adapted lesson plans 4 - weeblyeu423final.weebly.com/uploads/4/5/6/1/45613429/is... · ophea i 2011...

Ophea I 2011 I Adapted Lesson Plans I ISBN 978-1-926555-60-7 I

4Adapted Lesson PlansH&PE Curriculum Support ResourcesHandling the BallLead-Up to Volleyball

Warm-Up

Equipment

Refer to student’s Individual Education Plan (IEP) to determine if modifications need to be made to the learning goals to achieve success.

If a student has mobility issues, this lesson can be moved to an alternate location: outdoors- tarmac.

Learning Goals

Facility

[ALL]• Large, light, slow equipment (e.g., beach balls)

[A]/ [CP]• Chair• Mat• Easily caught objects (e.g., scarves or foam balls)• Scooter boards• Velcro ball and glove• Scoop or lacrosse stick

[CP]• Soft balls/objects• Small, heavy balls

[D]• Audio visual materials (e.g., flash cards, posters)• Chart paper and marker• Flag

[I]• Chart paper and marker• Bright coloured balls

[V]• Flexible, non-elastic rope• Bright coloured balls• Balls with sound• Wrist bells• Tape

[ALL]• Use lighter, larger, slower moving objects (e.g., beach balls).• Demonstrate activity for student and use a check for

understanding signal (e.g., “thumbs up”).

[A]/ [CP]• Allow student to sit on a chair while on the “islands” if they

have difficulty balancing.• Select objects that are easily caught (e.g., scarves or foam

balls).• Invite all students to use scooter boards during activity.• Allow student with upper body mobility issues to use a

velcro glove and ball to facilitate catching.

[A]• Substitute skills by allowing student to kick rather than

throw.

• Decrease the distance between “castaways” to decrease the throwing distance.

[CP]• Instruct students to throw softer objects to account for poor

depth perception and tracking ability.• Allow student to roll the ball for easier tracking.• Provide heavier but smaller balls as student is likely to have

motor control difficulties.

[D]• Use visual cues to signal to the group (e.g., use raised arm to

signal stop, rolling wrists to signal continue or dropped flag to begin an activity).

• Instruct students to make eye contact prior to throwing to student.

(*Equipment required for this lesson will depend on modifications that are selected.)


Nom de l’unité Titre de la leçon Leçon x de x 4Lead-Up to Volleyball Handling the Ball

Minds On

Warm-Up continued...

[I]• Use brightly coloured balls to focus student on task at hand.• Instruct the student to position their hands at waist level

instead of in front of their face when catching.

[V] • Provide brightly coloured balls (if student has some vision).• Provide students with balls that make sounds when they are

thrown.• Instruct students to clap, call out or wear a wrist bell to

identify themselves and their location.• Instruct students to call student’s name before passing to

them.• Allow a student helper to guide student around the

activity area by joining hands, holding an elbow or attaching a flexible, non-elastic rope.

• Use tape on the floor instead of hoops to prevent students from tripping.

• Instruct students to throw bounce passes to the student to provide a sound cue.

[W]• Use tape on the floor instead of hoops to enable student to

travel on and off the “island”. • Increase the space between “islands” to enhance space for

student mobility. • Invite all students to use scooter boards during activity.

[ALL]• Use lighter, larger, slower moving objects (e.g., beach balls,

balloons).• Allow student to throw and catch instead of volley.• Modify the size of the playing area. • Decrease the distance between students.• Demonstrate activity for student and use a check for



throw.• Allow the student to receive a ball following a bounce pass.• Encourage students to send high volleys to allow student

time to get under the ball.


depth perception and tracking ability.• Allow the student to receive a ball following a bounce pass.

[I]• Use brightly coloured balls to focus student on task at hand.• Allow the student to receive a ball following a bounce pass.

[V] • Provide brightly coloured balls (if student has some vision).• Provide students with balls that make sounds when they are

thrown.• Instruct students to clap, call out or wear a wrist bell to

identify themselves and their location.• Instruct students to call student’s name before passing to

them.• Use lighter ball with sound (e.g., beach ball with rice) to

avoid student being hit in head/face.• Instruct the student to walk to the line so they can see how

far the ball should be volleyed.• Instruct the student to position their hands at waist level

instead of in front of their face when receiving.• Allow the student to receive a ball following a bounce pass

to provide sound cue.

[W]• Instruct the student to secure balance by holding the frame

with the non-throwing arm if using a throw.• Identify an established position in the playing area for the

student.• Encourage students to send high volleys to allow student

time to get under the ball.

