Teacher Candidate(s): Delaney Kissane School: SUNY Cortland Date: 12/5/19

Unit/Activity: Round net Grade: 8th grade

Central Focus (entire lesson segment): Students will be able to learn how to properly pass a ball while trying to
# in class: 21
keep the ball up with their peers while being aware of their surroundings.
Lesson Focus: Passing the ball to their partner achieving a certain amount.
National Outcomes:
Lesson Plani (S1.M13.8) Strikes with a mature overhand pattern in a modified game for net/wall games. (psy)
1 of 5 NYS/National
Standards (S2.M10.8) Identifies sacrifice situations and attempt to advance a teammate. (cog)
(S4.M3.8) Provides encouragement and feedback to peers without prompting from the teacher. (aff)
(S3.M7.8) Compares and contrasts health-related fitness components. (fit)
(S4.M7.8) Independently uses physical activity and fitness equipment appropriately and identifies specific
safety concerns associated with the activity. (safety)

Objectives
Assessment Tool Length of class: 15 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor At the beginning of class, the students will demonstrate passing a spike ball Command
1A/1 Teacher observation Practice
Domain correctly using all the cues.
Reciprocal
Self-Check
Discovery
Affective With a partner, students will use positive feedback by showing respect for the Cooperative
2A/4 Peer assessment
Domain whole class period.

At the end of class, students will be able to perform the correct way to pass a
1A/2 spike ball by describing it to the teacher.
Cognitive
Teacher observation
Domain List of
Academic
Language Used
Fitness Objective Equipment:
Before the activity, students will dynamic stretch their upper and lower body
Health/Skill 1B/3 Teacher observation
PM/Cogn for 2 minutes. Spike ball nets (6)
Spike balls (6)
Common Core CC Standard Whistle
Standards

Throughout the lesson, the students will demonstrate safety by being aware References(e.g. Book, course packet, pg #, complete web address URL):
2/4 of their surroundings and making sure they are in their own space when “National Standards and Grade-Level Outcomes for K-12
they are playing a game of round net. Physical Education” pg. 43, 45, 47, 49
Safety Statement
https://openphysed.org/wp-content/uploads/2015/12/M-03-07b-
Roundnet-PassingCueChart.pdf - cues
https://spikeball.com/pages/drills - drills for passing
 https://openphysed.org/wp-content/uploads/2015/12/M-03-07e-
Roundnet-PassingPentathlonSkillCard.pdf -activity

NYS Learning Standard 1 – Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness,
participate in physical activity, and maintain personal health.
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. National Standards – The physically literate individual:
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition 1. Demonstrates competency in a variety of motor skills and movement patterns.
NYS Learning Standard 2– A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
environment. and performance.
2A. Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
opportunity for enjoyment, challenge, self-expression, and communication. level of physical activity and fitness.
2B. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. 4. Exhibits responsible personal and social behavior that respects self and others.
NYS Learning Standard 3– Resource Management: Students will understand and be able to manage their personal and community resources. 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
3A. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. expression, and/or social interaction.
3B. Students will be informed consumers and be able to evaluate facilities and programs.
3C. Students will also be aware of career options in the field of physical fitness and sports

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives
Students will play line tag.
T Safety: Students will all be
There will be one tagger and the rest of the students will attempt to stay on a line/lines avoiding getting tagged. If they
SSSSS aware of their peers and not
Instant Activity 1 min get tagged, then they become the tagger. If the tagger is going for a long time, they can automatically switch out. The
SSSSSSS pushing or running into anyone
SSSSSSSSS tagger is also staying on the lines chasing after the others. Everyone will be aware of their peers and not pushing or
to avoid people getting hurt.
running into anyone to avoid people getting hurt.

