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2. Expectation(s)
Expectation(s) (Directly from the Ontario Curriculum):
- Demonstrate the development of movement skills in a variety of physical
activities(e.g., performing such skills as on overhead serve in volleyball, a
parallel turn in down-hill skiing, or a j-stroke in canoeing);
- Apply movement principles to refine their movement skills (e.g. using all of
the joints that can be effectively used to produce maximum force, as in an
overhead clear in badminton or a slapshot in hockey);
Learning Skills:
- Students will learn and demonstrate the proper steps/technique of an
overhead serve in volleyball;
- Physical skills as well as knowledge and understanding will be applied;
3. Content
What do I want the learners to know and/or be able to do?
Today learners will:
- Be introduced to the overhead serve in the game of volleyball;
- By the end of the lesson, students will :
o Identify how to properly do an overhead serve (steps and technique);
o Demonstrate and apply the movement skills associated with an
overhead serve;
o Apply principles in order to refine the overhead serve (power, speed,
hitting a target);
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale,
rubric)
Based on the application, how will I know students have learned what I
intended?
- This lesson is intended as an introduction type lesson;
- During the activities, the teacher will get a general understanding of what
5. Learning Context
A. The learners
What prior experiences, knowledge and skills do the learners bring with
them to this learning experience?
o Learners will identify vocabulary and technique they have already
seen/practiced in the game of volleyball (for example, technique of
the underhand serve);
o Students will have a general understanding of the overhead served
based on what they already know about the underhand serve
(proper technique and positioning of body parts);
o This will allow the teacher to get an understanding of what students
already know and where they need to go in their learning
experience;
o Students will participate in open discussions and practice
throughout the entire lesson, allowing them to be engaged in their
learning and discuss/demonstrate their prior knowledge;
o Students may reference personal experiences and stories they have
encountered and/or practiced;
For students with IEPs, the teacher must follow the specific
goals of the students plan
Adapting goals by varying equipment and varying practice
time
These students can also be paired with peers in order to
encourage team work and participation
B. Learning Environment
- The lesson will take place in the gymnasium;
- All students must be in proper uniform and follow safety rules/regulations;
- Students must remember that this is an open learning environment for all;
C. Resources/Materials
- Materials:
o Volleyball net (one or two courts, depending on the size of the
gymnasium)
o Volleyballs (one per student is possible)
o Floor tape
o Hula hoops
- Resources:
o The Ontario Curriculum, Grade 11 and 12: Health and Physical
Education, 2000
o London District Catholic School Board , Physical Education Resource
Units, 1997
6. Teaching/Learning Strategies
INTRODUCTION (~10 15 minutes)
- The teacher must always take attendance at the beginning of class;
- The teacher will ensure all students are properly dressed and in uniform
(checking that shoe laces are tied, piercings are covered, jewellery is
removed, etc.,) to ensure safety of all students;
- The teacher will then present todays expectations:
o Demonstrate the development of movement skills in a variety of
physical activities(e.g., performing such skills as on overhead serve in
volleyball, a parallel turn in down-hill skiing, or a j-stroke in canoeing);
o Apply movement principles to refine their movement skills (e.g. using
all of the joints that can be effectively used to produce maximum force,
as in an overhead clear in badminton or a slapshot in hockey);
- The teacher and students will then write the success criteria together (in a
language students can understand) in order for students to be aware of what
they will be learning today;
- For example, success criteria for these expectations may be:
o Demonstrate the proper technique used for an overhead serve in
volleyball;
o Apply different principles to refine the overhead serve (varying power
and hitting a target);
- Students are now aware of the learning expectations for the lesson and the
teacher can begin the lesson;
This activity will allow students to practice and refine the skill on their own;
Each student will have a volleyball and will practice the overhead serve to the
wall;
The teacher can ask students to stand at specific line (or use floor tape if
lines are not properly identified);
Student must make sure they have enough space to ensure safety;
Students will practice each step, serving the ball in a gentle controlled
upwards arc to a designated square on the wall;
The ball is caught on return from the wall;
Students will repeat this drill while teacher circulates and helps students to
refine techniques;
The teacher also models during this time to allow students to compare and
visualize the proper steps of the serve;
Clean up:
- Students who helped set up the net and take out volleyballs will be asked to
do the clean up;
- It is important to note that these students must always rotate as all students
o Behaviour
o Class size
o Team building
o Accessibility
In addition, it is always important for the teacher to communicate with the
student and /or parents who are not able to fully participate during class.