1. Rationale/Introduction
By the time students are entering High School they should have the knowledge and skill to
perform skills that are necessary to perform physical activity. During High School Physical
Education students should be given the opportunity to perform those skills in a game like
situation and refine their skills. Because they know the basics they can start to work on
situations during a game. What skills to use in certain situations in a game or how the rules
affects the game play and how to work successfully communicate with your teammates to be
successful, these are concepts that will be learned and assessed during this unit.
Students will be assessed on the concepts and game play of volleyball. They will learn how
to use the skills they know in a game like situations and how to work together to be
successfully. They have learned the skills from a simple to complex style, here in this unit they
will be tested in a complex game situation to refine their skills. This will help them improve on
their skills and also help improve their game vision, being able to identify situation during a
game.
2. Standards Assessed
NASPE Standards;



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.
NH Curriculum Guidelines;


Curriculum Guideline 1: Engages in a physically active lifestyle.
Curriculum Guideline 2: Achieves and maintains a health enhancing level of physical fitness

Curriculum Guideline 4: Demonstrates understanding of movement concepts, principles,
strategies and tactics as they apply to the development of motor skills and the learning and
performance of physical activities.
3. Standards Addressed
NASPE Standards;


Standard 1 - The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
Standard 5 - The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
NH Curriculum Guidelines;



Curriculum Guideline 3: Demonstrates competency in motor skills and movement patterns,
proficiency in a few, and applies these skills and patterns in a variety of physical activities.
Curriculum Guideline 5: Identifies that physical activity provides opportunities for health
enhancement, enjoyment, challenge, self-expression and social interaction.
Curriculum Guideline 6: Exhibits responsible personal and social behavior that respects self and
others in physical activity settings.
4. Unit Objectives
NASPE Standard 2 –
Unit Objectives;
I.
Students will identify when it is appropriate to perform specific skills
during a volley ball game.
a. Lesson Objective 1: Students will be able to perform the bump when
passing the ball to a partner.
b. Lesson Objective 2: Students will be able to perform the set when
setting the ball to a student for a spike.
II.
Students will be able to communicate effectively by calling the ball before
they make contact with the ball
a. Lesson Objective 1: Students will call each serve when playing a small
sided game of volleyball by the end of class.
b. Lesson Objective 2: Students will call the ball before they get it when
playing small sided games of volleyball.
NASPE Standard 3
Unit Objectives;
I.
Students will be able to demonstrate their understanding of the concepts
of volleyball by scoring an 80% or greater on the post assessment.
a. Lesson Objective 1: Students will be able to demonstrate their
understanding of volleyball by playing a small sided (2v2) game of
volleyball.
b. Lesson Objective 2: Students will be able to demonstrate their
understanding of volleyball by playing a full sided (4v4) game of
volleyball.
II.
Students will be able to identify the skills used during a game of volleyball
by scoring an 80% or greater on the post assessment.
a. Lesson Objective 1: Students will demonstrate their understanding of
the three volleyball skills (Bump, Set, Serve) by performing each in a
small sided game of volleyball.
b. Lesson Objective 2: Students will demonstrate their understanding of
the three volleyball skills (Bump, Set, Serve) by performing each in a
full sided game of volleyball.
NASPE Standard 4
Unit Objectives;
I.
Students will be able to work together in teams during a small sided
game of Volleyball.
a. Lesson Objective 1: Students will communicate during a small sided
game of Volleyball.
b. Lesson Objective 2: Students will communicate during a full sided
game of Volleyball.
II.
Students will be able to create even teams by working together and
creating teams
a. Lesson Objective 1: Students will be able to create co-ed teams
before playing a small sided game of volleyball.
b. Lesson Objective 2: Students will be able to create fair teams by
teaming up higher skilled students with lower skilled students.
5. Description of class setting
 Composition of class
 12 students, All Freshmen, 4 Girls, 8 Boys
 Development
 These students have had little to no experience with the game of
volleyball. There are some athletes in the class but the class is mostly
made up with lower leveled skilled students.




