Nicholas Yozzo

Tennis- Rules, Serving, Shots and Gameplay

9/23-10/04
Grade 12
Springfield Central High School
Unit Outcomes Reference Content to be taught Assessment
MA CF &
(By the end of the unit, SHAPE (include rubrics, quizzes,
students will be able to…) Standards etc. in “written
by # materials” section)

Psychomotor Day 1: Forehand/Backhand Peer Checklist

Perform the forehand, Shape Day 2: Serving/Returning Serves Serving Quality during
backhand, volley, and Standard # games
Day 3: Intro to Gameplay
serve successfully during S1. H1. L1
Day 4: Volley/ Gameplay Student observation and
gameplay, by scoring a 3
MA CF evaluation (Rubric)
or 4 on the rubric during Day 5-8: Gameplay/
Standard
gameplay Tournament Tournament Results
2.17
Checks for
understanding

Cognitive Day 1: Pre-test on the rules Pre-Test/ Post-Test

Demonstrate an Shape Day 2: Serving Rules Quality of Officiating/

understanding of the Standard # They are making corrects
Day 3: Additional Rules/Scoring
rules of tennis well S2. H1. L1 calls
enough to pass the post- Day 4: Post Test/ Referee
MA CF Checks for
test and act as a game Training
Standard understanding
official during tournament
2.17 Day 5-8: Applying rules to
play
gameplay

Affective Day 1-4: Respectful listening to Number of player time

instructions, learn proper outs they are given
Demonstrate proper Shape
etiquette of the game “powerplays”
etiquette and respect Standard #
partners, officials, S4. H2. L1 Day 5-8: Respect decisions of Results Of the
opponents and teachers officials “Badminton judge
MA CF
by not arguing any calls, Questionnaire”
2.26 Day1-8: Sportsmanship
swearing, taunting or
being disrespectful
 Tennis Linesman
Questionnaire
Who was playing on the court where you were
officiating?
Player(s) 1 ___________________________ Player(s) 2 _____________________________

Did they argue any of the calls that you made?

[] yes [] no If so, how often? ____________________
Were they respectful to their opponents?
[] yes [] no

Did they swear at you, opponents, partners or

themselves?
[] yes [] no

Would you like to officiate these teams again?

Definitely No Maybe Definitely Yes

1 2 3 4 5

Additional Comments
_______________________________________________
 Serving Peer Checklist
Observer Name_________________ Server Name__________________
Skill Cues Round 1 Round 2 Round 3 Round 4 Round 5

Feet
Staggered

Bring racket
back behind
head
Keep arm
straight and
release ball
into the air

Follow
through

Observer Name_________________ Server Name__________________

Skill Cues Round 1 Round 2 Round 3 Round 4 Round 5

Feet
Staggered

Bring racket
back behind
head

Keep arm
straight and
release ball
into the air

Follow
through
 Tennis Skills Evaluation

Skill 1 2 3 4 Comments
Serve Students
demonstrate only
Students
demonstrate two
Demonstrate 3 of
the skill cues of
Demonstrate 4
out of 4 skill
one of the skill skill cues of serving cues of serving
cues of serving serving consistently, consistently,
consistently, consistently, Serve to proper Able to place the
often miss the Serve to proper box consistently ball in specific
proper service service box with sections of the
box little accuracy service box
Forehand Student are Students Students hit the Students hit the
unaware of the understand when ball effectively ball using the
proper scenario to use a forehand using their forehand,
to use a forehand shot, forehand, demonstrate 3 or
shot demonstrate 1 demonstrating 2 4 of the skill
out of 4 skill out of 4 skill cues hitting the
cues cues back end of the
court
Backhand Used at Understand when Students hit the Students hit the
inappropriate to use backhand, ball effectively ball using the
times; shot is hit demonstrating 1 using their forehand,
too shallow of 4 skill cues backhand, demonstrate 3 or
allowing a return demonstrating 2 4 of the skill
hit out of 4 skill cues hitting the
cues opposite side of
the court
Volley Student contacts
the ball below
Contact made
below head but
Contact made at
head level and
Contact made
with ball at head
head level and less swinging hit into level and ball is
swings at it motion at it opponents side pushed into the
with a push backcourt
 Tennis Quiz Questions
1. Serve can land anywhere inside the court to count as a point. True or False

