Lesson Plan Template

Name: Megan Lee Date: 11/5/18 Lesson #: 1

Lesson/Unit Focus: Grade: 6th Class Length:30 min Class Size:25

Awareness of Court

 STANDARDS/BENCHMARK/GLE’s:
Standard: Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

GLEs: 1.6-11.1 Demonstrates the mature form of forehand and backhand strokes with a short-handled implement in net games in practice
task

Standard: Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.

GLEs: 2.6-3. Demonstrates creating open space by moving opponent more than one step in either direction

Standard: Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
GLEs: 4.7-3.1 Observe and analyze the performance of other students to provide corrective feedback using teacher generated guidelines

 TEACHER OBJECTIVES
Cognitive: TTW observe her students as a whole and recognize if they are succeeding or struggling and will put into action the
appropriate extensions or refinements.
Affective: TTW positive pinpoint at least 5 students who are doing the correct behavior asked of them.
Psychomotor: TTW make sure their back is to the wall for a majority of the class.

 LESSON OBJECTIVES: (TLW)

Cognitive: TLW be able to express all of the skill cues of the forehand stroke by the end of class.
Affective: TLW provide corrective feedback to their peers via a feedback sandwich by the end of class.
Psychomotor: TLW demonstrate the use of the forehand stroke to move their opponent two or more steps by the end of class.

 ASSESSMENT/EVALUATION:
 Cognitive: TTW check for understanding multiple times throughout the class to ensure that the students can express the skill cues out
loud.
Affective: TTW observe students while they are giving the feedback sandwich to ensure they are using corrective feedback.
Psychomotor: TTW observe the students to see that about 70% of the students are moving their opponent two or more steps.

 INTEGRATION:

 EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
Tennis balls 50
Tennis racquets 25
Gator Skin balls 15
Yarn balls 25

 RESOURCES:
Teaching Sport Concepts and Skills: A Tactical Games Approach for Ages 7 to 18; Third Edition

 ACCOMODATIONS & MODIFICATIONS

If students are struggling to get the ball over the net let them move closer to the net. If the students are easily hitting the ball over
the net to their partner have them working on hitting it to specific areas of the court i.e. front, back, left, right. Use non dominant
hand if dominant is to easy during tossing activity. Go over different levels of force if students are struggling with being in control
of the ball.

 LESSON PROCEDURES/ACTIVITIES:

Time Instant Activity/Task Organization Criteria to move on Skill/Teacher Cues

6 Instant Activity Instruction: One member of team on one Time Cues: Work with your
Five Alive: side the other net and the teammates
When I say go you have 5 seconds to get into other three on the opposite Goal: Catch 5 balls and
groups of four. This group is now your team and side. Have a variety of balls yell Five alive
you will be working together to catch these balls. in a hoola hoop on each
Each team will have one player on one side of the court that they can hit over.
 net and the rest on the opposite side. The player
who is by themselves is trying to hit the ball over
the and have their teammates catch it. Once your
team has caught 5 balls you yell “FIVE ALIVE”
and everyone stops and we restart until all players
have had the opportunity to hit the ball. Now I’m
going to let you hit the ball however you want but
remember that you are working with your team so
you want to give them a pass they can catch. You
must hit the ball from behind the service line
(show which is service line). Demonstrate while
you do this.

Transition:

Time Introduction/Set Induction & Organization Criteria to move on Skill/Teacher Cues

Behavior Focus
1.5-2 Introduction: I’m standing facing sun and Time Cues:
minutes Good afternoon class! We just finished up our students are gathered Aware of open space
pickle ball unit and are now going to be around me. Goal: Introduce pickle ball
moving into tennis. Today we are going to be
working on become aware of the space on the
court because a tennis court is much larger
than a pickle ball court.
Skill Focus: Becoming aware of the space on
the court and how to move your opponent.