Facilities/space
 Practice Gym, Main Gym, Weight Room
Equipment
 Nets (4)
 10 Volleyballs
Length of unit
 4 Days, 4 Lessons, 90 minute classes
Clothing
 Students need to change every day into active wear clothes.
6. Pre-requisite Skills and Concepts
 If students know the skills of volleyball they will be able to apply each skill to a
game like situation and further their understanding of the game.
 Students that have no pre-requisite skill of volleyball will be introduced to it on
the first day.
 Some communication skills are needed
7. Pre-assessment techniques (Appendix I)
Quiz – Pre Assessment (Cognitive)
The pre assessment for this unit will be given on the first day of the unit. This
assessment is a cognitive based assessment. This will help show were the students are
with their knowledge of the unit. It will show what information needs to be addressed
with the class and what can be quickly reviewed.
Game Assessment (Psychomotor, Cognitive)
Student will be assessed while playing their games. This game assessment scores them
1 – 5 for each component of volleyball. This assessment will be completed for the mid
and post assessment. This will help track student progress.
8. Introductory Activities (IA), Fitness Activities (F)
Dynamic Stretching (F)
This fitness activity is completed every class. This helps prevent injury and also allows
for the body to warm up before physical activity. Each day the students complete a five
min jog and then line up together and complete various dynamic stretches.
Fitness Logs (F)
Every Tuesday and Friday students are given the time to work in the weight room.
Every day we go over specific workouts that students can complete to target certain
muscle groups. This activity gives students a chance to work out and enhance their
quality of life. This also is an opportunity to show students the proper ways to work out
so students can workout safely and effectively outside of class.
8 minute abs (F)
Along with the Fitness logs every Tuesday and Wednesday students complete an 8
minute abs workout. This helps improve core muscles an essential area to prevent
injury while either exercising or being physical active. The students follow along with an
instructional video to complete this activity.
9. Skill and Concept development
Volleyball Rules and Regulations
For this activity students will learn about the game play if volleyball and the rules and
regulations of the games. They will be given a chance to see a demonstration of the
game and the skills that are required to play volleyball.
Game Play (Volleyball)
Students will play games of 2v2. Having a small sided game will allow for each student
to practice their skills while playing a game like situations to apply their skills.
Introduction to the Weight room.
This activity will be lecture style class. The teacher will review the rules of the weight
room and also review each workout machine so students are performing each exercise
appropriately and safely. Muscle groups will be reviewed at each machine so students
can target specific muscle groups while exercising.
Volleyball – Small sided games
This activity differs from game play because students are allowed to play 4v4. This will
make students communicate with their teammate more and also work on passing the
ball instead of hitting it over after 1 or 2 hits. They will also have to use each volleyball
skill.
Ladder Tournament (Volleyball)
This activity gives student an opportunity to play full sided games of volleyball by
having earthier 5 to 6 players per team. Every game will be 3 minutes long the winners
will move up one court and the loser will move down one court. This will allow for all
students to play different teams throughout the class.
10. Closure
Closure of each class is a time to for “Check of Understanding”. During closer I will ask
questions about each class and review concepts to see if students were retaining the
information. This is also a time to tell students what to expect for the next class. Some
of the questions that will be asked will be phrased as the following.
 What were the terms we learned in class?
 What skills did you learn in class?
 Can someone demonstrate each skill reviewed in class today?
 What skill should be used for specific situations during game play?
 Introduce what will be learned in the next class.
11. Terminology
 Bump- It is utilized to pass the serve, play balls below the waist, play hard driven balls,
and contact balls located far from the player.
 Set- Most controllable of the ball-handling skills. Used for accurately passing any ball
above the head to a teammate and for the setting technique of passing the ball to an
attacker with specific height, trajectory, and placement.
 Under arm Serve- Is the process of getting the ball over the net to start the volley. Used
by swinging the arm under in a pendulum motion. More accurate for beginning,
students. Can only score when your team is serving.
 Over arm Serve- Process of throwing ball up in the air and hitting the ball with it above
