Professional Documents
Culture Documents
Unit Plan
Jabish Brook Middle School-BPS
7th Grade-Boys and Girls
3/19/15- 4/8/15
Christian Chenail
Unit Outcomes
Referenc
e MA CF
& NASPE
Standard
s
Content to be taught
Assessment
by #
Psychomotor
SHAPE
S1.M12.
7
Successfully using
the following strokes
within tournament
play with a partner
to be successful:
Forehand, backhand,
drive, drop shot,
drop serve.
S1.M14.
7
Forehand stroke
Backhand stroke
Drop shot
Serve
Rules
Officiating calls
Strategy
Team work
Sportsmanship
Teacher
observation
True and
false quiz
Daily teacher
observation
Writing
assignment
S1.M16.
7
MACF
2.8
2.9
Cognitive
SHAPE
S2.M7.7
S2.M9.7
S4.M6.7
MACF
7.5
2.14
Affective
SHAPE
S1.M7.7
S5.M6.7
MACF
2.15
7.7
7.6
Unit Outcomes
Referen
ce MA
CF &
NASPE
Standar
ds
Content to be
taught
Assessment
by #
Psychomotor
SHAPE
S1.M12
.7
Successfully using
the following
strokes within
tournament play
with a partner to
be successful:
Forehand,
backhand, drive,
drop shot, drop
serve.
S1.M14
.7
S1.M16
.7
MACF
2.8
2.9
Teacher observation
Teacher Observation
Day 3-Review
forehand, introduce
backhand.
Teacher Observation
Teacher Observation
Tournament
Bracket/Peer
Assessment
CFU
Teacher observation
and CFU
Informal CFU
Informal questioning
Peer Assessment
Cognitive
SHAPE
S2.M7.
7
S2.M9.
7
S4.M6.
7
MACF
Day 1- History of
pickle ball, serving
rules
Day 2- Review serving
rules
7.5
2.14
Day 4-Officiating
calls/hand signals and
rules.
30%-Class/Home Work
50%-Attendance
Expectation/Description
Unprepared for class
Sitting out due to lack of honesty regarding changing clothes or
little to no effort in participating in class, when participating is
off-task, cannot maintain appropriate behavior according to
class rules, constantly disruptive, does not accept responsibility
for actions, Reckless with use of equipment in that the safety of
themselves and/or others is compromised.
Prepared for class, but do to persistent inappropriate behavior,
receives multiple time outs, distracts other students from
completing their task, denied access to use the equipment,
possibly removed from class.
6-7
8-9
10
Prepared for class but receives multiple time outs, gives poor
effort, needs continues prompting/supervision from the
teacher, distracting to other students, minimal participation,
can only use equipment with supervision/in a group.
Prepared for class but receives one time out, puts in poor effort
after time out, most of participation comes from prompting
from the teacher, shows minimal respect for others and the
equipment.
Prepared for class but receives 1 time out, but gives good effort
after sitting out, needs some prompting from the teacher to
participate, can operate equipment with minimal supervision,
behavior is satisfactory.
Prepared for class, gives average effort, can work
independently with the equipment, participates in all activities
but doesnt challenge their abilities, respectful to themselves
and others OR late to class.
Prepared for class, gives noteworthy effort, works
independently and in groups with minimal to no off task
behavior, respects others, themselves, the equipment, and the
teacher, effort is equal to their abilities.
Prepared for class, goes above and beyond with every
task/assignment, can be self-directed and cooperates with
everyone in class, extends sense of responsibility by giving
support and being helpful to others, trustworthy with the set up
and break down of equipment.
Name of Player:__________________________
Skill
Observed
0 out of 3
attempts
out of 3
attempts
Legal Serve
Forehand
Stroke
Backhand
Stroke
Clear Shot
Drop Shot
Name of Observer:________________________
Grading
-Each Skill is worth two points for performing
it 3 out of 3 times for a total of 10 points
-1.5 points for performing the skill 2 out of 3
times
-1 point for 1 out of 3 attempts
-.5 points for 0 out of 3 attempts
Name:_______________________
1. The pickle ball has to bounce on each side of the court once before
volleying.
True or False
2. Pickle does not use rally scoring.
True or False
3. Both teammates must serve in doubles play.
True or False
4. You may enter the non-volley zone if the pickle ball bounces in it first.
True or False
5. A drive stroke is when the ball lands close to the net.
True or False
6. A Drop shot is when the ball lands close to the net.
True or False
7. A legal serve can land anywhere on the other side of the net.
True or False
8. The raising of the officials forearms and backhands facing forwards
means the pickle ball was out of play.
True or False
9. When the officials arms and finger tips are extended towards the
ground means that the pickle ball was out of play.
True or False
10.
When the officials arms are crossed at chest level it is the signal
for the end of the game.
True or False
________Out of 10 Correct
________Quiz Grade
Gym In Use Assessment
Name:________________________
Video Assessment
Video Assessment
Observed a lot
Observed
sometimes
Observed a little
Not observed
Forehand Serve
Back Hand Serve
Forehand
Backhand
Forehand Drive
Backhand Drive
Forehand Drop
Backhand Drop
Ready Position
Resources
http://www.shapeamerica.org/standards/pe/
MACF
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=205
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=144
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=97
http://newcombeestate.com/amenities/country-club/tennis-tips/eight-tennis-shots/
http://www.teamusa.org/USA-Volleyball/Grassroots/SportKit/Player-Resources/Guide-tovolleyball-basics/Official-Hand-Signals
Results of Assessments
When it came to my physcomotor peer assessment of the skills I was somewhat pleased with the
results but there were also many faults to the way it was administered. The students overall did rather well
with the assessment but there was also a lot of students who are excellent skill wise but did not show on
the assessment. When giving any assessment of this type I should have stressed the importance of the
tossers job and how it will correlate to the hitters grade. Also once I have given the directions to this
assessment I gave some feedback to those who were performing it and I should not have really done this
if I wanted to see what students were truly capable of or truly learned. In the future I would use this
assessment again but I would completely change the way I presented it so that students had a better
understanding of how it should be done.
The results of the cognitive true or false quiz came back very positive most students received at
least a 70 or seven out of ten except for a for outliers who are students who generally struggle with
listening and or was not present to classes. I was really happy with students doing well on this test
because it showed that my quick reviews at the beginning of classes and questions during closure were
hopefully getting across to the students. In the future I may modify the assessment too have more of a
variety and maybe include scoring as well as rules to king and queen of court because that was a game
they were involved in a lot as well as just doubles.
The results of the affective sportsmanship/teamwork writing assignment homework were rather
wide across the board, some students exceled while some put little to no effort into the assignment. I
thought this would be an easier assignment for the students but it did not go as great as I had expected.
Something that I think I should have done and will do in the future is instead of it being a check mark
grade I should have it out of ten points and each of the two questions being five points each. As well as
putting a point value I would also have a pre done writing assignment so that I could show the
length/detail/neatness of a 10 out of 10 assignment. I would use this assessment again for this unit as well
as maybe some others as well but like the physchomotor assessment I would present the
material/assignment in a better fashion.