Hannah Finegan 1

EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Elements of the Lesson Evidence that Documents the Elements

I. Standard Michigan Physical Education Standards (MMCPE):
Common Core State Standards  Standard 1 - Demonstrate competency in motor skills and
H
Or Essential Elements movement patterns needed to perform a variety of
physical activities.
 Standard 2 - Demonstrate understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learn
II. Objectives/Targets and I can statements I can…
What am I going to teach? Position my serves to correspond with my target area.
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction? Students will be able to aim their serves in volleyball 50% of the
What challenges might students encounter? time during today’s physical education class.

Students will be able to use the new skill learned in practice and
implement it during a game of 2 vs 2 volleyball.

Some challenges that the students might encounter are the

frustration of a new skill being taught and not getting it right away,
frustration of their peers not being able to implement it during the
game, and being patient while learning.

III. Lesson Management: Focus and Organization I will keep my students on task by providing numerous
What positive strategies, techniques and tools will you see? opportunities for engagement. I will have students actively
What ideas for on task, active and focused student behavior? participating throughout the lesson by practicing how to serve and
how to aim. I will also model how to serve properly and how to
aim. I hope to see my students using what they have learned in
the practice portion of the lesson and implement it into the game.
IV. Introduction: Creating Excitement and Focus for the Lesson Target We will begin the lesson by completing weights in the classroom
What will you do to generate interest? before we head down to the gym. Weights on Thursday is part of
How will you access prior knowledge? our routing. To generate interest, I will have my students in the
What will you practice/review? gym, and we will have a discussion about the importance of the
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serve. We will also talk about why it is important to aim the serve.
I will try and access prior knowledge by delving.
V. Input: Setting up the Lesson for Student Success Task Analysis- How to overhand serve a ball:
 How to position your foot (dominate foot back and other
Task analysis: foot angled towards the direction of where you want the
 What information does the learner need? If needed, how will it be ball to go).
provided?  The toss must be not too high and drop straight above
your dominate foot)
 The location of where you hit the ball must be in the direct
Webb’s Depth of Knowledge center. (if you imagine a smiley face covering the ball, you
 Recall/Reproduction should hit it on the nose)
 Skills/Concept  You must follow through on your swing straight through
 Strategic Thinking
 Extended Thinking Webb’s Depth of Knowledge:
 Level 2 Skill/Concept: Students will show that they can
Accommodations: Differentiating to meet students’ needs
take an instruction and perform it themselves with some
 Remediation/Intervention
guidance from a teacher.
 Extension/enrichment
Methods, Materials and Integrated Technology
 Instructional techniques
Accommodations:
 Engagement strategies
 Materials and Integrated Technology list  We are using the giant volleyball in today’s lesson because
the students find that it is easier for them to hit, opposed
to a regular volleyball. Another accommodation.
 I would like to focus on overhand serving, but I will offer
and model how to aim an underhand serve as well.

Instructional techniques and Engagement Strategies:

 Modeling
 I do, we do, you do
 “Phone a friend”
 Questioning strategies

Materials and Integrated Technology:

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 Smart Board and projector to watch the weights video in

the classroom.
 One volleyball (we use an XL inflated soccer ball for an
accommodation)
 A gym to play in
 A volleyball net already set up so that we do not have to
waste time.
VI. Modeling: I Do I will first model how to serve a volleyball. We are using the giant
SHOW/TELL (Visual/Verbal Input) volleyball because the students like it more and it is easier to hit.

HOW/WHAT (Questioning and Redirecting)

VII. Checking for Understanding Some questions to be asked are:

Samples of questions to be asked  “Why do you think it is important to aim a serve?”
Ways in which students will respond and be engaged  “If there are only two players on the opposing team,
Formative assessment strategies to be implemented where would you want to aim the ball?
 “if the players are deep in the court, where would you
want to put the ball? Deep in the court or close to the
net?”
I will call on students individually (I only have three students). I will
give them the option to “phone a friend” to see what they have to
say. I will use some formative assessments during the lesson. I will
be able to see if the students are taking the new information that
they have learned and implementing it in the practice portion and
the class game at the end of class.
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VII. Guided Practice: We Do The students and the teacher will practice the serves together
What do the teacher and student do together? before the game. The students and teacher will work together to
How will a gradual release of responsibility be accomplished? make sure the students will understand the task of aiming the ball.

IX. Collaborative (You Do Together) and/or Independent Practice (You We will practice the new skill that they have learned earlier in the
Do) lesson. They will independently practice serving in the 2 vs 2 game
What practices will be demonstrated/modeled? we will play at the end of the hour. While serving, they can also
practice aiming! I will continue to model how to serve and aim
during the game as a reminder of what to do and how to do it.
X. Closure For closure, I will remind the students about how they can use this
How will the ‘I can’ statement(s) be reviewed? new skill tomorrow when we play volleyball. They can use this skill
How will students be involved? at home or whenever they are able to play volleyball. I will also
What connections to future learning will occur? thank them for trying and participating in class (hopefully they will
participate!)
XI. Assessment Some evidence that supports that the objectives were met is how
What evidence supports that the objective(s) were met? my students try to perform the new skill. It is not about how well
What do my students know, understand and are able to do? they can serve, but about how much they are participating and
What formative assessments will be used to inform instruction? trying. My students know how to toss the ball up, and swing for
the serve, but the location of the placement of the ball is not
consistent. They will learn how to aim the ball in today’s lesson.
There will be some formative assessments used in this lesson to
inform instruction. I will use questioning strategies to make sure
the students are comfortable with the new skill and information
presented to them. I will also be assessing students by how much
they are participating throughout the lesson. The students will
have to successfully get one to three serves (depending on time)
over the net before we continue on to the game! I will also see if
they can use what they learned in the lesson before the game.
Reflection Will complete after lesson is completed.
How do you know that the objective(s)/target(s) was met? What is your
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evidence?
Based on the data gathered, what will you do next?
How well did the students perform/respond? How did students show they
were engaged? What evidence do you have?
What aspect of the lesson was particularly challenging for students? What
will you do to help the student(s) who struggled?
What will you do to extend the learning for those students who met
Target?
Were there any surprises? What would you do if you taught this lesson
again?