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Teacher Candidate(s): Mr.Dave Teetsel Mr.

Anthony Dimarco Lesson Plan 2 of 10 Miss Antoinette Fratto NYS/NASPE Standards

School: Parker Elementary

Date: April 5, 2013 Grade: 8th

Unit/Movement Concept: Table Tennis Central Focus : Table Tennis Serve

# in class: 20 Objectives
Assessment Tool & When it is used

Domains Psychomotor Affective 1A/1 2/6

Length of class: 20 mins Teaching Styles:

Command Practice Reciprocal Self-Check Inclusion Discovery Problem Solving Cooperative Stations Jig-Saw

1. By the end of the lesson, students will be able to serve the ball to the opposite corner of their opponents side 3 out of 5 times using proper form. 2. At the end of every activity, students will demonstrate teamwork by shaking their opponents hand with positive feedback. 3. In the lesson closure, students will demonstrate their knowledge of Table Tennis by answering 8 out of 10 correct questions from the quiz. Follow through, manipulative, non-manipulative, striking.

Serving Rubric Self-Report

Cognitive Academic Language Used Literacy

10 Point Written Quiz

Common Core Standards Safety Statement

Equipment: 14 table tennis paddles, 14 table tennis balls, 7 tables All students will follow directions and not spike the ping pong balls at their opponent to ensure safety. References( e.g. Book, course packet, pg #, complete web address URL):
NASPE Content Standards A physically educated person: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

NYS Learning Standard 1 Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition NYS Learning Standard 2 A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. NYS Learning Standard 3 Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports

Health-related Fitness (HRF) NYS LS 1B (Please Bold) Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition

What is the ongoing fitness theme or emphasis in this lesson? Explain how it is embedded and where in the lesson it occurs: Skill-related Fitness (SRF) NYS LS 1A (Please Bold) During the activities, students will demonstrate flexibility in their Balance wrists and arms when trying to return the ping-pong ball at various Coordination angles back to their opponent. Agility Reaction time Speed Power (i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

Explain how it is embedded and where in the lesson it occurs: Students will have to use agility when playing table tennis to defend against their opponents different types of shots.

(i.e. Concepts taught, goals, FITT, etc.)

Lesson Components

Time (mins)



Adaptations, Assessments, Reminders CFU Academic Language

Students will be practicing their

Instant Activity

T SSSSSSS t t t t t t t T SSSSSSS T T=Teacher S=Student t=table Transition

Students will partner up and volley back and forth to get warmed up.

Students should be participating in instant activity.

Introduction, Signal for Attention, Hook

Good afternoon. I am Mr.Teetsel and Im Mr.Dimarco Today we will be administering a pre-test on the Table Tennis Serve. Out signal for attention will be our whistle. When you hear it, please put down your paddle/ball, stop and look at us for further instruction. The average professional table tennis serve exceed over 100 MPH. Maybe with some practice today, you can try to reach that speed. Teaching Progressions Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class. Challenges (Applications) Modifications More game-like chances to Add modifications to make the practice the same tasks at the tasks easier and harder according same difficulty level. E.g. In 90 to the skill level of the students. seconds, see how many times (GLSP) you can hit the ball to your partner. Here is a demonstration of the proper table tennis serve. The first cue is grip. Shake hands with your paddle. Next, you want to hold the ball in your non-dominant palm. Your dominant arm goes back to waist level. Toss with your left hand and follow through. *Demonstrate from two different angles correctly *Demonstrate with error Which way was the correct way to serve the ball? Why is it important to have a good toss? Why do you want to aim the ball low and close to the net? Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times. Cues (Refinements) Simple secrets to improve performance. E.g. Low to high

Todays goal is 300 moves in the Target heart rate zone

Adaptations, Assessments, Reminders CFU Academic Language

2 Body of Lesson (Lesson Focus)

Demonstration #1

Students will be practicing their table tennis serve. 1. Students will set up as singles and serve back and forth to one another, performing only 2 volleys at a time and then taking turns serving to their opponent. Students will rotate partners every minute by rotating to their right, to the next table. This will help them switch their partners up. 1. Open palm 2. Good toss 3. Arm back- waist level 4. Follow Through 1. See if you can serve the ball to your opponents side successfully 8 out of 10 tries. Easier Use gentle touches to get the feel of the paddle/ball Harder - Hit the ball harder with paddle

T SSSSSSS t t t t t t t T SSSSSSS T T=Teacher S=Student

One teacher will have an IPAD and have a group of students listed that they will rate on the rubric scale for the serving pre-assessment.

t=table Transition Demonstration #2 2. 1. 2. 3. 1. 2. Easier Harder -

Transition Demonstration #3 3. 1. 2. 3. 1. 2. Easier Harder -

Transition Demonstration #4 4. 1. 2. 3. 1. 2. Easier Harder -

Transition Demonstration #5 5. 1. 2. 3. Students will move from tables to floor to begin quiz. 1. 2. Easier Harder -

Transition Activity close (Optional) Lesson Closure, Hook to Next Lesson 5 Students should be facing forward and taking their quiz.

Students will spread out to a paper and pencil that is already spaced out on the floor. They will all face one way and answer the 5 multiple choice questions and 5 true or false questions. They will also answer an affective question about whether they showed teamwork today and record their moves. Once they are done, they will hand in their paper, put their equipment and bands back and line up at the door.

Spread out papers and pencils

Pre-planning: Previous instruction in this activity (earlier grade levels) Evaluation of Lesson Post-planning: Assessment Informs Teaching: future needs based on assessment results Teacher Reflection Notes: (Include any assessment, task cards, exit slips you used): Describe and numbered Attachments