2. A ball that lands on the line is considered in. True or False

3. You can still receive a point even if you didn’t serve to start the rally. True or False

4. You are only allowed to hit it once before it goes over the net. True or False

5. Server stands outside of the court to serve. True or False

6. If you mess up on a serve you get another one. True or False

7. The doubles court is different than the singles court. True or False

8. Players are allowed to reach over the net to hit a ball. True or False

9. Doubles and Singles tennis are the exact same except for the amount of people on the
court. True or False

10. When playing doubles, players can go wherever they want on their side of the court. True
or False

11. If the ball hits the net, goes over and lands inside the court, it counts. True or False

12. If a player hits the net at any time during the rally, what happens?
a. Play continues
b. Other team gets the point
c. No one gets a point, the rally starts over
13. The difference between a singles and doubles match is…
a. 1 person per side for singles, 2 people per side for doubles
b. Points are worth double in a doubles match
c. You have double the fun in a doubles match
14. You can receive a point if
a. The ball hits the ground on the opponent’s side of the net
b. Your opponent hits it into the net
c. Your opponent hits it out of bounds
d. All of the above
15. If the ball hits your body
a. You get to redo the point
b. It is a point for you
c. It is a point for your opponent
 Grading System
Attendance/ Readiness/ Participation 40%
- Showing up to class with a change of clothes and putting in effort to
whatever activity/ unit we are doing that day
o Assessed through class observations and attendance
Respect 20%
- Listening when others are speaking, following directions, treating equipment
with care, not swearing or arguing about game calls/results
o Assessed through observations, number of times students suffer a
“powerplay”, the Badminton Judge Questionnaire
Skill Development/Performance 20%
- Ability for students to successfully complete different shots and other skills
taught throughout the unit
o Assessed through observations (see rubric) and peer serving checklist
Understanding of the Game 20%
- Ability for students to comprehend and apply rules to gameplay as well as
strategies of the game such as when to use certain shots
o Assessed through observations (see rubric) and improvement in the
pre and post Kahoot! quiz
 Daily Lesson Plan

Name: Nick Yozzo Date: 9/23/19 Time:

School: Springfield Central High School Lesson: 1/8

Facilities: Tennis Courts Number of Students: 28 Grade: 12

Unit/Theme: Tennis

Equipment: 6 Tennis Courts, 28 Rackets, 28 Balls

Focus of Lesson: Introducing shot that is most commonly used in gameplay, the forehand.

Student Performance Objectives (SPO) + MCHCF + National Standard & Grade Level Standard #

SWBAT

(P) Perform a successful forehand shot to score one point on their opponent during a modified game
(National # S1.H1. L1 MA CF 2.17).

(C) Show an understanding for the proper scenario to use a forehand shot in a modified game situation
by getting out of a vulnerable situation by using it and resetting themselves at least once (National # S2.
H2. L1 MA CF 2.17).

(A) Demonstrate a respect for equipment by keeping the balls inside the fences, avoiding allowing the
racket to hit the ground and not hitting the net with the rackets at any point during the lesson (National
# S4.H5. L1 MA CF 2.26).

Teacher Performance Objectives:

1. Use demonstrations with students to fully explain not only skill cues but also activities and what
they should look like
2. Limit time in transition and give very specific instructions to avoid misbehavior and students
getting off task during transition times

Special Considerations:

1. Whenever you are using implements it is important to tell students to make sure they check
around them before they swing or start walking anywhere so they don’t get hit or hit anybody
with the racket
2. Make sure students are careful when running so they do not run into the net and hurt
themselves, the equipment, or anyone else.

References:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12
Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

The Sports Rules Book: Essential Rules, Terms, and Procedures for 54 Sports. Chapter38. Human

Kinetics with Tomas Hanlon

S=Student T= Teacher __________= Net

TIME SEQUENCE OF LESSON ORGANIZATION

Attendance- Students will enter the gym

changed and meet on the baseline where we
SSSSSS SSSSSSS
meet every day for attendance
T
Introduction, informing and safety-

Today will be the first day of our Tennis unit. We

are going to warm up before we get into any
activity or instruction. Something that is
important to know for this entire unit. To make
sure that we protect our equipment. Everybody
grab a partner and grab a racket and go to a net.

Transition-

Students go and get a racket, go to a net and wait

to get a ball

Warm-up-

Students get loose and will jog to the net and

back, then high knees, butt kicks, karaoke, and S S S S S S
sideways shuffles to get some dynamic stretches
in. S S S S S S
Transition T
Students grab the balls and rackets and meet at S S S S S S
half court
S S S S S S
Informing-

Today we are going to learn the main shot that is

commonly used in gameplay, the forehand. It is
the most common because it is the easiest and
happen when the opposition player hits it to your
dominant side. Show the students the grip on a SSS S SSSSSSSSSSSS
tennis racket to make sure they are holding it
T
correctly.

Activity 1- Forehand Form

Informing-

For this first activity everybody will stand in front

of the court that they chose and just simply
practice the swing, from low to high and make
sure to keep the skill cues in mind and follow
through over the shoulder.

Skill Cues

- Bring racket back behind you

- Swing low to high
- Step and turn your hips
- Follow through over opposite shoulder

Practice-

Get in pairs and practice hitting the ball to each

other, back and forth on the ground. Try and only
let it bounce once before it gets to your partner.

Transition-

Have students meet at the middle court and hold

all the equipment

Activity 2- Partner Forehands

Informing-
S S S S S S
To continue to work on forehand shots you are
S S S S S S
going to get with a partner and split the nets in
half. You and your partner will be on opposite T
sides of the net on one half and on the other half
will be another set of partners. What you are S S S S S S
going to do is you are going to hit forehand shots
S S S S S S
back and forth to each other. To make sure that
you are hitting it deep enough you must make
sure it makes it at least past the service line on
every hit. You are trying to drive your partner
back to the out of bounds line behind them

Transition-
Students will switch from forehands strokes to
backhands.

Activity 3- Partner Backhands

Informing-
S S S S S S
To continue to work on backhand shots you are
going to get with a partner and do the same thing S S S S S S
as the previous activity but with backhands T
instead. You and your partner will be on opposite
sides of the net on one half and on the other half S S S S S S
will be another set of partners. What you are
S S S S S S
going to do is you are going to hit backhand shots
back and forth to each other. To make sure that
you are hitting it deep enough you must make
sure it makes it at least past the service line on
every hit. You are trying to drive your partner
back to the out of bounds line behind them

Transition-

Have students meet at the middle court and hold

all the equipment

Activity 4- Modified Game

You will now only have one ball per court and you S S S S S S
will now be on the same side of the net as your
S S S S S S
partner. What you are going to do is play a game
of tennis, however you are going to focus on T
using the shot that we worked on today in order
S S S S S S
to score on your opponent. Don’t worry about
keeping score, just make sure you try to drive S S S S S S
your opponent back and hit the ball past the
service line as much as possible.

Extension Up- Start keeping score for the games.

Extension Down- The ball can bounce twice on

your side of the court before it is a “dead ball”.

Transition-

Students place extra balls and rackets to the

hopper and racket bag near the gate.

