Unit Plan Volleyball

7/29/2019 Unit Plan Volleyball

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Volleyball

Kristina Cavallo

Hillside Grade Elementary School

New Hyde Park Garden City Park SD

Grades 3-6

Jan 3 2012- February 17 2012



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Bulletin Board

I chose to do the bulletin board during my volleyball unit. I decided to use bright colors and

pictures to engage my students in the upcoming activities. I thought it was important to list a few of the

major vocabulary words for the volleyball unit. These words included talking, setting, bumping, serving,

the net and teamwork. The use of teamwork was important because it was something we used during

every class. I also decided to make the bulletin board more 3-dimensional. I cut a ball in half so that it

would look like it was sailing over a “volleyball net” that I attached. The students were fascinated by the

3D approach and that they could touch, see and feel the volleyball and net. I also included two famousvolleyball players (one male and one female) with their pictures and statistics to give the students more

knowledge of the sport and a role model to follow. I wanted them to be excited to see the bulletin board

and get ready to participate in the unit. The fact that the board was more “lifelike” made all of the

students stop and look at the vocabulary words and pictures. I received a lot of positive feedback and

the students really enjoyed my presentation.



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Section Two

Introduction:

Volleyball is a valuable part of physical education curriculum. It promotes physical activity and is

a game that everyone can play and enjoy. There is no physical contact between students which is good

for students who are afraid of getting hurt others with more athletic skills. Volleyball is a great sport to

practice and improve hand – eye coordination and it also requires a lot of team work and

communication. Students in this unit will be working together with partners and groups and must be

able to communicate cooperate and strategize to be successful.

This unit is directed for students in grades three through sixth. It focuses on teaching the core

skills of volleyball and provides students with large amounts of practice time in every class. It is

important that students learn the skills such as forearm pass and setting because those skills lay the

foundation for their success/ involvement in the sport/activity. Students must be given adequate skill

practice so that they can participate more effectively in class. Students that learn to volley the ball,

control their passes and work together will be much more successful and enjoy the unit. During the first

three lessons I will introduce to students the proper way to use the forearm pass. They will practice the

forearm pass in a variety of drills such as self-toss, with a partner and with a group. The next two days I

will introduce to the students the proper way to use the set. Students will participate in a variety of drills

to practice this skill as well. The next two classes will involve personal best skill challenges with stations.

The students will perform both the set and forearm pass while rotating through stations. The remaining

classes will allow students to play modified volleyball games (5 on 5 or 6 on 6) on a full court with a net.

The students will learn proper positioning and will implement the skills they have learned/practiced in

the games.

The unit will be 10 classes long. Each lesson will be 40 minutes in length. The students in third

grade will use beach balls as their “volleyball” and grades four through six will use volleyball trainers.



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Skill learning will take place on their own, with a partner, with a group, during different challenge

stations and during game play. The capstone activity for this unit will allow the students to play modified

volleyball games on a full court with nets. The remaining three classes will allow the students to practice

volleying the ball over the real net, use the skills such as set and forearm pass and work together with

their teammates to participate in a modified game. Students will not be keeping score during the first

two full net classes as their goal is to continue to volley the ball over the net between the two teams.

During the last day of the unit, the students may keep score if they like but the main focus is on their

implementation of the volleyball skills, not on the winner of the match. The teams will also rotate to play

each other and face different competitors. (Skill challenges during lesson 6 and 7 area also culminating

activities because the students are using the skills they have been practicing to do their best.)

Teaching to the Standards:

During this unit I will teach to the NASPE and NYS learning standards. I will address Standard 1, 2

and 3 for New York State. Standard one will be implemented every lesson in that students will have the

knowledge and skills to maintain physical fitness because they will be working on their fitness at the

beginning of each class. They will be performing different exercises, using “medicine balls” and

performing agility ladders. Students will also be participating for the majority of each lesson with active

practice time.

Standard 2 will be addressed because students will learn in a safe and healthy environment.

Safety rules were put into effect each lesson and the students followed them. Students will also

communicate with each other during the lesson to prevent accidents.

