Unit 5 Masterypdf

Blended Learning Lesson Plan
Lesson Title:
The Basics of Volleyball
Objectives:
• Students will learn the formation necessary as well as when and where to rotate.
• Students will be able to perform two types of passes to a teammate, a “dig”; underarm
pass made with the forearms, and a “set”; an overhead pass made with the hands.
• Students will be able to “serve” from behind the line as well as “hit” an overhead pass
made to them over the net to score a point.
• Students will be able to volley the ball off the wall to themselves for 30 seconds.
• Students will be able to compete in a 6 on 6 game and showcase the skills they have
learned.
State Standards:
Physical Education Standard 2:
Applies knowledge of concepts, principles, strategies, and tactics related to movement and
performance.
Context:
This lesson serves as a learning opportunity that can be used from elementary school all
the way through high school. I am teaching this lesson because it is important to teach the sport
for students to find new interests or increase their skills to make the game more enjoyable.
Volleyball is a fun, accessible sport to play considering you just need a net, ball, and some
players which makes it useful to learn as you can play it for years to come. A short discussion
will be held between myself and the class, answering any questions as well and the students will
be told how they are going to be grouped for upcoming rotations. After this lesson, students will
learn the sport Badminton which I consider the most similar sport to volleyball. By learning
volleyball, students will be able to use some of the similar skills used to give them a better
understanding of badminton which will be covered in our next lesson.
Data:
Students will be brought together as a whole to start off the lesson as I will show them a
YouTube video of a game held between USA and Russia. I will then explain the formations and
positions involved in volleyball and then demonstrate a proper “dig” and “set” pass. Students
will be paired in twos where they will practice the passes while doing so, they will try and start a
volley (hit the ball back and forth without it falling). After that, students will practice serving to
themselves against a wall in the gym. Lastly, students will be divided into teams of six for the
game they will compete in. Students will be able to choose their partner while practicing their
“digs” and “sets”. Students will then be divided into teams of six based off skill level, making
sure they are well balanced. Data will be collected in this lesson by comparing the experiences
for each student and seeing where there may be ways to improve the lesson to engage the
students as much as possible for future lessons.
Materials:
Part of Lesson Material Used Link
Introduction Smart Board, https://exchange.smarttech.com/error/details?id=e1b3f2
YouTube https://youtu.be/9S56XwSvnLg?si=m6EKSK7crmm0V6TT
Teacher Volleyball, and https://a.co/d/hUceulb

Directed net https://a.co/d/cnW71oU
Collaborative Volleyball https://a.co/d/hUceulb
Independent Volleyball, and https://a.co/d/hUceulb

Digital net https://a.co/d/cnW71oU
Closure Volleyball, and https://a.co/d/hUceulb

net https://a.co/d/cnW71oU
Procedures:
Introduction (15 minutes): I will start the lesson by showing students a YouTube video
of an Olympic volleyball game held between USA and Russia in 2019. The video will be shown
on a smart board if available and if not, students will be suggested to watch the video on a device
of their own and to share with other who may not have access to a device. This will give students
an idea of what the sport looks like at the highest level as well as the rules and regulations. By
showing them a video, some students may be more engaged or interested in what they are being
taught by visually seeing the game played rather than me explain it myself.
Teacher Directed (20 minutes):

After watching the YouTube video, one third of the students will start at the teacher
directed station where I will show them the proper place to keep your hands while performing
passes and give them a demonstration of these skills. I will demonstrate a “dig” pass and a “set”,
passing the ball to a student who may already have some knowledge on how to do so. After
showing them how to make proper passes, I will show them the correct way to serve from behind
the line. Both underhand and overhand serves will be taught, and students are free to use
whichever they feel comfortable with. After learning the proper technique, students will then
showcase to myself that they were paying attention by using proper form to pass the volleyball to
me using both a dig and set. After that, students in this group will showcase their serving skills
by lining up behind the line and serving the ball over the net to myself. This will give me as a
teacher a chance to get some knowledge of the skills each student possesses which can be
utilized moving forward in the lesson.
Collaborative (20 minutes):