Closure
Pre-Test for Tennis rules to be administered! SSS S SSSSSSSSSSSS
Transition T
Students go change
 Daily Lesson Plan

Name: Nick Yozzo Date: 9/24/19 Time:

School: Springfield Central High School Lesson: 2/8

Facilities: Tennis Courts Number of Students: 28 Grade: 12

Unit/Theme: Tennis

Equipment: 6 Tennis Courts, 28 Rackets, 28 Balls, 24 Hot Spots, 12 Hula hoops

Focus of Lesson: Introducing basic rules and skill cues of serving, using serving in gameplay

Student Performance Objectives (SPO) + MCHCF + National Standard & Grade Level Standard #

SWBAT

(P) Demonstrate proper form during a serve by demonstrating at least 3 out of the 4 skill cues during
every round of serving while being evaluated by a peer on the peer checklist (National # S1.H1. L1 MA CF
2.17).

(C) Identify and evaluate skill cues of a serve by observing a partner serving, filling out a peer checklist
and giving their partner effective feedback on corrections to their serving form (National # S2. H2. L1 MA
CF 2.17).

(A) Demonstrate and ability to communicate issues with a partner serve by effectively communicating
what skill cues they are leaving out and how to incorporate those skills on the next serve after every
round of serving during the lesson (National # S4.H3. L1 MA CF 2.26).

Teacher Performance Objectives:

1. Observe students serving in the initial activity and bring students together to address common
issues that students display when performing serving
2. Use reciprocal style teaching effectively by giving feedback to the student observing, allowing
that student to assess the performer without interference from the teacher

Special Considerations:

1. Whenever you are using implements it is important to tell students to make sure they check
around them before they swing or start walking anywhere so they don’t get hit or hit anybody
with the racket

References:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12
Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

 The Sports Rules Book: Essential Rules, Terms, and Procedures for 54 Sports. Chapter38. Human

Kinetics with Tomas Hanlon

S=Student T= Teacher __________= Net 0= Hula Hoop x= Hot Spot

TIME SEQUENCE OF LESSON ORGANIZATION

Attendance- Students will enter the gym

changed and meet on the baseline where we
SSSSSS SSSSSSS
meet every day for attendance
T
Introduction, informing and safety-

Today we are going to cover the rules and skills of

serving. First, I want everybody to grab a partner,
grab a racket and grab one ball per pair of
partners. Stand across the net from their partner
and just hit back and forth as a warm-up

Transition-

Students go and get a racket, get a birdie and go

to a net

Warm-up-

Students get loose and will jog to the net and

back, then high knees, butt kicks, karaoke, and
sideways shuffles to get some dynamic stretches S S S S S S
in.
S S S S S S
Transition
T
Students grab the birdies and rackets and meet at
half court S S S S S S
Informing- S S S S S S
Today we are going to go over serving. When
serving you must stand behind the line on your
side of the court and you must serve before the
service line on the other side of the court. It also
must go diagonal to your opponent.
SSS S SSSSSSSSSSSS
 T

Serving-

- Feet are staggered, opposite shoulder

aimed at your target
- Racket comes back behind head, wrist
extended
- Contact in front of body, swinging up
- Follow through over like you’re buckling a
seatbelt

Activity 1- Partner Serving

Informing-

For this first activity everybody will stay with their

partner and stand diagonally on opposite side of
the net as their partner right behind the service S S S S S S
line. What you are going to do is work on your
S S S S S S
serving form by serving back and forth with your
partner. One partner will serve, the other will T
catch the birdie and serve back.
S S S S S S
Extension Up- Have them move back to the
actual place where they will serve in game. S S S S S S

Extension Down- Tell them not to worry about

where it goes but focus more on getting it over
the net.