Standard 3 will be addressed during the technology portion of the unit. The students will use

their community resources to look up the origin of volleyball as a homework assignment. Students will



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also watch a video of a live college volleyball game, and be encouraged to attend volleyball games in

their community. Students are also encouraged to play volleyball outside of class as it is a lifelong

activity. With regards to the NASPE standards, 1, 2 and 5 will be addressed each class.

Safety:

Safety issues for the unit pertain to the equipment and student behavior. Students will not move

around the gym unless they are told to do so. Multiple students will be moving throughout the gym at

the same time. Therefore, students must be aware of other classmates and equipment at all times in

order to prevent collisions. Students will respect the equipment, put pieces back neatly, and watch their

step when moving around the gym. Students may also use “bumpers” (hands up in front) if they feel

that they might have a collision. Students will always check their surroundings to ensure that they are

being safe and avoiding accidents. Students will follow the teacher’s instructions at all times.

Students will not throw/kick the volleyballs at their classmates. All students must be wearing sneakers,

properly dressed in athletic gear, and not wearing jewelry.

Assessments:

This unit contains a variety of assessments. Each lesson the teacher will be observing student

behavior and effort as well as giving them corrective feedback during their practice. There will be verbal

questioning during the lesson. I will recite the cues for the set and forearm pass. I also placed two

posters on the wall in the gym for visuals that contained the cues for each skill. This will help students

remember the cues during the lessons. The first assessment was a research homework assignment on

the origin of volleyball. The next assessment contained partner task sheets were group members

recorded each other’s total points and scores at their stations during lesson three. Another assessment



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contained a partner assessment sheet where each student recorded the scores of their partner and

wrote comments. Another assessment for the class participating in the TWS was a rubric checklist that

rated each student’s ability to perform the forearm pass.



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Section 3

Psychomotor Objectives:

TWSBAT perform the forearm pass correctly in the drills and activities throughout the unit.

TSWBAT perform the set correctly in the drills and activities throughout the unit.

TSWBAT volley the ball back and forth to a partner during partner practice throughout the unit.

TSWBAT perform the forearm pass or the set correctly, depending on the height of the toss given to

them during the drill.

TSWBAT utilize the forearm pass and the set in a modified volleyball game at the end of the unit.

TSWBAT make a proper “rainbow toss” to their partner throughout the drills in the unit.

TSWBAT attempt an underhand volleyball serve during their modified volleyball games at the end of the

unit.

TSWBAT demonstrate proper motor skills (bumping ,setting, tossing, catching,) during team play in a

modified game of volleyball.

Cognitive Objectives:

TSWBAT verbally list and explain the cues for the forearm pass with 100% accuracy.

TSWBAT verbally list and explain the cues for the set with 100% accuracy when asked by the teacher.

TSWBAT recognize when they should use the bump and when to use the set based on the height of thetoss from another student.

TSWBAT differentiate between a set and a forearm pass during skill practice and game play during each

lesson.

TSWBAT explain to the teacher the inventor of volleyball, where it was invented and when it was

invented at the end of lesson one.

TSWBAT develop strategies for maintaining a “volley” between both teams during a modified volleyball

game.

TSWBAT recognize the proper form required to bump and set a volleyball accurately (learn the cues)

when working with a partner.

TSWBAT understand and incorporate the rules and etiquette of volleyball. They can also incorporate this

during team play.



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Affective Objectives:

TSWBAT work successfully, cooperatively and patiently with a partner while practicing skills throughout

the entire unit.

TSWBAT work together in a positive way with a group throughout the entire unit.

TSWBAT communicate with a partner and group during drills throughout the unit.

TSWBAT reach a common goal with their partner by cooperating during each lesson.

TSWBAT exhibit sportsmanship (act polite, say “good game”, don’t argue,play fair, show patience etc.)

like conduct during class and game play throughout the unit.

TSWBAT show respect for others throughout the unit by encouraging others and not yelling at their

teammates during game play.

TSWBAT: cooperate and work together as a team in an inclusive and supportive way. They will also share

different roles on the team.

TSWBAT work in groups and be sensitive to the differences in physical ability levels of students 100% of

the time.