For the collaborative section of this lesson, students will start off in pairs where they will
have the opportunity to practice their “dig” and “set” passes to each other. At this station, there
will be multiple pictures of the proper hand placement for each of these passes in case they need
it for reference while practicing. Students will start with the “dig” pass where they will spend ten
minutes hitting the ball back and forth using their forearms. They will then use the other 10
minutes of this section to practice their set pass made with the hands. The goal of this section is
to be consistent enough with each pass to the point where they can hit the ball back and forth at
least ten times without the ball touching the floor.
Independent Digital (20 minutes):

First, students will watch a video on their electronic devices showcasing both methods of
serving and the pros and cons of each method. Then, one third of the students in the class will
spread out individually and find an open spot where they will be able to practice their serves off
the wall to themselves for ten minutes. By doing this individually, it will allow them to get as
much repetitions as possible while working at their own steady pace. Some students may feel
less pressured as well by practicing independently rather than with the rest of the class. They will
be allowed to use either an underhand serve, or an overhand serve. Underhand serves are less
difficult than overhand serves so beginners may feel obligated to use that method.
Closure (15 minutes):

For the closure of the volleyball lesson, I will answer any possible questions students
may have before students complete an exit ticket to reflect on their learning. The exit ticket will
prompt them to summarize key concepts covered during the lesson, such as serving techniques,
basic rules of the game, and teamwork strategies. Additionally, they will be asked to identify one
skill they feel they have improved upon and one area they still want to work on. This reflection
activity will not only reinforce their understanding of volleyball fundamentals but also encourage
self-assessment and goal setting for future practice sessions.
Rationale:
YouTube Video:
This lesson tool is a very useful one if accessible in the gymnasium I teach at. A YouTube video
showcasing the USA versus Russia volleyball match in the Olympics encompasses multimedia
elements such as live-action footage, commentary, graphics, and post-match analysis. This
multimedia format offers students a dynamic learning experience, catering to various learning
styles. Visual learners can observe players' techniques and strategies in real-time, while auditory
learners benefit from commentary game dynamics. They will also feel motivated to improve
their skills and try to be the best they can. Such a video supports students' learning objectives by
providing a vivid and engaging platform to study sports tactics, cultural exchanges, teamwork
dynamics, and global competition. This can support my state standard that I used, (Physical
Education #2) as they will learn concepts, principles, strategies, and tactics related to movement
and performance towards volleyball. This multimedia is of high quality because it is showing the
sport being played at the highest level, globally. Motivation dimensions of the LORI criteria
support my rationale as well as learning goal alignment dimensions, showing the students the
correct way to play.
Podcasts or Audio Lessons:

Podcasts serve as a multimedia tool in volleyball education by providing auditory content that
complements visual learning materials. When teaching volleyball, podcasts can feature
discussions on various topics such as game strategies, player interviews, rule interpretations,
historical analyses of iconic matches, and insights from coaches and experts. By listening to
podcasts, students can engage with the sport in a more immersive way, even while on the go or
during non-traditional learning times. This auditory format supports student learning objectives
by catering to auditory learners, providing supplemental information beyond what might be
covered in textbooks or videos, and offering diverse perspectives and expertise from guests
within the volleyball community. Additionally, podcasts can foster critical thinking skills for
students. This can support my state standard that I used as they will learn concepts, principles,
strategies, and tactics related to movement and performance towards volleyball. This tool is high
quality because it engages auditory learners which complements the first part of my rationale
which reflects to visual learners. Interaction usability dimensions of the LORI criteria support
my rationale because while listening to what some of the speakers have to say as they interact
with each other about experiences they’ve had, or advice can teach listeners a lot coming from
credited athletes.

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Blended Learning Lesson Plan

Teacher Volleyball, and https://a.co/d/hUceulb

Collaborative Volleyball https://a.co/d/hUceulb

Independent Volleyball, and https://a.co/d/hUceulb

Closure Volleyball, and https://a.co/d/hUceulb

Teacher Directed (20 minutes):

Collaborative (20 minutes):

Independent Digital (20 minutes):

Closure (15 minutes):

Podcasts or Audio Lessons:

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