Dr.

Wyant (2014)
GRADE
LEVEL:

4th grade

CLASS SIZE:

20 Students

LESSON
LENGTH:

30 Minutes

UNIT:

Volleyball

LESSON #:

4 of 4

LESSON
FOCUS:

Passing (bumping) and Setting incorporation

PREVIOUSLY
LEARNED
SKILLS:

Passing (bumping), underhand throwing, spatial awareness,

cooperative learning

FACILITIES:

Black Top/ Grass Area/ Main Gym

EQUIPMENT

5 (different colored) polyspots

10 Volleyballs
1 whistle

Student Learning Outcomes (SLOs):

Psychomotor: SWBAT perform safely a set or bump passes by correctly executing the
cues of the skill. SWBAT receive these passes and perform the correct skill to return the
pass.
Cognitive: SWBAT discuss the strategies they implemented individually and as a team
to make a pass or set accurately towards their desired target. SWBAT verbally explain the
importance of each cue of the skill for adjusting distance and force.
Affective: SWBAT include positive attitudes in order to effectively accomplish the
task(s). Positive attitudes include: smiling, positive dialogue, encouragement, positive
feedback for critiquing and strategizing for safe and correct bump passes and setting.
Health-related: SWBAT recognize the physiological responses to exercise and will be
engaged in MVPA for at least 50% of the lesson time.
Instant Activity: I See, I See.
Teacher will lead the activity then a student will be the leader. All students will face the
leader and listening for the instructions. When the teacher tells the students to act like, for
example a monkey, the students will act like monkeys.
5 Minutes

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Dr. Wyant (2014)

Activity #1

Jugglers

Time

21 Minutes
Set up

Time

Activity/COTS

Refinement

Organization

Passing
(bumping)
COTS:
Hand-in-hand,
knees bent,
shrug, eye on
the ball, arms
parallel.

1 Minute

Introduction:
Students will go over the COTS
they learned the day before for
setting and review passing
(bumping) a volleyball. All
students will stand up to
demonstrate the proper arm
technique for setting and passing
(bumping) with a person close to
them, without a volleyball in hand.

10 Minutes

Rallying:
Students will be grouped into 3s to
rally the volleyball ball with first
bumping then with setting.

General Space

10 Minutes

Rallying (larger groups):

Two groups of 3s will be grouped
together and they must try to set or
bump to each other without
dropping the volleyball. Keeping
communication is key.

General Space

Setting COTS:

Arms in the
air, hand like a
diamond,
knees bent,
eyes on the
ball through
diamond,
elbows bent,
extend elbows.

Home Base
Line.

!2

Dr. Wyant (2014)

Closure: 4 minutes
Class reviews what skills we learned today: overhead passing (bumping) and setting.
Class discusses strategies to keep good personal space and the importance of each cue
of the skill. Ask about the cues for passing and bumping, and other strategies used to
complete the skill.
Discuss what students will be doing next class period and how what they learned in
your lesson will transfer into the next.

Assessment plan
In addition to the systematic observations that will assess motor differences, time spent
in physical activity; you should spend this session assessing the affective skills of your
students and cultural differences you may see emerge. Take notes on the following and
include in your reflection journal:
- What languages did you hear the students speak?
- Who did the students partner with if given a choice?
- During down time who did the students socialize with?
- Were the students able to work effectively and without conflict with their
partners/teams? If not, what factors seemed to be causing conflict?
- What evidence of teamwork/communication did you see? (e.g. high fives etc)
- Did the students request any activities/sports? If so, what were they?
- What role does Maria play? How do the students respond to her? Does their
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?

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