Christopher Ngo

Tiger PRIDE

11/3/14

GRADE LEVEL:
4rd Grade
CLASS SIZE:
22 students
LESSON LENGTH:
30 minutes
UNIT:
Volleying
LESSON #:
1 of 2
LESSON FOCUS:
two-hand passing (set) and bump
PREVIOUSLY LEARNT SKILLS:
overhand throw, underhand throw, softball
pitch, high and low catching techniques, spatial awareness, personal space, general space,
high-med-low levels
FACILITITES:
Blacktop/Grass
EQUIPMENT:
Volleyballs for each student

Student Learning Outcomes (SLOs):

Psychomotor: SWBAT perform safe two-handed overhand passes and 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 as individuals to make a
pass for accuracy towards target. SWBAT explain the importance of each cue of the
skill. SWBAT determine which pass is necessary to use
Affective: SWBAT include positive attitudes and spatial, as well as body awareness
concepts in this lesson in order to effectively accomplish the task(s). Effective traits can
include: smiling, high-fives, positive dialogue, encouragement, positive feedback for
strategies for safe and correct bumping 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: Simon Says

Time: 1 minute
Have students spread out on one side of the court or along a line. Instruct students that they
will be participating in Simon Says. Incorporate red light-green light, various locomotor
skills, and dynamic stretching/warm-up activities with this instant activity. Be creative and
fun!

Time: 4 minutes.

Christopher Ngo

Tiger PRIDE

11/3/14

Body of Session: Catch and throw with partners : 21 minutes

Activity
Individual practice into partners
#1
Time
21 minutes
Set up
X
X
X
X
X
X
X

This is the partner set-up. Individual practice will be less organized as students will find
their own space to practice
Activity/COTS
Demo: Students will be instructed
on the cues of the skill for a bump.
Cues are knees bent, hand-in-hand
with thumbs together, arms
parallel to the ground, eye on the
ball, shrug.
1 min.
Explain to the students that they
will practice with themselves to
work on the skill then transition
into partners later in the lesson.
2 min. Students practicing
30 sec

Refinement

1 min.

30 sec

2 min.

2 min

Key Words:
Hand-in-hand, knees
bent, shrug, eye on
the ball, arms parallel
Teacher movement:
reinforce Affective
objective
Refinement: challenge students to Reinforcing Affective
see how many reps/consecutive objective
bumps they can do in two minutes.
Students practicing.
Teacher movement:
reinforce Affective
objective
Transition/Re-group:
quick Key words/cues:
discussion about the strategies hand like a diamond,
about maintaining ball control look through the
with the bump and introduce two- diamond, absorb ball
handed overhead pass. Have a with finger pads,
student demonstrate
extend elbows and

Organization
Semi-circle

Semi-circle
around teacher

General
activity space
Students
in
General Space
Students
in
General Space
Semi-circle

Christopher Ngo

Tiger PRIDE
push hands out.
Reinforce Affective
objective, high fives
for great form,
correct bumps

4 min.

Students practicing

2 minute

Regroup, discuss strategies for

overhead passing and get into
partners to work on both bumping
and setting
Students practicing
Reinforce Affective
objective: positive
constructive feedback
Equipment Pick Up: as a team
collect equipment from a station
and place together in a designated
equipment area.

5 min

1 min

11/3/14

Whole class in
GS

General space

Closure: 4 minutes
Class reviews what skills we learned today: overhead passing, bumping
Time: 2 minutes.
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
Time: 1 minute.
Discuss what students will be doing next class period and how what they learned in
your lesson will transfer into the next.
Time: 1 minute
Class ends with high-fives on exit.

Assessment:
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
3
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?