Transition-

Students meet back at center court for further

instruction

Activity 2- Serving Target Practice

Reciprocal Style Teaching

Informing-

For this activity you are going to work with your

partner, trying to work on making your serves
more accurate. There is going to be a hot spot set
up on the outside corners of each service box and X 0 X X 0 X X 0 X
a hula hoop set up on the inside corners of each
X 0 X X 0 X X 0 X
service box. You are trying to serve so the ball
lands inside the hula hoops or hits a hot spot.
Anything that lands in the correct service box is 1 SS SS SS SS SS SS
point and anything that hits a hot spot or lands
T
inside a hula hoop is worth 2 points. While the
server is trying to score points. Their partner will X 0 X X 0 X X 0 X
be watching them serve and using the peer
checklist to evaluate their serve. Once the server X 0 X X 0 X X 0 X
is done their first round, then they get feedback SS SS SS SS SS SS
from their partner and the roles switch.

Extension Up- Have the students do several

“sets” to mimic a actual tennis match to get used
to breaking the math into different games.

Extension Down- Have the students disregard the

scoring and just focus on trying to get the ball
into the box.

Transition-

Have students pick up hula hoops, hot spots and

go to the half court line to wait for further
instruction

Activity 3- Gameplay

Informing-

We are going to start with a little bit of gameplay

today, really focusing on starting the rally off with
a good serve and using shots that we learned in
yesterday’s class.

Transition-

Students hold the equipment and place the

rackets and balls back in the hopper and bag
where they got them from
S S S S S S
Closure
S S S S S S
What was challenging about trying to teach each
other the skills? T

Do you feel like teaching the skill helped you to S S S S S S

learn the skill better?
S S S S S S
Transition
Students head inside to change
 Daily Lesson Plan

Name: Nick Yozzo Date: 9/25/19 Time:

School: Springfield Central High School Lesson: 3/8

Facilities: Tennis Courts Number of Students: 28 Grade: 12

Unit/Theme: Tennis

Equipment: 6 Nets, 28 Rackets, 28 Balls

Focus of Lesson: Rules of gameplay, scoring, serving and serving rotation. Properly applying rules to
gameplay

Student Performance Objectives (SPO) + MCHCF + National Standard & Grade Level Standard #

SWBAT

(P) Combine skills learned in lesson 1 and lesson 2 in order to start a rally with an effective serve and win
a point several times throughout gameplay (National # S1.H1. L1 MA CF 2.17).

(C) Demonstrate a knowledge of the rules of scoring, serving and serving rotation by running through
gameplay smoothly without having questions for classmates or teachers by the end of class (National #
S2. H1. L1 MA CF 2.17).

(A) Show respect to classmates by settling possible disagreements about rules through calm
explanations and not being disrespectful, yelling or arguing at any point throughout class (National #
S4.H2 L1 MA CF 2.26).

Teacher Performance Objectives:

3. Use student demonstration to show student the proper serving rotation during the game
4. Be an active observer and instructor while gameplay is going on to ensure that students are
playing by the correct rules, scoring and serving correctly

Special Considerations:

2. Whenever you are using implements it is important to tell students to make sure they check
around them before they swing or start walking anywhere so they don’t get hit or hit anybody
with the racket
3. Make sure students are careful when running so they do not run into the net and hurt
themselves or the equipment.

References:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12
Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

The Sports Rules Book: Essential Rules, Terms, and Procedures for 54 Sports. Chapter38. Human

Kinetics with Tomas Hanlon

S=Student T= Teacher __________= Net

TIME SEQUENCE OF LESSON ORGANIZATION

Attendance- Students will enter the gym

changed and meet on the baseline where we
SSSSSS SSSSSSS
meet every day for attendance
T
Introduction, informing and safety-

Today we are going to cover additional rules, go

over scorekeeping and the rotation you must
follow when serving.

Transition-

Students go and get a racket, get a ball and go to

a net

Warm-up-

Students get loose and will jog to the net and

back, then high knees, butt kicks, karaoke, and
sideways shuffles to get some dynamic stretches
in.

