Setting and Objectives



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KENT STATE UNIVERSITY

PHYSICAL EDUCATION LESSON PLAN

Setting and Objectives

Teacher: Ryan Smith School: Crestwood Middle Date of Lesson: 2/12/08


Lesson # 1 of 10 Grade Level: 7 Class Size: 32

Lesson duration: 40 minutes Activity: Volleyball


Instructional Format: Direct

Previous lesson focused on: Volleyball Passing


Current lesson focus: Forearm passing and setting
Lesson Objectives (psychomotor [p], cognitive [c], affective [a]) and related NASPE Content Standards:

Students will –

1. be able to successfully complete a forearm pass, by keeping the ball high and in the middle of the court, to the setter 3 out of 5 times in a practice situation. [NASPE Standard 1, P]

2. be able to perform an accurate forearm passes and sets consecutively as teammates 5 times in 7 minutes during game play. [NASPE Standard 1, P]

3. through question and answer be able to understand that a forearm pass is important to defend against an attack, and important to begin setting up an attack during game play. [NASPE Standard 2, C]

4. through question and answer be able to identify the critical elements of the forearm pass/set (Feet to ball, bent knees, flat arms, arms to target/bent knees, diamond in the sky, give with ball, catch like egg, fingertips. Pass high, get under ball, high toss). [NASPE Standard 2, C]

5. be able to understand that cooperation and respect in their new teams is necessary for their learning and enjoyment of the lesson, through participation during practice and game play. [NASPE Standard 5/6, A]
Teacher Objectives (your goals based on effective teaching behaviors):


  1. Management

My goal is to demonstrate appropriate monitoring techniques to create a safe learning environment by positioning myself around the perimeter of the gymnasium to consistently scan the class. This will be determined by a cooperating teacher whom will complete the monitoring rubric.

  1. Instruction

My goal is to give clear and concise directions, creating smooth and quick transitions into activity time. This will be determined by my CT and peers whom will complete time analysis sheets.
Equipment Needs: 4 volleyball nets, 4 volleyball poles (2 ends go into bleachers), basket of 8 volleyballs
Equipment Routines (distribution, during activity, collection): The equipment is set out at each court before the students enter the gymnasium (1 ball at each of the 4 nets). The nets and poles will be set up from previous classes, and the balls will be at each court. For the practice, it is the responsibility for one person from every team that does not have a ball to receive one from the bin near the equipment closet.
Management Concerns: The students are not used to getting into small teams, and beginning game play right away. The students normally line up on the wall, and at this time I need to quickly introduce myself, layout some new guidelines, and get into a 4v4 game play situation.
Restroom/Drink Procedures:

Students are instructed to use the restroom while in the locker room during attendance.

Unless instruction is going on, students may get drinks from the fountain in the gymnasium as they please.
Rules:

1. Act in a way that is safe to yourself and others at all times.

2. Respect yourself, others and equipment at all times.

3. Listen to and follow directions the first time they are given.

4. Cooperate, display good behavior/sportspersonship.

5. Participate in class activities.


Consequences:

1. Teacher Look

2. Proximity Control

3. Verbal Warning

4. Time out in hall

5. Meet with Principle


Grouping:

The students will organize themselves into beginner, intermediate, or advanced levels to begin play, and then will be put into teams of 4 that will be used for the rest of volleyball lessons.


Transitions:

“WISG” will be used to initiate movement.

“Freeze” will signify stopping what the students are doing, and setting the balls on the ground.
References (include author, year, title, page#, or URL)

Mitchell, Oslin, Griffin. (2006) Teaching Sport Concepts and Skills: A Tactical Games

Approach.