Transition Tweet (Stop) Please place the equipment in front of you on the ground and have a seat in front of me. 5, 4, 3, 2, 1.
Good afternoon class. My name is Ms. Kissane.
My signal for attention will be my whistle. When you hear it… “tweet”, please stop, look and listen to what I have to
Safety: Everyone will be aware
say.
of their peers around them and
I expect everyone to follow all directions and if you’re unsure please ask questions.
in their own space while
playing a game to avoid balls
(P) Today you will demonstrate below-chest pass and above-chest pass a ball with your classmate.
T flying everywhere.
Introduction,
S S (Aff) You will work with a partner and demonstrate respect and teamwork.
Signal for
S S Check for Understanding:
Attention, 30 secs
Hook,
S S Q. “Does anyone remember
S S (Cog) When you are finished today, you should be able to describe the correct cues to pass.
Expectations what my signal for attention
S S is?”
(Fit) At the beginning of the activity, you will work on stretching and getting your upper and lower body warmed up.
A. “Your whistle”
For safety: Everyone will be aware of their peers around them and in their own space while playing a game to avoid
Positive Feedback:
balls flying everywhere.
“That’s correct. Thank you.”
Check for Understanding:
 Q. “Does anyone remember what my signal for attention is?”
A. “Your whistle”

Positive Feedback:
“That’s correct. Thank you.”
Transition
Students will begin by getting on the line and performing dynamic stretches for your upper and lower body.
Safety: The students will be in
They will be working on getting their body warmed up before doing the activity. They will start off by doing high their own bubble and not
knees down and butt kicks back to dress out their legs. Next, they will perform quad pulls to stretch out in case their bumping into their peers to
muscles are tight. On the way back, they will do Frankenstein’s, to fully try to straighten their legs to loosen their avoid collisions.
hamstrings. Next, they will stand in place while doing circles forward and backward with their arm’s, so they are warm
when attempting the activity. They will finish with, doing a jog down and back to work their whole body together. For Check for Understanding:
T safety, the students will be in their own bubble and not bumping into their peers to avoid collisions. Q. “Can someone show me a
Fitness Activity 2 mins
SSSSSSSSS stretch we performed for fitness
Check for Understanding: activity?”
Q. “Can someone show me a stretch we performed for fitness activity?” A. “Frankenstein’s”
A. “Frankenstein’s”
Positive Feedback:
Positive Feedback: “Correct. Thank you.”
“Correct. Thank you.”

Stop and please have a seat in front of me. !0, 9, 8, 7, 6, 5, 4, 3, 2, 1.

Transition
We are going to continue with our spike ball Unit.
Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
a. Does anyone know when the game of Round net was invented? *Pause* Safety: Students will
It was in 1989 by Jeff Knurek. demonstrate safety by being
aware of their surroundings and
Today, you all should be able to pass the ball in variety of ways, below-chest pass and above-chest pass using all the peers at all times when passing
correct cues. You want to make sure you’re contacting the ball with the right part of your hand, so it goes where you the ball.
want to go. Practicing this, can help with placement of the pass, power and timing.
Demonstrate:
Body of Lesson For below-chest pass, first, you want to make sure you are in an athletic stance, so you can have good timing and -Full speed
(Lesson Focus) balance. Having your feet, knees, hands and eyes ready are a main factor when preparing for a pass because then when -Different angles
Task #1 it gets to you, you’re ready to put it where you want it. Next, you want to sure your hand placement is correct. They -Pause at key points
T
should be palms up and out with fingers away. Hitting the ball waist level with your palms puts the ball in a position -Slow motion
2 mins SSSSSSS
SSSSSSSSS that either won’t be too high or too low. Having the correct placement with your hand, will help with power and -With ball, without ball
distance. When the ball hits your palm, you want to make sure, it contacts it flat and between heel and fingers. Having
your palm flat will make the ball go straight up or right to your partner rather than to the side or in a random spot. For Cues:
above-chest pass, they have similar factors but the hand placement hits by shoulder level. This kind of pass is more for -Athletic stance
a powerful strike. The palms need to be out as well, along with having your fingers toward your head to get good aim. -Balance
Where the ball contacts on your hand, plays a big factor in where the pass will go after it hits your hand. Students -Ready position
will demonstrate safety by being aware of their surroundings and peers at all times when passing the -Palms up
-Fingers away
ball.
-Placement of hand (flat)
-Shoulder level
Check for Understanding:
 Q. “Where should the ball contact on the hand?” Check for Understanding:
A. “The palm” Q. “Where should the ball
contact on the hand?”
Positive Feedback: A. “The palm.”
“That’s correct. Thank you.”
Positive Feedback:
“That’s correct. Thank you.”
b. 1. Easier –
2.
3. Harder -
Transition
Now I’m going to explain and demonstrate the practice.
a. We will be splitting up with a partner and one ball in your own space. You will be a couple feet apart from each
other and once you feel comfortable, you can keep going further. You’ll be playing partner passing pentathlon. To start Safety: Everyone will be aware
off, you will throw the ball up to your partner and they can either pass it back with a below-chest pass or above-chest of the space they are in and use
pass and then the other partner will do the same. They will continuously attempt to get as many passes as they can. their voice to let their partners
They can try to achieve 10 complete passes at first and if they complete that amount, they will aim for 20 passes. If know they are going for the
they want to challenge themselves more, they can try to do only 10 consecutive below-chest passes and then only 10 ball to avoid collisions.
consecutive above-chest passes. A rule is if the ball drops, you start counting all over again to gain motivation. For
Task #2 safety, everyone will be aware of the space they are in and use their voice to let their partners know they are going for Check for Understanding:
T
4 mins
SSSS
the ball to avoid collisions. Q. “What are the two kinds of
SSSSSS passes you’re performing?”
Check for Understanding: A. “Below-chest and above-
Q. “What are the two kinds of passes you’re performing?” chest”
A. “Below-chest and above-chest”
Positive Feedback:
Positive Feedback: “That’s correct. Thank you.”
“That’s correct. Thank you.”