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Section 4

Facility: An indoor gymnasium, 2 full volleyball courts

Equipment:

Volleyball trainers (4—6th

grade)

Beach balls (3rd

grade)

Gator balls Agility Ladders, poly spots to create the ladders

Poly Spots

Cones

Hula Hoops

Floor spot target

Basketball hoop

DVD of Adelphi Women’s Volleyball Team Game

Projector to display the game to the class

Large volleyball nets (2 nets and poles)

List of exercises on the wall for warm ups 2 Posters- Listing the cues of setting and the forearm pass



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Section 5 Block Plan. See block plan template

(Block Plan- See attached Document)



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Section 6 Lesson Plan & Assessments.

(Lesson plans 1-10= see attached documents)

(Assessments are included in the attached lesson plans, at the end of the lessons.)



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Section 7 Include all reflections

Reflections

Week 1

The first week at Hillside Grade was new and interesting. My cooperating teacher is very

knowledgeable and experienced. After watching her first class I could see how much the students

enjoyed her teaching and respected her. I like the fact that she is very enthusiastic when teaching the

students and I can tell that it makes a big difference. I love hearing them laugh and get excited over the

games we introduce. I was introduced to the principal and other faculty members. Everyone was very

nice and welcoming. I have been getting to school early so that I can set up the equipment and prepare

for the day. I also met the students who were enthusiastic and motivated during class. The class

schedule does not have long breaks between classes because one comes right after the next. This might

make it difficult when setting up equipment for different classes.

Ms. Bayer gets them moving quickly and has good classroom management. She uses her fingers

to count 1-stop, 2-look, and 3-listen if it is noisy or the students aren’t paying attention. Most of the

students know the routine and will put up 3 fingers when they want others to stop talking. I learned that

I should not talk unless all the students are seated and looking at me. She also uses a “warning” then

“time out” and then “done for the class.” The school is k-6 so I get to work with a variety of age groups.

The gymnasium is a nice size with a full basketball court, agility ladders on the floor, and hop scotch

courts too. There are also mats used to create a barrier/border between the playing field and non-

playing area.

I liked getting to know the students but it will definitely take time to learn everyone’s names. I

didn’t realize how many students a physical education teacher sees every day. I taught Sky High and

Snake split on my second day. My classroom management went week in that I waited for quiet and used

the 3 finger strategy to get their attention. I could use a longer whistle blow when I want the children to



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freeze and stop with 2 feet. I felt comfortable teaching because I had seen these games presented by

Ms. Bayer and this made it easier.

I also lead the discussion after a class played Mission Impossible Fitness. I stopped students in

the middle of the activity when they were going the wrong way on the track and taught them the right

way to move. I asked them how they worked together and ways they could improve and motivate each

other.

On Thursday I taught my own lesson plan to a 3rd grade class. I taught Hungry Crabs for fitness,

Poison Hoop and Hooper Dooper Tag. I felt that my lesson went pretty well but reflected on things that I

could do next time. I could use a longer whistle to get the class to stop and freeze. I could review the

start and stop cues before I start. I also learned that I should use another visual when describing a game

to the class. Perhaps I use more students in demonstrations so that the visual learners can understand

better. I learned that I should group the students myself and not always give them the choice to pick

their own partners. I ran into a problem when the last boy did not want to be in a group of all girls, so I

let him switch with someone else. I might just say “get yourselves into groups of 5” next time. I used

students as helpers when placing equipment. It was more efficient to have help with clean up. Overall,

the lesson went well but there are things I could do next time.

Week 2

The second week at Hillside Grade was interesting. I felt much more comfortable teaching

lessons and getting to know the students. I taught many lessons this week to a variety of grade levels.

One major thing I learned was that it is much harder to try to teach a “double class” than a single class.

When I tried to teach the same lesson to a double first grade and double second grade class for

locomotors, I realized it was much harder to get everyone to be quiet and listen. It took much longer to



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get everyone’s attention because they were more “out of control.” This made me adapt my lesson to

spend less time on certain things to make sure we got through the main part of my lesson. I also

practiced management skills by putting up 3 fingers (stop look and listen), waiting for the class, and

letting them waste their own time until they realized they should be ready to learn. I felt more

comfortable taking control and leading the class. I know in the future to maybe even plan less when

teaching a double class because I might not get through everything. I also learned to allow more time in

my lesson when doing station work, because some of the younger grades are not familiar with rotating

and moving to different stations. It is okay not to get through everything as long as I get my main

objectives across.

