Lesson Plan: 7th Grade Physical Education

Content Area: Volleyball Skills – Serving and Passing

Grade: 7th
Licensure Area: Physical Education EC-12

Lesson Components

Learning Objectives

● "We will" statement: We will learn and practice the proper techniques for serving and
passing a volleyball.
● "I will" statement: I will demonstrate the correct serving and passing techniques with
accuracy and control.

Warm-Up

1. Dynamic Stretches (e.g., arm circles, lunges, and jumping jacks).

2. Volley Warm-Up: Pair students for light volleying back and forth to engage hand-eye
coordination.

Instructional Strategies

1. Modeling: Demonstrate correct serving and passing techniques, emphasizing body

positioning, hand placement, and follow-through.
2. Guided Practice: Students practice serving and passing in pairs while receiving
individual feedback.
3. Small-Group Drills: Rotate students through stations focused on technique
improvement.
Materials Needed

● Volleyballs (1 per student)

● Volleyball net
● Cones for station organization
● Visual aids (posters or handouts with step-by-step instructions for serving and passing)

Technology Resources:

● Tablet with video playback capability to show slow-motion videos of professional

volleyball players serving and passing.
● Translation app or bilingual visuals for multilingual support.

Reinforcement/Closure/Homework

● Closure Activity: Class discussion reviewing the day’s skills, with a focus on what
students found challenging and how they can improve.
● Homework: Practice a specific skill at home (e.g., tossing and aiming for accuracy).

Accommodations for English Language Learners (ELLs)

Specific Accommodations:

1. Visual Supports: Use posters, diagrams, and videos to visually represent the mechanics
of serving and passing.
2. Bilingual Resources: Provide translated vocabulary sheets (if possible) with terms like
"serve," "pass," "follow-through," and "accuracy."
3. Chunked Instructions: Break down instructions into smaller, manageable steps with
pauses for clarification and checks for understanding.
 4. Peer Support: Pair ELL students with proficient English-speaking peers for practice and
collaboration.
5. Demonstration Over Verbalization: Use gestures, modeling, and repetition to reinforce
skills, minimizing reliance on verbal explanations.
6. Sentence Stems for Reflection: Provide sentence starters like, "I found serving to be ___
because ___," to guide students in completing reflections.

Theoretical Approach

● Comprehensible Input Hypothesis (Krashen): Ensure input is understandable to ELLs

by providing visuals, demonstrations, and simplified language.
● Social Interaction Theory (Vygotsky): Facilitate peer interactions for collaborative
learning and language development.
● Dual Coding Theory: Combine visual and verbal representations to improve retention
and comprehension of new concepts.

Assessment Plan

Formative Assessment

The formative assessment will be integrated throughout the lesson to ensure students are making
steady progress and that their understanding aligns with the learning objectives. Specific
methods include:

1. Observational Feedback:
○ During drills, observe each student’s serving and passing techniques. Take note of
ELL students’ ability to replicate movements and gestures. Focus on body
positioning, arm placement, and follow-through, which are the foundational
elements of these skills.
 ○ Provide immediate corrective feedback using gestures, visual aids, and simple
language. For example, if a student’s posture is incorrect during serving,
physically model the correct form.
2. Visual Demonstrations:
○ Assess students’ engagement with visual supports like posters and videos. ELL
students who mimic movements or demonstrate understanding of the visual cues
will receive encouragement and additional practice if needed.
3. Peer Feedback:
○ Pair ELL students with supportive peers who can provide informal feedback
during partner or small-group drills. Observe how ELL students adapt to this
interaction and refine their techniques.
4. Teacher Check-Ins:
○ Pause after each drill to ask targeted questions like:
■ "What part of serving feels easiest for you?"
■ "What can you do to improve accuracy?"
○ For ELLs, offer multiple-choice or visual prompts to assist their responses,
reducing the pressure of complex verbal answers.

Summative Assessment

The summative assessment will evaluate students’ mastery of serving and passing, focusing on
execution rather than language proficiency. It will include:

1. Skill Demonstration:
○ Each student will perform two skills:
■ Serve the ball over the net with proper form.
■ Execute a controlled pass to a partner or targeted area.
○ Assessment Criteria for ELLs:
■ Posture: Are they positioned correctly?
■ Technique: Is their hand placement and follow-through accurate?
■ Control: Can they direct the ball with precision?
 ○ The rubric will clearly outline expectations and use visuals for scoring categories,
ensuring ELL students can understand the evaluation process.
2. Reflective Journal (Optional):
○ ELL students can either write or draw their reflections on the lesson. Prompts may
include:
■ "What did you learn about serving and passing today?"
■ "What part of volleyball was challenging for you, and how will you
improve?"
○ For students with limited English proficiency, sentence stems or bilingual prompts
will be provided to encourage meaningful responses.
3. Group Assessment (Modified for ELLs):
○ During a team-based activity, observe how ELLs communicate and collaborate.
Use non-verbal cues (e.g., hand signals) as part of their participation evaluation,
understanding that language barriers might limit verbal contributions.

Fairness to ELLs

The assessment plan ensures fairness by focusing on skill-based performance rather than
linguistic ability. Strategies include:

1. Multiple Opportunities:
○ Allow ELL students to practice and retry the assessed skills during class and
provide additional time if needed.
2. Objective Scoring:
○ Use clear, measurable criteria like the height of the serve, the trajectory of the
ball, and the consistency of the pass to assess all students equally.
3. Flexible Demonstration Options:
○ If verbal explanations are too challenging, ELLs can demonstrate understanding
through gestures or by pointing to visuals that align with their actions.
4. Distinguishing Content Knowledge from Language Proficiency:
○ Focus on volleyball techniques, not the ability to describe the process in English.
Academic Language and Vocabulary

In this lesson, mastering volleyball skills requires understanding specific academic language.
The following strategies will support vocabulary acquisition:

Key Terms

1. Serve: The act of starting play by striking the ball over the net with a specific technique.
2. Pass: The action of using controlled force to direct the ball to a teammate, often with
forearms.
3. Follow-Through: The continuation of motion after making contact with the ball, which
ensures accuracy and power.
4. Accuracy: The ability to direct the ball to a specific area or target with precision.

ELL Vocabulary Supports

1. Bilingual Vocabulary Sheets: Provide translations of terms in students’ native languages

alongside visual depictions of the actions.
2. Gesture Reinforcement: Pair each term with a corresponding action. For example, while
explaining "serve," demonstrate the motion repeatedly while saying the word.
3. Repetition with Context: Integrate vocabulary words naturally into instructions and
feedback. For instance:
○ “Your serve was strong, but try to follow through more to improve your
accuracy.”

Higher-Order Thinking Integration

To promote deeper learning, students will:

1. Analyze their technique by comparing their movements to those demonstrated in videos.

2. Evaluate their progress by reflecting on challenges and identifying strategies for
improvement.
3. Apply learned skills to game-like scenarios, requiring adaptability and real-time
decision-making.
 References

Krashen, S. (1982). Principles and Practice in Second Language Acquisition.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

Paivio, A. (1986). Mental Representations: A Dual Coding Approach.