head. The striking arm action on the toss resembles an overhand throwing motion. Can
only score when your team is serving.
 Block- Is used to counter a forceful attack defensively. Accomplished by jumping and
positioning the hands above and over the net, decreasing the area available for the
attacker to drive the ball downward forcefully into the blocker’s court.
 Game Strategy- Process of deciding what type of game that the team will play. Have
both Defensive strategies and Offensive strategies.
 Defense- Process of preventing offensive team from scoring.
(http://homepages.gac.edu/~mwenstro/volleyballunit.pdf)
12. Class Rules, Safety Hints
There will be a max of 4 nets set up at a time. These courts will be placed next to each
other and students need to mind their surroundings when playing volleyball. Using
correct form is not only important for learning purposes but also important for safety.
When using incorrect form students can be injured while playing volleyball. Staying
active in class is needed for credit any student that leaves class without permission will
result with no grade for the day. Like always no swearing, name calling or fighting
verbally or physically.
13. Instructional Aids (Appendix II)
1. Volleyball Handout
2. 8 Minute Abs
3. Health Related components Handout
4. Exercise Machine Posters
5. Workout Logs
6. Game Assessment Rubric
7. Game Assessment, Self Assessment (Sub-Lesson)
14. Technology
The 8 minute abs video will be played on the smart board. This video will guide students
through an educational and effective abs work out routine. For each workout machine
there is a heart rate monitor on each. Students will learn how to find their target heart rate
zone and use the heart rate monitors to track their heart rate during exercise. The Smart
board will be used for review days, covering all the content the students are required to
know for the final.
15. Non-participant (Appendix III)
The Non-Participant has two chooses. First they can create a poster that shows cases
the cues for the volleyball skills. If they have done that already in the past they have to
complete the volleyball worksheet that has questions about volleyball. Then for every
question they get wrong they have to use the volleyball handout to find all the correct
answers.
16. Modification for inclusion
Mr. Walsh: Foundations of PE Block A, B, D
There are multiple handouts and mini projects for students that cannot participate in a
lesson for any such reason. This unit is also modified for students with other disabilities. In each
lesson students are partnered up with students in need of assistance these students are called
Student Leaders. This gives a chance for Student Leaders to experience peer assistance and also
helps the students in need of assistance to still be involved with the lesson and participate in
activities.
17. Evaluation: Student assessment (Formal) (Appendix IV)
Pre – Game Assessment (Cognitive, Psychomotor)
The students will be handed the assessment to look over the rubric. On this
assessment it will list and describe each component that will be assessed when playing
volleyball. Students will hand the assessment back with their names on it and they will
begin playing their games. They will be scored 1 – 5 on each component. This
assessment is both cognitive and psychomotor because it scores then on Game
Knowledge, which covers when to use the correct hit, keeping score and knows how to
play the game by the rules, this covers the cognitive aspect to the unit. It is also
psychomotor because it is scoring them on performing the skills successfully.
Mid – Game Assessment (Cognitive, Psychomotor)
Before assessing the students I will give them their assessment scores so they
can see the areas they need to improve in and witch areas they excelled in. This will help
students focus on individual needs when playing their games. I will then assess them
again for a mid-assessment.
Post – Game Assessment (Cognitive, Psychomotor)
Before assessing the students I will return the scores to the students so they can see if
they have improved from the pre score to the mid score. This again will help them see
which areas they need to improve on. I will go over each component again and what
they should look like during game play. I will complete a post-assessment for each
student and record their progress.
18. Evaluation: Student assessment (Informal)(Appendix II)
Fitness Logs
For each fitness day (Tuesday and Friday) Students will have a chance to work
out in the weight room and record their exercises. This Fitness log will be used as an
informal observation to see if students are completing their workouts and participating
in class. This is also used as a formal record for students to track their workouts.
19. Evaluation: Grading
Assignment
Effort/Participation
- Changed
- Workouts (Fitness Days)
- Participation
- Effort
Formal Evaluation
- Pre – Game Assessment
- Mid – Game Assessment
- Post - Game Assessment
Total
Grade
70 pts
30 pts
-
17.5 pts
17.5 pts
17.5 pts
17.5 pts
10 pts
10 pts
10 pts
100 pts
Volleyball
DAY 1
Standard:
NASPE Standards;