Developmental Task Analysis

Factors

Levels


Distance between passer and setter

Trajectory of passes or tosses

Height = time

Angle between tosser and passer/setter

Simple





6 ft

Over head height

Directly in front

Moderate


10 ft

About Head height

In front but slightly to the side

Complex


14 ft

Head or below

To the side or even behind



Lesson Content
(3 minutes to enter locker room, change, enter gymnasium)
Task Type: Instruction

Time: 3 minutes

Objective(s) addressed: TO2

Task Description: “Once again my name is Mr. Smith. Today we will continue to progress our forearm pass and setting skills that you all were introduced to yesterday. We are going to begin with some 4 v. 4 game play. WISG I would like you all to organize yourselves so that those who believe they are at a beginners level at far end of the gym, those who think they are at an intermediate level are towards the middle, and those who feel they are fairly comfortable with the game of volleyball, at an advanced level, organize themselves at the nets closest to us all. All serves right now need to be tossed across the net with an underhand motion, and we will be using rallying scoring. Rally scoring is different than what is normally used in volleyball, and involves each team serving once then switching no matter who receives the point. The point goes to which ever team wins the point, no matter who serves. At anytime I say ‘Freeze’ please stop what you are doing, put the balls stationary on the gym floor and listen for further instruction. Before we begin, what level of players will be at the far end of the gym? Who is in the middle, and who is at the nets closest to us? Does each team rotate serves? And what do you do when I say ‘Freeze’? Go!”


Organizational formation (diagram task and whole class):
Refining Cues/Questions (related to management or student performance):

What level of players will be at the far end of the gym? (Beginners)

Who is in the middle, and who is at the nets closest to us? (Intermediate, advanced)

Does each team rotate serves? (Yes)

What do you do when I say ‘Freeze’? (stop and put the volleyballs on the ground)
Assessment/Review: Through “check for understanding” questions listed above.
Task Type: Activity (Game Play)/Management (organizing teams)

Time: 10 minutes

Objective(s) addressed: LO5, TO1


Task Description: Engage in above described activity.

Organizational formation (diagram task and whole class):


students ------ nets
Extension to challenge/simplify:

Students will be organized into their official Sport Education teams during their initial game play while with their similar skilled peers.


Refining Cues/Questions (related to management or student performance):

Set: catch like egg, use finger pads, drinking a 2 liter, front of the court.

Forearm pass review: bent knees, flat arms, arms to target (elephant)

Assessment/Review: Monitor and pinpoint teams/individuals who are high/low skilled; organizing/changing teams towards the end of game play that would be considered best for competitive and fair play. This will include assessment through teacher observation.

Task Type: Transition/Instruction/Management

Time: 5 minutes

Objective(s) addressed: LO4, TO2
Task Description: “Freeze! Look around you and remember your teams. Unless we see the need to make changes, these will be your teams for the rest of the volleyball unit. Now can I please get everyone around the center circle sitting down in 5,4,3,2,1. Besides a serve, what are the three hits that are done in a volleyball game to get the ball over the net and win the point? What’s the advantage of the forearm pass? Ok, well today we are going to work on our first two hits, the forearm pass and the set. I am going to ask for 3 volunteers to demonstrate our next activity. One person will be the tosser, the other the setter, and the other the passer set up in a triangle like so. The tosser will pass the ball to the passer whom is facing the net who will in turn forearm pass to the setter whose back is to the net. The setter will set the ball back to the tosser. After you have completed this rotate so that the tosser becomes the passer, the passer becomes the setter and setter becomes the tosser. What specifically can the passer and setter do to be more successful? Pair up with your team and rotate positions after every hit. As a team keep tract of how many times the passer and setter hit the ball consecutively; 1 point for each, and try to complete 10 as a team in the 7 minutes that you will have. WISG, please pair up with your teams that you were just with, at the court you were just at, grab a ball from the bin for your team if you don’t have one, and remember to rotate one person out on every pass since there will be 4 persons per group. How should the passer hit the ball? Who does the tosser toss to first? Who does the setter set the ball to? Go!”
Organizational formation (diagram task and whole class):
----- nets O – circle of students teacher
Demo
Refining Cues/Questions (related to management or student performance):