Transition S S S S S S

Students grab the balls and rackets and meet at S S S S S S

one of the nets
T
Informing-
S S S S S S
I need three volunteers to come steps out on the
court with me (send two students to the other S S S S S S
side of the net and keep one on my side). From
there whichever team serves first only has one
person on their team serve. They serve until they
finish the set, then it goes to the other team.
When keeping score, one team scores on every
single rally, whether they served to start the rally SSS S SSSSSSSSSSSS
or not. The first point, which is a zero is called
T
love. Then the first score is 15, then 30, then 40,
then game point. Finally, when serving, you
switch sides each serve no matter if you won the
points or not.

Gameplay

Informing-

What we are going to do is get right into

gameplay, so we can practice keeping score and
practice rotating serves

Transition-

Students return to the net where they warmed

up get ready to play

Practice-

Students go into gameplay following the rules,

serving rotation and announcing the score.
Teams rotate every 5 minutes, so they play
different teams

Transition-

Students meet at half court

Check for Understanding

Reminds students of common mistakes that you

see when observing games to clarify.
S S S S S S
Do you have any questions about things that we
S S S S S S
have covered or about the rules?
T
Informing
S S S S S S
Another thing that we already talked about with
serving was that you must serve to the opponent S S S S S S
diagonal from you, that means if it is not going
diagonal you do not have to play it, as long as you
don’t think it will be in. Also, the opponent who is
directly across from the server, they are not
allowed to play it, if they try to jump in front and
play the ball it is a point for the serving team. It is
also important to remember that if any part of
you or your racket hit the net, or reach over the
net, it is a point for the other team

Transition

Students return to the courts where they were

playing
S S S S S S
Gameplay

Students continue gameplay, continuing to refine S S S S S S

their application of the rules as well as the new T
rule we just discussed.
S S S S S S
Transition
S S S S S S
Students bring rackets and balls back to the rack
where they got them at the beginning of class

Closure

What is different about the very first serving

possession of the game and all the others?
SSS S SSSSSSSSSSSS
Does scoring happen on every rally or only when
T
the serving team wins a rally?

Transition

Students go change
 Daily Lesson Plan

Name: Nick Yozzo Date: 9/26/18 Time:

School: Springfield Central High School Lesson: 4/8

Facilities: Tennis Courts Number of Students: 28 Grade: 12

Unit/Theme: Tennis

Equipment: 6 Nets, 28 Rackets, 28 Balls

Focus of Lesson: Post-Test for rules and referee training, introduction to overhead smash

Student Performance Objectives (SPO) + MCHCF + National Standard & Grade Level Standard #

SWBAT

(P) Demonstrate proper execution of an overhead slam by driving the ball over the net and into the
ground under the second net on at least 8 out of 10 attempts during activity 2 (National # S1.H1. L1 MA
CF 2.17).

(C) Apply knowledge of game rules and scoring to the responsibility of being a game official by making
sure the game runs smoothly and the officials are able to answer student questions and direct the game
100% of the time (National # S2. H1. L1 MA CF 2.17).

(A) Demonstrate an ability to communicate as the official, to the students participating in the game, why
a certain call was made or why a certain scenario happened without getting into an altercation 100% of
the time, using knowledge of the rules (National # S4.H3. L1 MA CF 2.26).

Teacher Performance Objectives:

1. Take a step back from the normal role as teacher and game official to allow students to practice
officiating and making calls in a game situation
2. Use the post-test as an assessment of who is ready to officiate in real games and who is not, also
to discover what rules need to be reemphasized and re covered

Special Considerations:

1. Whenever you are using implements it is important to tell students to make sure they check
around them before they swing or start walking anywhere so they don’t get hit or hit
anybody with the racket
2. Make sure students are careful when running so they do not run into the net and hurt
themselves or the equipment.