b. 1. Easier – Sticking with same type of pass at

2. first
3.
Harder – Make the distance longer
When I say go, you have 10 seconds to meet in front of me. GO! 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
Transition

a. Students will split off in a group of 4 with one ball in their own space. When I say go, your group will try to keep the Safety: The students will be in
ball up by using a below-chest and above-chest passes. Each player has to touch the ball 10 times each without the ball their own area so if the passes
hitting the floor. The players will use their voices to tell each other they are going for the ball and it’s theirs and where go all over the place, they have
they are passing it after. If the ball hits the floor, they start over. Once, the group completes 10 passes each, they sit on enough space to catch the ball
the floor to let the teacher know they are done. For safety, the students will be in their own area so if the passes go all to avoid anyone getting hit.
over the place, they have enough space to catch the ball to avoid anyone getting hit.
Task #3
T
Check for Understanding:
4 mins Check for Understanding: Q. “How many times does each
SSSS
SSSSSSSS Q. “How many times does each player have to touch the ball?” player have to touch the ball?”
A. “10 times” A. “10 times”

Positive Feedback: Positive Feedback:

“Correct. Thank you.” “Correct. Thank you.”

1. Easier – Bigger/different texture ball

b. 2. (balloon)
3.
 Harder - Try 2 balls
When I say go, you have 10 seconds to get into a group of 4 with one ball in your own space to start the activity. GO!
Transition 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.

Task #4 a.

b. 1. Easier –
2.
3. Harder -

(“Tweet”, Stop Activity). When I say go you have 10 seconds to put the equipment back in the bin and meet in front of
Transition
me. GO! 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition
Check for Understanding:
Check for Understanding:
Q. “Does anyone remember
Q. “Does anyone remember one body part they worked on in the fitness activity”?
one body part they worked on
A. “Quads”
Lesson Closure, T in the fitness activity”?
Hook to Next 30 secs SSSS A. “Quads”
Lesson SSSSSSS Positive Feedback:
“Correct. Thank you.”
Positive Feedback:
“Correct. Thank you.”
Next class we will work on bounce passes on a net.
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number

Assessment: 1 min. 30 secs.

1. Q. What is one pass we used in the activity today?
A. Below-chest
Instructional
Supports 2. Q. Where should the ball contact on your hand?
A. Palm

3. Q. True/False- My signal for attention was my whistle.

A. True