Standard # 2
Standard # 3
Standard # 4
NH Guidelines;



Guideline # 4
Guideline # 1
Guideline # 2
Lesson Objective:
1. Students will be able
to perform the bump
when passing the ball
to a partner.
2. Students will be able
to perform the set
when setting the ball
to a student for a
spike.
3. Students will
communicate during a
full sided game of
Volleyball.
Unit Assessment and Grading
Criteria
30% - Assessment Scores
Pre – 10%
Mid – 10%
Post – 10%
70% - Effort/Participation
Changed – 17.5%
Workouts (F)– 17.5%
Participated – 17.5%
Effort – 17.5%
Pre-Assessment:
Game Assessment – Students
will be given the game
assessment. This will show
them the rubric and what to
expect when being assessed.
High School
DAY 2
Standard:
NASPE Standards;



Standard # 2
Standard # 3
Standard # 4
NH Guidelines;



Guideline # 4
Guideline # 1
Guideline # 2
Lesson Objective:
1. Students will be
physical active in the
weight room by
completing exercise
and filling each
exercise their fitness
logs.
2. Students will be able
to create fair teams by
teaming up higher
skilled students with
lower skilled students.
Introductory Activity:
Dynamic Stretching
Skill/Concept Development:
Fitness days are every
Tuesday and Friday. This will
be a fitness day.
Culminating/Application
Activity:
1. Introduction to the
Weight room.
2. Workout Logs
Closure:
1. Fort next class we will
give you more time to
fill out your workout
4 Day
DAY 3
Standard:
NASPE Standards;



Standard # 2
Standard # 3
Standard # 4
NH Guidelines;



Guideline # 4
Guideline # 1
Guideline # 2
Lesson Objective:
1. Students will call each
serve when playing a
small sided game of
volleyball by the end
of class.
2. Students will call the
ball before they get it
when playing small
sided games of
volleyball.
3. Students will be able
to demonstrate their
understanding of
volleyball by playing a
small sided (2v2) game
of volleyball.
Mid-Assessment:
Game Assessment – When
students are playing their
games I will assess each
player on the game
assessment rubric.
Introductory Activity:
1. Dynamic Stretching
2. Workout Logs –
Continued from last
class
Skill/Concept Development:
During the games I will assess
the students.
Introductory Activity:
1. Dynamic Stretching
2. 8 minute abs
Skill/Concept Development:
Bump
Extension
 Student tosses the ball
up and bumps once
and then catches the
ball
 Same as above but
with two bumps, then
three, four and finally
five
 After five bumps in a
role to self students
will then bump back
and forth to partners
Refinement
 Students will selfassess themselves
 Partner assessment
 Use the bump in a
game like situation
Application
 Use bump to pass to a
partner with no net
 Bump to partner over
the net
 Bump in a game of
volleyball
Underhand Serve
Extension
 Serve to partner (No
net)
 Serve to partner with
net
 Serve during a game
Refinement
 Self-assessment on the
logs if there was not
enough time in class
today.
2. Remember to review
your study guide, we
will practice some
skills and play small
sided games of
volleyball tomorrow.
Assessment:
Work Out Logs – During
fitness days the students are
given time to complete a
workout retinue in the weight
room and they must fill out
their logs.
Bump, Set, Serve
Refinement
 Use the skills in a
game like situation
Application
 Perform the skills over
the net
 Perform the skills in a
game of volleyball
Culminating/Application
Activity:
Volleyball – Small sided games
Closure:
1. Where do you serve
from? How do you
serve?
2. What are the three
skills? Why do we use
each skill?
3. What is the sequence
of the skills during a
game?
4. How many people can
play on a team?
5. When do you score a
point?
6. What are the
positions?
underhand serve
Use underhand serve
during the game to
practice skill
Application
 Use underhand serve
during practice
 Use during a small
game of one on one
 Play doubles while
using the underhand
serve
Set
Extension
 Set back and forth
over the net to a
partner
 Use set during a game
Refinement
 Self-assessment of the
set
 Practice skill during a
game like situation
Application
 Use the skill during a
game
 Use set in competition
to see how many you
can set in a row
Culminating/Application
Activity:
1. Volleyball Rules and
Regulations
2. Game Play