References:
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12
Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

The Sports Rules Book: Essential Rules, Terms, and Procedures for 54 Sports. Chapter38. Human

Kinetics with Tomas Hanlon

S=Student T= Teacher __________= Net 0= Hula Hoop x= Hot Spot

TIME SEQUENCE OF LESSON ORGANIZATION

Attendance- Students will enter the gym SSSSSS SSSSSSS

changed and line up on the baseline like normal
T
Warm-up-

Students get loose and will jog to the net and

back, then high knees, butt kicks, karaoke, and
sideways shuffles to get some dynamic stretches
in.

Transition

Students grab the balls and rackets and meet at

half court

Informing-

Today we are going over the overhead smash

shot. The overhead smash is a very similar arm
motion to a serve. You must make sure you are
close enough to the net or contact the ball high
enough where you can hit it down but still get it SSS S SSSSSSSSSSSS
over the net
T
Skill Cues

- Step with opposition

- Contact ball above and slightly in front
your head
- Follow through to your opposite hip with
wrist snap
Activity 1- Smash Circle

Informing-

For this first activity everybody will stand in a S S S S S S

circle inside of the nets. Everybody will have a
ball and a racket and will be facing the middle of S S S S S S
the court. What we are going to do is when I say T
go you are going to hit the ball down and hard
toward the center of the court. S S S S S S

Safety- S S S S S S

Make sure no one goes to get their ball until

everybody hits and I say it is clear to go

Transition-

Students meet back at center court for further

instruction

Activity 2- Smash Practice

S S S S S S
Informing-
S S S S S S
For this activity, students will be getting a ball
tossed to them by their partner on the other side T
of the net and they will be overhead smashing it
onto the other side trying to aim for the service S S S S S S
line or back. It is one point before the service line S S S S
and three points behind. The team with the most
points at the end of the round wins.

Transition-

Students move the nets back to the place that

they normally are for gameplay S S S S S S
Activity 3- Gameplay
S S S S S S
Informing-
T
We are going to get back into gameplay but this
S S S S S S
time we are going to have students who are
sitting out help officiate. When you are S S S S S S
officiating, you need to make a loud, clear call
immediately. Make sure you announce and signal
weather it is in or out and which team gets the
point. You also need to make sure students are
serving from the correct place and you call it
when students commit a fault. What the official
says is what goes.

Transition-

Students hold the equipment and place the

rackets and balls back on the rack where they got
them from

Closure

Students take the post-test on tennis rules! SS S S S S S S S S S S S S

Transition T
Students change and wait for the end of class
 Daily Lesson Plan

Name: Nick Yozzo Date: 9/30/19-10/3/19 Time:

School: Springfield Central High School Lesson: 5-8/8

Facilities: Tennis Courts Number of Students: 28 Grade: 12

Unit/Theme: Tennis

Equipment: 6 Nets, 28 Rackets, 28 Balls

Focus of Lesson: Tournament play

Student Performance Objectives (SPO) + MCHCF + National Standard & Grade Level Standard #

SWBAT

(P) Demonstrate physical proficiency in all of the shots covered throughout the unit by scoring at least a
3 or a 4 on the rubric for every shot during gameplay (National # S1.H1. L2 MA CF 2.17).

(C) Demonstrate a knowledge of the rules of scoring, serving and serving rotation by running through
gameplay smoothly and running gameplay smoothly 100% of the time as an official (National # S2. H1.
L1 MA CF 2.17).

(A) Show respect to classmates by settling possible disagreements about rules through calm
explanations and not being disrespectful, yelling or arguing with opponents, game officials or
teammates at any point throughout class (National # S4.H2 L1 MA CF 2.26).

Teacher Performance Objectives:

1. Set up an effective tournament that increases student engagement, participation, allows all
students to play one another and leads us to having a unit champion
2. Be a good fan of the tournament, in addition to coaching up students and officials, be
enthusiastic, supportive and hype up the tournament to increase student motivation

Special Considerations:

1. Whenever you are using implements it is important to tell students to make sure they check
around them before they swing or start walking anywhere so they don’t get hit or hit anybody
with the racket
2. Make sure students are careful when running so they do not run into the net and hurt
themselves or the equipment.

References:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12
Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

The Sports Rules Book: Essential Rules, Terms, and Procedures for 54 Sports. Chapter38. Human

Kinetics with Tomas Hanlon

S=Student T= Teacher __________= Net

TIME SEQUENCE OF LESSON ORGANIZATION

Attendance- Students will enter the gym

changed and go to the baseline
SSSSSS SSSSSSS
Warm-up-
T
Students get loose and will jog to the net and
back, then high knees, butt kicks, karaoke, and
sideways shuffles to get some dynamic stretches
in.

Transition

Students grab the balls and rackets and meet at

the white board

Informing-

For the rest of this unit we will be taking part in a S S S S S S S S S S S S S S S S

tournament that will ultimately lead to a T
championship match on Friday where we will find
a winner of the unit! After every match you will
come over to the board, tell me who the winner
is of each match and then you will get assigned to
a new match. After every game, students report
to the board to tell me who the winner was and
to see who their next match up is. They then
report to their assigned court and play their next
match up.
S S S S S S
Gameplay
S S S S S S
Students play 6-minute tennis matches with the
goal of winning games to get a good tournament T
seeding and then working their way through the S S S S S S
bracket to become the unit champion. Students
who are off are acting as referees and keeping S S S S S S
track of the scores.

Transition

Students bring rackets and balls back to the rack

where they got them at the beginning of class

Closure

What are some scenarios that you needed

clarification on during today’s games? SSS S SSSSSSSSSSSS
Do we feel more comfortable as players or as T
officials?

Transition

Students go change and wait for the bell

 Tennis Quiz
16
14
12
10
8
6
4
2
0

Katalyna
Damon
Adyelis

Isargy

Kristy
Jennifer
Sharissa

Jeremy
Zay

Aidan
Bandana

Alex
Hteh

Daniel
Iguette

Dominic

Miguel

Ibrahima

Tina

Tommy
Jenise
Lillian
Da'Vonti

Gabriel
Stephanie

Osvaldo

Justin K

Hector
Justin C

Thomas
Pre-Assessment Post-Assessment

Summary
Overall, I believe the measure of student learning, and the tennis unit overall was a success.
When 31 students show improvement, it is a successful unit. The results were overwhelmingly
positive. This is a group that has good attendance, pays attention, participates and gets actively
involved in what we are learning. This showed up quite well in the results as everyone
experienced a high level of impact apart from a few students. The students who experienced a
moderate level of impact are students who are either absent on a regular basis, late on a regular
basis, or who are not the most athletic or the most involved in class. They are not “bad students”
but they just were not interested in tennis and did not feel the need to try since they doubted
themselves and their capabilities. This is good feedback for me, so I now know that I need to do
a better job of getting in touch with those students who aren’t necessarily the most PE driven.
Overall G-period is not just a fairly athletic class, but they are almost all dedicated people. They
did not go half paced throughout the class, almost all of them showed up, changed, everyday
ready to start class and get to gameplay. I appreciated this because being my only senior class, I
wasn’t sure if they were going to be mentally “checked out” from high school and not want to do
anything and give me problems. Thankfully though, they ended up being one of my most
consistently good classes and one that I could rely on to not give me a hard time about things.
After my experience at Central I have learned how to be a master of classroom management,
sometimes having to teach 150+ students at one time. After dealing with all of those students
none of them were as good as my senior class who, for the most part, showed up ready to play
and especially learn. They were eager to learn a new skill and from a teacher’s standpoint, it
doesn’t get much easier than that.
Resources/References
Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014 (pg. 23)

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

The Sports Rules Book: Essential Rules, Terms, and Procedures for 54 Sports. Chapter38. Human Kinetics

with Tomas Hanlon

https://www.optimumtennis.net/tennis-games-for-beginners.htm

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