ball will not hit the ceiling

Extension up: For step three, groups

Extension down: For step three, groups

Teacher positioning: Teacher will stay

Activity 3: Gameplay/Skill Court

Safety: Students will not toss the next

Extension up: Students at the skill

Extension down: Students at skill court

Teacher positioning: Teacher will stay

Transition: Students will place the

Conclusion: Teacher will review the

Students will have 5 minutes to shower

Student Performance Objectives (SPO) + MA CF + National Standard by # +