Closure:
1. Give students Handout
of volleyball skills.
2. Highlight the
important information
and what will be on
the post-assessment.
3. Is there any questions
on the 3 skills we
reviewed today?
DAY 4
Standard:
NASPE Standards;



Standard # 2
Standard # 3
Standard # 4
NH Guidelines;



Guideline # 4
Guideline # 1
Guideline # 2
Lesson Objective:
1. Students will be able
to create co-ed teams
before playing a small
sided game of
volleyball.
Introductory Activity:
1. Dynamic Stretching
2. 8 Minute Abs
Skill/Concept Development:
Bump, Set, Serve
Refinement
 Use the skills in a
game like situation
Application
 Perform the skills over
the net
 Perform the skills in a
game of volleyball
Culminating/Application
Activity:
Ladder tournament
(Volleyball)
Closure:
1. Review notes from
Volleyball Handout
and Post-assessment
Day 5
Standard:
NASPE Standards;



Standard # 2
Standard # 3
Standard # 4
NH Guidelines;



Guideline # 4
Guideline # 1
Guideline # 2
Lesson Objective:
1. Students will be able
to demonstrate their
understanding of
volleyball by playing a
full sided (4v4) game
of volleyball.
2. Students will
demonstrate their
understanding of the
three volleyball skills
(Bump, Set, Serve) by
performing each in a
full sided game of
volleyball.
3. Students will
communicate with
teammates during a
full sided game of
Volleyball by calling
out specific plays.
Post – Assessment:
Game Assessment - When
students are playing their
ladder tournament I will
assess each student on their
game assessment rubric.
Introductory Activity:
quiz.
2. Ask questions from
Post-assessment.
3.
Assessment:
Informal Observation –
Students will be verbally
asked questions about
volleyball and they will be
observed while playing small
sided games of volleyball.
1. Dynamic Stretching
2. Fitness Logs
Skill/Concept Development:
Bump, Set, Serve
Refinement
 Use the skills in a
game like situation
Application
 Perform the skills over
the net
 Perform the skills in a
game of volleyball
Culminating/Application
Activity:
Ladder Tournament
(Volleyball)
Closure:
1. Our next unit will be
floor hockey!
2. Research online how
to play floor hockey
and come up with one
question you have
about floor hockey.
20. Substitute Lesson Plan (Appendix V)
The Sub Lesson Plan can be found in the Appendix
21. Alternative Facility/Rainy Day lesson plan (Appendix VI)
The Alternative Lesson Plan was created if the Gymnasium was not available and going
outside was not an option.
22. Resources

Anne & Mary Wenstorm, Volleyball Unit Plan, Terms (2014).
http://homepages.gac.edu/~mwenstro/volleyballunit.pdf