Minds On: Group Discussion

[ALL]• Demonstrate activity for student and use a check for

understanding signal (e.g., “thumbs up”).• Allow for a think-pair share before the class discussion to

provide students an opportunity to form ideas/opinions.

[D]• Display discussion topics and student responses on chart

paper.

[I]• Allow extra time for reflection• Display discussion topics and student responses on chart

paper.


Nom de l’unité Titre de la leçon Leçon x de x 4Lead-Up to VolleyballHandling the Ball

[ALL]• Use lighter, larger, slower moving objects (e.g., beach

balls, balloons).• Lower the net to increase opportunities for success.• Modify the size of the playing area. • Demonstrate activity for student and use a check for


[A]/ [CP]/ [W]• Invite all students to use scooter boards during activity.• Allow student to use a scoop or lacrosse stick to assist in

picking up objects.


throw.

[CP]• Instruct students to throw softer objects to account for

poor depth perception and tracking ability.• Provide heavier but smaller balls as student is likely to

have motor control difficulties.

[D]• Allow student to use non-verbal cues to signal their

intent to receive the object (e.g., hands out in a ready position, eyes on the object).

[I]• Use brightly coloured objects to focus student on task at hand.• Remind student to keep their eyes on the target they are aim-

ing at.

[V] • Provide brightly coloured balls (if student has some vision).• Use lighter objects with sound (e.g., beach ball with rice) to

avoid student being hit in head/face.• Instruct the student to position their hands at waist level

instead of in front of their face when receiving.• Use verbal prompts to assist student in retrieving objects (e.g.,

balls, scarves, etc.).• Use soft objects like scarves or beach balls to avoid injury.• Use tape on the floor instead of hoops to prevent students

from tripping.• Provide sound (beeping equipment to assist student in locating

targets and/or center line.


with the non-throwing arm if using a throw.

Action: Clean Your Room

Action: Partner Work

[ALL]• Use lighter, larger, slower moving objects (e.g., beach balls,

balloons).• Allow bounces between passes. • Increase the distance between students. • Allow student to face his/her partner rather than standing

back to back.• Demonstrate activity for student and use a check for


[A]• Allow student to sit down to perform a throw if they have

difficulty balancing.


depth perception and tracking ability.• Provide heavier but smaller balls as student is likely to have

motor control difficulties.

[D]• Instruct student helper to use visual cues to signal when

they will be throwing the ball. • Display discussion topics and student responses on chart

paper.

[I]• Use brightly coloured balls to focus student on task at hand.

[V] • Provide brightly coloured balls (if student has some vision).• Use lighter ball with sound (e.g., beach ball with rice) to

avoid student being hit in head/face.• Allow the student to receive a ball following a bounce pass

to provide sound cue.


with the non-throwing arm if using a throw.• Encourage student to practice receiving the ball on his/her

right and left sides.

Notes to Teacher

Ideas for Extension

[ALL]• Assign a student helper to provide support during activities. Change student helpers often to allow student helper to

participate in the activity.

Cool Down

Consolidation


Lead-Up to Volleyball Handling the Ball 4

[A]/ [CP]• Invite student to perform stretching activities on the floor or

sitting in a chair.

[D]/ [I]/ [V]• Have leader or student helper demonstrate, announce or ex-

plain each movement pattern so that the student can follow along simultaneously with the others.

[W]• Instruct student to perform stretches in wheelchair or

invite student to transfer to the ground if they feel it would enhance the activity experience.

[D]/ [I]• Display discussion topics and student responses on chart paper.

[ALL]• See modifications from “Action: Clean Your Room”.


Corresponding H&PECurriculum Support

Resource

Lead-Up to Volleyball Handling the Ball 4

Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no. 978-1-926555-32-4 I Page 4.NW.a.6

Lesson 1 of 730 MinutesCurriculum Expectations 1.3, A1.1, A2.1, B2.3 4Lead-Up to Volleyball

Movement Competence, Active LivingHandling the Ball

Minds On A&E

Teacher observation of students’ prior knowledge of skills and strategies used in modified games of volleyball

Divide the class into an even number of teams, each with 4 – 5 players. ●●

Set up a small court with a centre line (boundaries can be marked with lines or ●●

pylons).Have teams play a modified game of volleyball: Every member of team A hits the ●●

ball once; the last team member passes the ball over the centre line to Team B. Every member of Team B then hits the ball once, with the last one passing the ball back to Team A, and so on.