Behavior Focus:
Transition:

Time Task/Skill Organization Criteria to move on Skill/Teacher Cues

5 min Task: Students gathered Time Cues:
Let’s get us started on our first activity. Can around the court.
I get two volunteers to demonstrate what we Demonstrators on Goal:
will be doing? Perfect. One person will go be the half court.
on each side of the net. You and your
partner will only be using half of the court.
That means that down the center of the
 court there will be an imaginary line that
you cannot cross because there will be
another group next to you. Just like we did
in our pickle ball unit if the ball rolls into a
different court you must wait for the group
using that court to stop playing and then
you can retrieve your ball. The goal of this
game is to underhand toss the ball over the
net in attempt to move your opponent. You
get one point every time you move your
opponent three or more steps. Remember,
the court in this game is a lot larger than the
court in pickleball so you have a larger area
to move your opponent. When I say go we
are going to get with a partner. The taller
partner will grab a tennis ball and find an
open half of a court. Once you get there go
ahead and start
Extension:
Non dominant hand. The hand you catch
with is now the hand you have to throw it
with.
Refinement:
Bring students in and go over the different
areas they can move their students ie left right
front back.
Transition:

Time Task/Skill Organization Criteria to move on Skill/Teacher Cues

5 Task: At first have them If the students have Cues:
After playing that last game who can tell me gathered around advanced to the Side to net, racket back,
How they moved their opponent? A: Toss to them. After that the extension hitting step and swing, follow
an open space. Q: When you are using to students will be in the ball to the left through
move your opponent to open space which the same split court. right front and Goal: hit the ball over the
shot do you think you will use the most? A: On one side is a back net and inbounds
Forehand. hitter and on the
Now we are going to move into an activity opposite side there
that introduces the forehand stroke and will be a tosser at
moving your opponent with the forehand about mid court and
stroke. a retriever 5 or so
Can I have three volunteers to help me feet behind them.
demonstrate? We will still be using the half
court just like we did in the last activity.
There will be two players on one side of the
net and one on the opposite side. The side
that has two players will have one tosser
and one retriever. The tosser will stand
close enough to the net that they can throw
a good pass to help their partners to help
aid in a successful forehand hit. The
receiver will stand behind the tosser and
run to retrieve the ball and bring it to the
tosser. After 5 hits the tosser will become
the hitter, the hitter will become the
retriever, and the retriever will become the
tosser. The goal of the tosser and retriever is
to help their partner have successful hits.
The goal of the hitter right now is to hit the
ball over the net and inside the boundaries.
If students get to extension, ask Q: which
ways can you move your opponent? A:
forward, backwards, left, right Q: When
you are hitting the ball closer how much
force do you need to use? Backwards?
After play pause students and teach them
what a feedback sandwich is (one positive
thing their partner did, one thing they could
improve on, and one more positive thing)
and have them each give their partners a
feedback sandwich.
Extension:
Have player hitting the ball specifically hit
to one side or the other to work on moving
their opponent left and right. Have player
who is hitting work on moving their
opponent front and back using different
amounts of force.
 Refinement:
Call students in, have them grab a polyspot set
it about 10 steps away from the net and make
them hit from their every time. If they are
successful they can move the polyspot back or
if not they can move it forward.
Transition:

Time Culminating Activity Organization Criteria to move on Skill/Teacher Cues

8 Activity Instruction: Two students per Time Cues:
Now we are going to use all of the tasks that half court Side to net, racket back,
we just went over to play half court singles. step and swing, follow
The goal of this game is to hit the ball back through
and forth to your partner in attempt to
score a point. The only way you can receive Goal:
a point is if you move your partner two or
more steps using a forehand stroke. I know
a lot of you instinctually started using a
backhand stroke and that is okay but let’s
focus on using our forehand stroke today.
I want you guys to be aware of the space on
the other side of the net and read and
anticipate your player. What do you think I
mean by read read and anticipate your
player? By read and anticipate I mean I
want you to look at where your player is on
the court and anticipate where you should
try to hit the ball to move your opponent.
Who can remind me the skill cues of the
forehand stroke? Who can remind me of
how you score a point?
Purpose/skill used:
Forehand pass to move opponent two or more
steps
Transition:

Time Closure: Organization Criteria to move on Skill/Teacher Cues

4 Check for understanding: Students gathered Time Review: Side to net, racket
What did we learn in class today? around me back, step and swing,
Assessment: follow through
 Cognitive: TTW check for Moving opponent
understanding multiple times
throughout the class to ensure that the
students can express the skill cues out
loud.
 Psychomotor: TTW observe students
while they are giving the feedback
sandwich to ensure they are using
corrective feedback.
 Affective: TTW observe the students
to see that about 70% of the students
are moving their opponent two or
more steps.