Besides a serve, what are the three hits that are done in a volleyball game to get the ball over the net and win the point? (Forearm Pass, Set, Spike)

What’s the advantage of the forearm pass? (Defending against an attack)

What specifically can the passer and setter do to be more successful? (Hit the ball high)

How should the passer hit the ball? (high, with forearms, knees bent, facing setter)

Who does the tosser toss to first? (to the passer)

Who does the setter set the ball to? (to the passer)
Assessment/Review:

Through “check for understanding” questions listed above. If students are able to think through these questions as a group, they are clearly comprehending the skills along with learning how to think through the games tactical situations.

Task Type: Activity (Practice)

Time: 7 minutes

Objective(s) addressed: LO1 LO5




Task Description: Engage in above described activity.

Organizational formation (diagram task and whole class):

Extension to challenge: If one group is having an easy time with drill, I will back them up increasing the distance of their passes and sets.
Extension to simplify: If one group is having trouble getting any points, I will simplify the drill by having the setter directly in front of the passer so the more direct angle of the pass will be made easier.
Refining Cues/Questions (related to management or student performance):

Set: catch like egg, use finger pads, drinking a 2 liter, front of the court.

Forearm pass review: bent knees, flat arms, arms to target (elephant)
Assessment/Review: During this activity I will be demonstrating where necessary, and pinpointing whenever possible.

Task Type: Transition

Time: 1 minute

Objective(s) addressed: TO2


Task Description: “Freeze! Please place the volleyballs on the ground and stay where you are. Did any team get 10 points? We are now going to return to game play just as we did to begin class, but now playing the team that is across from you, and this time focusing on our passing. Again please toss the ball to begin play, rotate which team serves every time, and this time only record points when your team hits a forearm pass followed by a set; 1 point for a pass followed by a set. Try to get 5 as a team. Go!”
Organizational formation (diagram task and whole class):
Task Type: Game Play

Time: 5 minutes

Objective(s) addressed: LO2, LO5
Task Description: Game play as described above.

Organizational formation (diagram task and whole class):

Extension to challenge:

Teams only receive 1 point if they get the ball over in 2 hits. (forearm pass and set)


Extension to simplify:

If game play is challenging, it may be simplified by using more than 3 hits to get the ball over the net.


Refining Cues/Questions (related to management or student performance):

Set review: catch like egg, use finger pads, drinking a 2 liter, front of the court.

Forearm pass review: bent knees, flat arms, arms to target (elephant)
Assessment/Review: At this point I will walk around the gymnasium, pinpointing students where necessary. I will also look at the class as a whole and decipher if they have improved and to what extent. This observation will be pivotal into deciding what we will do in our next lesson; whether we move on to actual tournament play or continue to work on some basic volleyball skills, and ideas.

Task Type: Transition/Closure

Time: 3 minutes

Objective(s) addressed: LO3, LO4, LO5


Task Description:

“Freeze! Please place the volleyballs back in the large bin, and come have a seat in the middle while sitting, 5,4,3,2,1. For those groups who were successful in getting 10 or more points in our passing and setting practice, how were you successful? Can anyone think of why we would want to pass and set to our teammates instead of just hitting the ball over the net on our first hit? Even if some of us did not accumulate many points today, I think everyone has improved. On Thursday we will stay with the same teams as today, and we will discuss roles for you and your teammates. Thank you for all your attention today and you are now dismissed to dress.


Organizational formation (diagram task and whole class):
----- nets O – circle of students teacher

Refining Cues/Questions (related to management or student performance):



For those groups who were successful in getting many points in our passing and setting practice, how were you successful? (high trajectories, moved our feet, critical elements)

Can anyone think of why we would want to pass and set to our teammates instead of just hitting the ball over the net on our first hit? (to set up a shot to where the opposing team is not).

(3 minutes to change, and exit gymnasium)



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