Warm-Up

Students will gradually increase their heart rate by participating in the following activity.Place 6 – 8 “islands” (hula hoops) around the activity area.●●

One student stands on each island. These are the “castaways.” The other players are “crocodiles” and stand outside of the islands, ●●

freely moving around the activity area.Begin with 3 – 4 soft skin balls. The castaways throw the balls to each other without stepping off their islands. The crocodiles move ●●

around the area, trying to get the balls.If a crocodile gets a ball, he or she changes places with the castaway who threw it.●●

Increase the number of balls so that there is one less ball than the number of castaways.●●

Adapted from Outdoors: The Ultimate Playground, Go Play Ball!, (2002) Adapted and reprinted with the permission of Toronto Public Health.

20 – 30 volleyballs or volleyball-sized balls (1 for each student)●●

6 – 8 soft skin balls●●

8 hula hoops●●

Net or mats and benches●●

Teacher Resource 1: Anecdotal Recording Chart – Participation/Living Skills●●

Teacher Resource 2: Movement Strategies Checklist●●

Equipment List

Learning Goals

By the end of this lesson, students will be able to: actively participate while applying the basic principles of net/wall games●●

communicate with peers using verbal means●●

begin to use offensive and defensive tactical solutions while playing modified net/wall activities.●●

Gymnasium Refer to the Ontario Physical Education Safety Guidelines - Elementary Curricular Module, Volleyball - Newcombe Ball activity page.

Facility Safety Requirements


4Lead-Up to Volleyball Handling the Ball Lesson 1 of 7

This game is designed to be cooperative; challenge students to see how many continuous volleys they can perform in an allotted ●●

amount of time. If a volley is stopped by a dropped ball then the count goes back to zero.●●

Bring students together for a group discussion. Share and clarify the lesson Learning Goals. Explain to students that for the next several lessons, they will be learning skills and tactical solutions related to net/wall games. Ask students the following questions to prompt dialogue.

Teacher prompt:●● “What net/wall games do you know of from playing them last year, or from playing or seeing them played outside of school?” Student response: “Volleyball, tennis, badminton, squash, four-square.” Teacher prompt: ●● “What did you find challenging in the activity you just played?” Student response: “I found it difficult to make the pass to a team mate who was not directly in front of me. I found it difficult to hit the ball to a team mate when the ball was below my waist.”Teacher prompt: ●● “What specific skills will help to improve your game play?” Student response: “If I work on my volley and a way to pass the ball when it is low (bump), it will help.” Teacher prompt: ●● “What tactical solutions do you think we should work on that will help you be more successful in modified volleyball games?” Student response: “We need to work on calling ‘mine,’ on hitting the ball to a specific spot and on getting into a proper position to receive the ball.”

Share the Success Criteria for Offensive and Defensive Tactical Solutions from Teacher Resource 2: Movement Strategies Checklist.

Inform students that the main focus of the lesson will be getting used to catching an object sent from a high level and communicating to receive that object.

Minds On - continued...

Action A&E

Teacher observation with anecdotal writing regarding students’ ability to communicate and to participate actively using Teacher Resource 1: Anecdotal Recording Chart: Participation/Living Skills

Partner WorkRemind students that you will be assessing how well they cooperate with their ●●

partners and how actively they participate.Have students pair up and stand back to back. Student A bounces the ball to the ●●

side and slightly behind and calls Student B’s name. Student B turns and catches the ball after it bounces, then hands it back. After three throws, partners switch roles.Student A throws the ball in the air and calls Student B’s name. Student B turns ●●

and catches the ball before it bounces on the floor, then hands it back. After three throws, partners switch roles.Using the Think, Pair, Share Strategy (see Appendix), ask students to identify ●●

strategies for ensuring they catch the ball (either after one bounce or before it hits the ground, depending on the activity). Possible responses include:

turning around quickly −tracking the ball with my eyes −waiting on the balls of my feet so I can move quickly to the ball −having my hands out, ready to catch. −

Have students try both activities for a few more minutes, implementing the ●●

strategies that were discussed. Encourage students to find ways to challenge their partners.To meet the needs of all students, vary the size of the ball if necessary.●●



Action - continued...

Ideas for Extension

Cool-Down

Consolidation A&E

Students gradually decrease their heart rate to a resting rate by participating in the activity below. Students should also stretch the body parts that have been active throughout the lesson. See Appendix for stretches.

Stand in front of the class and call a body part. Have students stretch that part using a stretch of their choice. Examples include arms, shoulders, legs, back or waist.