PE Central. (n.d.). Activity Cue Search Results. PE Central: Physical Activity Cues.
Retrieved April 2, 2014, from http://www.pecentral.org/lessonideas/Cue
23. Block Plan
24. Appendix
I.
II.
III.
IV.
V.
VI.
Pre Assessment Techniques
a. Quiz – Pre Assessment (Cognitive)
b. Game Assessment (Psychomotor, Cognitive)
Instructional Aids
a. Volleyball Handout
b. Health Related components Handout
c. Exercise Machine Posters
d. Workout Logs
e. Game Assessment Rubric (Appendix I)
f. Game Assessment, Self Assessment (Sub-Lesson)
Non-participant
Evaluation: Student assessment (Formal)(Appendix I)
Substitute Lesson Plan
Alternative Facility/Rainy Day lesson plan
Volleyball
Pre – Assessment
Name ______________________________________Block__________Date_______________
1. What are 3 skills used during a game of volleyball?
2. Where is a player positioned when serving the ball?
3. Can a ball be hit twice in succession?
4. What is the maximum number of hits that a team gets to return the ball over the net?
5. When rotating, what direction does the team move?
6. What is the importance of the setter?
7. Who is supposed to have the second hit/touch on the ball?
8. How many players are on the court for one team?
9. When the ball is served what skill is best to contact the ball?
10. Explain why the spike can be an important skill in volleyball?
VOLLEYBALL GAME ASSESSMENT RUBRIC
Student Name ______________________________ Block
__________
Assessment guide:
5 = always or almost always - 90% of the time
4 = often - 75 to 89% of the time
3 = sometimes - approx. 50 to 74% of the time
2 = rarely - less than 50% of the time
1 = never
CRITERIA
Pre Score
Mid Score
Post Score
Ready Position: ready for play and in the appropriate position. Anticipates
where the ball is going and moves to the ball and is ready to make the next
play.
Teamwork: plays own position, sets it up for others to hit, and encourages
others.
Sportsmanship: Plays by all rules, acknowledges good plays by the
opponent, and encourages teammates to do their best.
Skill Execution: uses and successfully executes a variety of hits and is able
to serve successfully.
Game Knowledge: knows the rules, knows hot to keep score, knows the
score, can tell a legal hit from an illegal hit, knows the boundaries, knows
when to use each skill
Total Score
/25
/25
/25
Volleyball
The Serve
 Server must serve from behind the end line until after contact
 Player in the Right Back (RB) begins serve, alternate servers every scoring play
 Ball may be served underhand or overhand
 Served ball may graze the net and drop to the other side for point
 Serve must be returned by a bump and then sending the ball over the net
Scoring
 Rally scoring will be used.
 There will be a point scored in every rally.
 Offense will score on a defense miss or out of bounds hit.
 Defense will score on an offensive miss, out of bounds hit, or serve into the net.
 Game will be played to 25 pts.
 Must win by 2 points.
Rotation
 Team will rotate each time they win the serve
 Players shall rotate in a clockwise manner
 A regulation game is played with 6 players on each team
Playing The Game
 Maximum of three hits per side
 Ways to contact the ball – Bump, set, serve underhand, Spike (These are the skills that
will be on the quiz)
 Normal rally goes in this order – Bump, set, serve (but is not limited to that order)
 Player may not hit the ball twice in succession
 Ball may be played off the net during a volley and on serve
 A ball touching a boundary line is good
 If two or more players contact the ball simultaneously, it is considered one play and the
players involved may not participate in the next play
Health Related Fitness Components
There are five components of physical fitness (Flexibility, Muscular Strength,
Cardiovascular Fitness, Body Composition & Muscular Endurance) that help us to stay
healthy. Match each to the definition below:
Cardiovascular The ability of the heart, lungs and circulatory system to deliver oxygen to the
body so that it can work for long periods of time.
Flexibility____ The ability to use your joints through a wide range of motion.
Body composition The percentage of body weight that is fat. Too little or too much body fat
can cause health problems.
Strength______The amount of force your muscles can produce over a short period of time.
Muscle
Endurance___ The ability of your muscles to work for long periods of time (standing, running)
without tiring.
Non-Participant Worksheet
Name:_____________________________________Date__________________Block________