Another concept that I learned last week during my lesson is that I must be very specific when

giving the students directions. I learned that they listen to everything I say very literal. For example

when I tell them to walk to a line, I must give them a specific place. During Pac Man Tag I told the class

that they must stay on a line at all times. However, I did not tell them that they could not jump over

people sitting on the lines and when I stopped the class, they thought it was okay because they didn’t

leave the line. Also when I announced for one person to stand up and help me demonstrate by the wall

during volleyball, everyone got up to help. I have to specify, “only John” next time. I think with more

practice I will fix this and be more specific with my directions.

Week 3

The third week at Hillside Grade was interesting. I felt comfortable teaching lessons started to

learn some of the students’ names. I taught many lessons this week to a variety of grade levels. One

thing I learned this week was that picking groups or drills or activities can be complicated at times.

During one of my lessons I just randomly assigned groups of 5 to work in stations. Most of the groups



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were working fine together but one group was having issues because they were loud, not on task and

distracting others. I did not change the groups but I went over to remind them to behave and stay on

task. What I should do in the future is change the groups if this happens again or give the student who is

the most distracting a “time out.”

Another incident during that same lesson was how I described the stations. Three of the stations

that were new activities to the forearm pass lesson were explained. I used a student to demonstrate the

stations and explain the task. I did not demonstrate station four because I assumed the students would

remember it, because they had practiced the same drill in the last two classes. I learned that I cannot

assume that students will remember things from other classes. Some of the students were confused

about what to do at that station or started doing something different. I learned that I should take the

extra minute to demonstrate and explain everything clearly so that students will not be able to be

confused. I must give explicit details so that they know what to do and what is expected of them.

I also found that a double class of first graders and kindergarteners are more difficult to handle.

It is much harder to get a double class to be quiet, transition and focus while I am speaking. I must learn

to wait until I get their attention to speak, rather than talk over them in order to get through the lesson.

Week 4

The fourth week at Hillside Grade was interesting. I learned that the original lesson is not the

only lesson you use during the week if you have an issue. I realized I must adapt and modify the lesson if

something does not work right or go the way I had planned. During my locomotor lesson 4 on hopping, I

originally had my first graders working in groups. Their job was to use their imagination and as a group

create different shapes, letters or patterns on the floor out of polyspots. They would have to use their

knowledge and work together to create the pattern and then take turns hopping the pattern. I noticed



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that some of the groups worked well together and others did not. Some of the students were more

concerned about who got to touch the poly spots rather than where they put it or how to hop it. I

realized that some of the students were confused because they might not have been capable of the

higher level thinking I asked of them. The next class I decided to print out packets with the patterns

already drawn out for them. This would allow them to visualize their task, and then copy it and still use

literacy. They then reproduced the patterns and worked better together. The last time they could not

visualize or follow my task enough, because they needed to see it first to understand.

Another incident I came across was during my hopping lesson 4, when the class played “snake.” I

had the students stand around the big red circle and “hop” over the rope with one foot to avoid being

bitten by the snake. I noticed that students were more inclined to jump and land on two feet over the

rope, rather than hop. I decided to then let the students jump over the swinging rope. However, if they

got bite, they would go to the “hospital” where they would perform 10 hops on 1 foot, and then be

healed and able to re-join the game. The students liked this modification and they got to practice

hopping while reviewing jumping.

When I did the literacy game of hopping with kindergarteners, I realized they needed a

modification too. Some of the kindergarteners could easily follow their packets and complete the task.

However, others struggled. I realized that next time I would just have them practice simple shapes and

patterns rather than numbers or letters. They could do a circle, triangle, square, straight line and curvy

line instead. I think this will work better when I try it next week with the other class. This way the class

will be able to read the pattern and simply connect the dots in the packet, rather than dependent on

higher level thinking at a young age. This would alleviate some confusion and still be effective because

they would be practicing shapes and hopping.