For Clean Your Room, divide the activity area into four courts instead of two. Allow teams to throw the ball into any other court while trying to keep its own clear.

Teacher prompt: “What tactical solutions did your team use to be successful?”Student response: “Each person covered a certain space”; “Some students caught and then passed the ball to others to throw”; “We called ‘mine’ and we sent the objects far onto the other side or where no one was standing so they would be harder to return”; “We aimed for the hoops.”

Give teams 30 seconds to brainstorm strategies they want to try and inform them that they will be expected to demonstrate many of these strategies in future lessons.

Teacher observation with verbal feedback of students’ knowledge of offensive and defensive tactical solutions using the Teacher Resource 2: Movement Strategies Checklist

Clean Your RoomDivide the class into two teams and give each team several balls (or other throwing objects). Have the teams stand on opposite ●●

sides of the activity area, divided by a net.On a teacher signal, students throw their balls over the net. As the balls from the other team come back over the net, students pick ●●

them up and throw them back over. On another signal, play stops; each team counts the balls in its court.Teams multiply the number of objects in their court by five and complete one of Ophea’s 50 Fitness Activities (see Appendix) of ●●

their choice for that number of repetitions before beginning a new round. (You may want to adjust the factor of multiplication to reflect the number of objects being used.)Ask students to call “mine” or “got it” when they are about to catch and/or pick up a ball.●●

Inform students that you are expecting them to participate actively, move quickly and work as a team to have the lowest total ●●

possible.Remind students to keep their heads up and watch for balls. Add more objects as students get used to the game.●●

Bonus Round: Add a hoop in the middle and/or the corners of each court. If a ball (or object) lands in a hoop, students must leave it ●●

in the hoop. At the end of the round, when counting the number of balls (or objects) in each court, count double for any that are in the hoop. Alternatively, play two mini games of Clean Your Room. Raise or lower the nets or vary the throwing objects to meet the needs of ●●

each group of students.



Next Steps

Students will continue to throw and catch, focusing on assuming a ready position to increase their chances of success.

Notes to Teacher

Instead of a net, use foldable mats or benches to create a levelled boundary. Alternatively, use pylons to create a large, rectangular ●●

neutral zone that the ball must travel over. Ensure students continue to toss the ball high over the benches, mats or zone.


1.3 - communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence and acquire knowledge and skills related to healthy living1.4 - apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team membersA1.1 - actively participate in program activities, according to their capabilities, while applying behaviours that enhance their readiness and ability to take part [PS, IS]

1.3 CommunicationCalls “mine”●●

Makes eye contact with team mates●●

Calls team mates’ names before sending●●

A1.1 Active ParticipationParticipates actively●●

Tries new activities●●

Plays fairly●●

Follows or implements instructions/direction●●

1.4 Relationship and Social SkillsCooperates with others●●

Works to help peers achieve success●●

Communicates positively with peers●●

Specific Expectations

Success Criteria

Class:

Student Name Jennifer

Obs

erva

tio

n Always called “mine” when ready to catch the ball.

Strategized with group members to achieve success.

Student Name

Obs

erva

tio

n

Student Name

Obs

erva

tio

n

4Teacher Resource 1: Anecdotal Recording Chart – Participation/Living SkillsMovement Competence, Active LivingLead-Up to Volleyball Handling the Ball (Page 1 of 2)


Student Name

Obs

erva

tio

n

Student Name

Obs

erva

tio

n

Student Name

Obs

erva

tio

n

Student Name

Obs

erva

tio

n

Student Name

Obs

erva

tio

n

Student Name

Obs

erva

tio

n

4Teacher Resource 1: Anecdotal Recording Chart – Participation/Living SkillsMovement Competence, Active LivingLead-Up to Volleyball Handling the Ball (Page 2 of 2)


Class:

Specific Expectations

Student Names

Success CriteriaApplication Knowledge

B2.3 Tactical Solutionsconsistently sends objects in the intended ●●

directionsends object to open space, away from ●●

opponents, to achieve successrecovers to ready position to defend space after ●●

each playcalls “mine”●●

B2.2 Game Categoriescan identify the strategies that maintain or ●●

increase their success

Yes No Yes No

Hunter

4Teacher Resource 2: Movement Strategies Checklist Movement Competence, Active LivingLead-Up to VolleyballHandling the Ball

B2.2 - identify common features of specific categories of physical activities and identify common strategies and tactics that they found effective while participating in a variety of physical activities in different categories [CT]B2.3 - apply a variety of tactical solutions to increase their chances of success during physical activities [IS, CT]

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