1.____________________ How many players are there on a volleyball team?
2.____________________ Is it legal for a player to touch the net?
3.____________________ How many points make up a volleyball game?
4.____________________ In order to win a game, a team must be ahead by how many
points?
5.___________________ What direction do you rotate on the volleyball court?
6.___________________ In a game, when do you rotate?
7.___________________ When calling the score, whose score do you call first?
8.___________________ Can the receiving team score points?
9.___________________ How many hits is a team allowed before the ball must travel back
over the net?
10.___________________ If the ball lands on the sideline, is the ball in bounds or out?
11.___________________ Is it legal for the same player to contact the ball twice in a row?
12.___________________ In a game is it legal to step on the centerline?
13.___________________ When serving, can the server step on the back line?
14.___________________ Is it legal to help a serve over the net?
15. There are three hits used most successfully while playing volleyball.
Name them in the order they should be used.
1.________________________ 2.________________________ 3. ________________________
Date: Sub
– Lesson
Unit: Volleyball
Lesson #: Sub-Lesson
Grade Level: High School
# in Class:
School: Kingswood High School
Teacher: Matt McGuigan
Supervisor: Jason Walsh
17
Standards
Assessed
National Standards
NH PE Guidelines
Standard 5 - The physically literate individual recognizes the
value of physical activity for health, enjoyment, challenge,
self-expression and/or social interaction.
NH PE 1
Standard 2 - The physically literate individual applies
knowledge of concepts, principles, strategies and tactics
related to movement and performance.
Standards
Addressed
NH PE 4
NH PE 3
Standard 3 - The physically literate individual demonstrates
the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
Lesson Outcomes (Objectives)/ Evaluative Criteria
Equipment
-
1. Students will participate in volleyball for more than 30
minutes by the end of class. (NASPE 5)
2. The students will complete the self assessment by
rating themselves 1 – 5 on components of volleyball.
(NASPE 2)
3. Students will work together in teams to successfully
pass the ball 5 times in one game of volleyball. (NASPE
2)
4 Nets
15 Volleyballs
Self-Assessments
Fitness Logs (Located in
the weight room)
Assessments: (connected to objectives); (attach assessment tools):
Self Assessment – Record – Students will complete a self assessment using the game assessment that
covers the components of the volleyball unit.
Interdisciplinary Connections: (Refer to NH DOE Curriculum Guidelines)
Math – Students need to keep score throughout each game they play.
Math – Students need to calculate their scores to complete the game assessment.
Time
Learning
Experience/
Procedure
Formation
Points of
Emphasis/Teaching
Activity/Concept
and/or
Assessment Task
Cues/Safety Concerns
(Indicate
Teaching Style)
(Label Content
Analysis: E, R, A)
Change
-
5 min
-
5 min
5 Minute Jog
-
10 min
Dynamic
Stretching
-
30 min
Weight Room
-
-
30 min
Volleyball
-
Students will
automatically
come into class
to change
Should take no
longer then 5
minutes
Play the CD
Player
Students will
begin to jog
After 5 minutes
have them walk
2 laps then line
up on the
sidelines
-
There is a
student leader in
each class, they
will lead the class
in the dynamic
stretches
When entering
the room have
students get
their Fitness Logs
out and a pencil
They will begin
to workout
Make sure they
are recording
each exercise
The nets should
be set up before
-
-
-
-
-
If students
are in their
for more than
5 minutes
send a
student in to
get them out.
Make Sure
they are
running in the
same
direction
They are
graded on
participation
if they are not
jogging they
are not
participating.
Again if they
are not
involved that
is points off
for not
participating
NO Dead lifts,
power squats
or any types
of squats, and
no bench
press.
They should
be doing low
weight high
reps for today
-
-
-
5 min
Self Assessment
-
-
5 min
Change
class
Have students
match up for
teams at each
court
When they are
ready give them
a ball and they
have 4 minutes
for each game.
After 4 minutes
the winning team
moves up one
court and the
losing team
moves down one
court.
Give students the
self assessment
rubric
Once completes
have them return
them to you and
they may go
change for the
end of class
You may put out
basketballs for