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Week 5

The fifth week at Hillside Grade was interesting. I learned that I must demand more success from

my students. I cannot just settle for getting through the lesson and having half of the students

understand something. It is important to demand more of the class and have all of them work toward

success. For example during volleyball warm up I used agility ladders. Some patterns were harder than

others. Some of the class did it correctly, while others rushed and were sloppy. It is important not to

move onto the next pattern until all of the students master the previous. I should redo the patterns until

each student does it correctly and slowly, rather than fast and sloppy.

I also decided to have my groups of students closer together when demonstrating. Rather than

having them already in their station as I move around to demo, I should have the class move with me. If

they get up and move to the new stations with me it should help keep some of their focus. The next

class I had everyone follow me and they were much more attentive and focused when I explained the

station.

I also learned that my voice sets the tone. If students are too loud, I can lower my voice to make

them be quiet so that they can hear me. I can learn to control the crowd with a whisper rather than just

raising my voice to get their attention.

Week 6

The sixth week at Hillside Grade was busy and insightful. I learned that it is okay to modify your

equipment from the original lesson. I found out that different types of equipment work better in certain

drills. During lesson 8 of volleyball, the students were practicing volleying the ball with their team on a

full court with a net. The students were having difficulty developing a volley with the trainer balls. I

decided to change the equipment. Rather than use the trainers, I offered the students a larger beach ball



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that was a little heavier than a normal beach ball and had a soft texture. The larger and heavier ball

worked much better because the students had more time to react to the ball to use their forearm pass

and were more successful.

The next time I teach this lesson I will use the “fluffy volleyballs” the entire lesson. Throughout

the lesson the students followed a progression. First I had the students practice a lead up game where

they had to do three hits on their side with their team before volleying the ball back over. However,

instead of trying to get three hits, they had to catch the ball first, then self-toss and bump to a

teammate, then catch and self-toss bump, catch self-toss and bump and then bump the ball over the

net. This progression worked very well because the students realized that they did not have to hit the

ball back over the net on the first try, but instead could pass to a teammate. I would have the students

practice with the fluffy balls so that they were ready to use it on the full court. I think this ball helped

students practice the skill more effectively. There were less smacks or spikes at the ball than with a

regular beach ball. The students started to use the skill correctly with the different ball. They also had

more success with volleying back and forth over the net. I thought it was funny how a simple equipment

change could make such a difference. The next classes will also use the fluffy ball and be more successful

and productive during their lesson.

Week 7

The seventh week at Hillside Grade was busy and insightful. I had a great last week with the

students. It was hard to have to “leave” the students on my last day. I really enjoyed getting to know

each class and working with the students. I was very impressed with their skill progression over the

course of the 7 weeks. I learned a lot with regards to teaching. I think that my class management and

time management came a long way. I felt comfortable teaching any class and was able to improve my



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lesson each time I taught. It was easier to just come in and teach after I had written the lesson and had

gone through it before. I felt that I got better and better after each lesson. I was able to establish control

more quickly and keep the lessons running smoothly. I also learned to lower my voice and just “wait” for

their attention before moving to the next activity. I also adapted my equipment for each class and for

different ability levels. I learned that a lot of teaching is trial and error and that I should try different

things before I settle on something. I really enjoyed my elementary placement and am hoping to make

an impact in the high school as I did at Hillside Grade.



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Section 8 Include all resources. Must use APA style

Work Cited:

Department, N. Y. (2009, April 21). PE Learning Standards. Retrieved December 30, 2011, from

NYSED.gov: http://www.p12.nysed.gov/ciai/pe/pels.html

Education, N. A. (2004). Moving into the Future National Standards for Physical Education. United States:

McGraw-Hill.

Toilet Tag. (2011). Retrieved January 6, 2012, from Mr Gym: http://www.mrgym.com/Tag/ToiletTag.htm

MacKnight, D. (Director). (2012). Adelphi Womens Volleyball vs UMASS [Motion Picture].

Documents

Unit Plan Volleyball