Danielson Lesson Plan

VISUAL Danielson Lesson Plan (full text version)

The teacher makes a thoughtful and accurate as- sessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, cit- ing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with the prob- able success of different courses of action.

The Game of Professional Volleyball

The teacher’s relationships with colleagues are characterized by mutual support and coopera- tion, with the teacher taking initiative in assuming leadership among the faculty. The teacher takes a leadership role in promoting a culture of profes- sional inquiry. The teacher volunteers to participate in school events and district projects, making a sub- stantial contribution and assuming a leadership role in at least one aspect of school or district life.

The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The teacher demonstrates understanding of prerequisite relationships among topics and concepts and under- stands the link to necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions.

1B) Demonstrating Knowledge of Students

The teacher understands the active nature of each student and constantly evolves and learns critical information about the layers of each student’s development. In doing so, the teacher collaborates with several sources about the students. The outcome is… a customized learning model has been developed; to include knowledge and skills of each student while combining their personal interests and cultural heritages.

3C) Engaging Students In Learning

Virtually all students are physically and intellectually engaged in challenging activities through well designed learning tasks that require complex thinking through collaboration. The lesson is fast paced that allows engagement and reflection upon learning to consolidate their understanding.

Classroom interactions between teacher and stu- dents and among students are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks.

Learning outcomes may be of a number of different types: factual and procedural knowledge, concep- tual understanding, thinking and reasoning skills, and collaborative and communication strategies. In addition, some learning outcomes refer to dispositions; it’s important not only that students learn to read but also, educators hope, that they will like to read. In addition, experienced teachers are able to link their learning outcomes with outcomes both within their discipline and in other disciplines.

There are 3 positions in volleyball. There are 3 players. Each player must hit the ball once before it goes over the net. That’s the 3 hit rule.

Position #1 is the BUMP.

The first hit is the bump. The ball goes high up in the air for the next hit.

Extend your arms and cup your hands. Hit ball between elbow and wrist.

The bump can be from the ground and you dive for the ball. Same hand position. Arms extended and cup hands.

Instructional time is maximized due to efficient and seamless classroom routines and procedures. Students take initiative in the management of instruc- tional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students.

Extend you arms and cup your hands. Bump the ball up in the air for the set. The bump is the first hit and requires the ability to move fast.

All outcomes represent high-level learning in the disci- pline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in what- ever way is needed, for individual students.
Position #2 is the SET.

The ball lightly touches your finger tips and you set the ball up high near the net for the Spike. Elbows out and bent for better control of the ball.


The Set is very important because it sets up the Spike which can score a point.




The Set can be from any direction. Front, back or sideways.

The teacher’s knowledge of resources for classroom use and for extending one’s professional skill is exten- sive, including those available through the school or district, in the community, through professional orga- nizations and universities, and on the Internet.

Position #3 is the SPIKE. (The ball can now go over the net)

One player hits the 3rd shot- the Spike. The ball goes over the net. Spiker uses one hand to spike, The other team can BLOCK the SPIKE by jumping up with 2 hands.

Hands do not cross over the net.

Jump high and smash the ball over the net.

Reach up high and Spike the ball over the net. Do not cross over the net.

Block with 2 players. Work as a team. Timing is important to block.

Jump up high to spike and jump up high to block. Don’t touch the net.

Jump high for the Spike. Get ready to block the Spike or get ready to Bump the ball.

The sequence of learning activities follows a coher- ent sequence, is aligned to instructional goals, and is designed to engage students in high-level cogni- tive activity. These are appropriately differentiated for individual learners. Instructional groups are varied ap- propriately, with some opportunity for student choice.





The teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible stu- dent misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and con- necting with students’ interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies, both within the disci- pline and for more general use. Students contribute to the correct use of academic vocabulary.


Students come into the gym and are encouraged to change into their provided school physical education uniform.

The lesson plan is written on a white board. Some Strands sit down on the floor and I take attendance. Other Strands begin activity while I take attendance.

I then introduce the lesson plan while students are in small groups, customized to include knowledge and skills of each student while combining their personal interests and cultural heritages.

Upon completion of the class, each student receives a smiley face sticker on their work sheets for demonstrating through participation, they consolidated their understanding of the lesson plan using the resources of other students.

Content Objectives:

To learn the 3 types of volleyball hits in the professional order under professional rules so students can enjoy a popular sport played around the world, year round.

Language Objectives:

To learn words related to team sports and use them different ways and differnet meanings. An example is the first hit in volleyball is called the Bump. Hands are positioned with arms “extended” which is a Word. Other meanings of the word Extended are “straight out, arms forward, both hands reach,” etc.

Here are the Words for the Professional Game of Volleyball:
Positions, players, rules, bump, set, spike, extended, cup, hands, elbow, wrist, direction, requires, control, timing, counter, offense, defense, conditioning, technique, team work.

The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

Rationale for Grouping:

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