student that
change quickly
and are waiting
for the bell
What is expected of the non-participant?
There is a volleyball cues sheet on my desk. If there is students that can not participate in class
due to injusrys they can make a poster of the cues. For students that are disabled there is a
beach ball and an Omniken™ ball they can use to play volleyball. They may also play pass with
their paras instead of playing a full game if they want.
Date:
Alternative
Lesson Plan
Unit: Volleyball
Lesson #: Alt. Lesson
Plan
Grade Level: High School
# in Class: 15
Standards
Assessed
School: Kingswood
High School
Teacher: Matt
McGuigan
Supervisor: Jason Walsh
National Standards
NH PE Guidelines
Standard 5 - The physically literate individual
recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social
interaction.
NH PE 1
Standard 2 - The physically literate individual applies
knowledge of concepts, principles, strategies and
tactics related to movement and performance.
Standards
Addressed
NH PE 4
Standard 3 - The physically literate individual
demonstrates the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity
and fitness.
Lesson Outcomes (Objectives)/ Evaluative Criteria
1. Students will apply the 3 skills learned in class
to a game like situation by playing sit
volleyball. (NASPE 4)
2. Students will communicate during a small
sided game of Volleyball. (NASPE 4)
NH PE 3
Equipment
-
4 beach Volleyballs
A line of chairs or
desks (Net)
Fitness Logs
Assessments: (connected to objectives); (attach assessment tools):
Informal Observation – Students will be observed while playing sit volleyball. They will be
given feedback that will help them improve their forum or other aspects of volleyball.
Interdisciplinary Connections: (Refer to NH DOE Curriculum Guidelines)
Math – Students will have to keep track of their scores of each game.
Tim
Learning
Procedure
Formatio
Points of
e
Experience/
Activity/Concep
t and/or
Assessment
Task
n
Emphasis/Teaching
Cues/Safety Concerns
(Indicate
Teaching Style)
(Label Content
Analysis: E, R,
A)
Change
5
min
-
-
1
min
Transition
-
5
min
5 Minute Jog
-
-
Students will
automatically
change
After Changing
they have
chooses for free
play until class
begins
Once all
students are
out of the
locker rooms
have them line
up for the 5 min
jog
Begin music
“Go Signal” for
the five minute
jog
When music
stops walk 2
laps then line
up on side line.
-
-
10
min
Dynamic
Stretching
-
When
everyone’s on
the sideline
For credit
the
student
must be
joking
points are
not given
to
students
walking.
Be
carefully
of the
pillars
protruding
the walls.
Have the class
leader begin
and run this
activity.
1
min
Transition
begin the
dynamic
starching.
-
-
35
min
Weight Room
-
-
-
1
min
Transition
20
min
Sit Volleyball
(In Open Class
Room)
-
This is like
volleyball the
only difference
is that the
students are
sitting and the
net is a line of
desks or chairs.
-
-
-
Have students
get pencil and
fitness log from
the class folder
Then walk to
the weight
room
Begin workouts
as soon as you
walk in
Make sure they
get their 100+
calories Cardio
workout
Should be doing
3 sets of 10 for
each exercise
Return fitness
logs and pencils
Go to class
room, or dance
room if
available
Have students
match up for
teams
Teams then find
a court and sit
at each court
until further
instruction
When each
team is ready
they can get a
beach ball and
begin their
games
-
-
Do not
spike
hard, in
this
smaller
space it is
easy to
break
something
.
No
jumping
up from a
seated
position,
you may
hurt your
5
min
Closer
Have students
remained
seated at their
courts. This will
decrease
transition time
to get right into
the closer.
-
-
-
5
min
Change
-
Have students
return balls and
have them
remain seated
where they are
Go over the
skills used and
demonstrate
what they look
like.
Tell them what
to expect for
next class
They can now
go change
put out
basketballs for
student that
change quickly
and are waiting
for the bell
back or
another
body part.
1. What is a
bump? How
does it look?
2. When is the
best time to
use a spike?
3. When is it
good to use
the set?
What is expected of the non-participant?
There is a volleyball cues sheet, If there is students that can not participate in class
due to injusrys they can make a poster of the cues. For students that are disabled
there is a beach ball and an Omniken™ ball they can use to play volleyball. They may
also play pass with their paras instead of playing a full game if they want.
Volleybal
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