LESSON PLAN

Grade:_20/30_ Lesson Title: _Pickle Ball_ Lesson Duration (mins): _88 min_

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the lesson is, how it is
connected to the POS and what students will learn.

This will be our second day of the week unit for Net Sports. With Friday being fitness testing, we will
take the full day to focus solely on Pickle Ball. In this 88-minute block, we will take time to focus on three
main components of Pickle Ball: Skills, rules, and playing games. We will begin with students learning the
variety of skills that encompass this sport through different mini games because at their age they will
already have a majority of the fundamentals. Once we have worked on some of the skills we will progress
into learning about the rules and implementing it into the games. To maximize the court space, we will play
doubles for a majority of the class. With that being said I will spend most of our time learning the concepts
of playing doubles. Barring time we will play a king’s court styled tournament, but we have lots to fit in one
class.
Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not
put in 10 SLO's just because you find a link. Choose selectively and think carefully about what is achievable for students to learn
by the end of the lesson/unit

GLO /GLE SLO/SLE

Students will acquire skills through a variety of
developmentally appropriate movement
activities; dance, games, types of gymnastics,
individual activities and activities in an
alternative environment; e.g., aquatics and
outdoor pursuits.
Students will interact positively with others.
Students will assume responsibility to lead an
active way of life.
A20-1: Apply and refine locomotor skills and concepts—
effort, space and relationships—to perform and create a
variety of activities to improve personal performance
A20-3: Apply and refine non-locomotor skills and concepts—
effort, space and relationships—to perform and create a
variety of activities to improve personal performance
A20-5: Apply and refine manipulative skills and concepts—
effort, space and relationships—to perform and create a
variety of activities to improve personal performance
C20-1: Communicate thoughts and feelings in an appropriate
respectful manner as they relate to participation in physical
activity
C20-3: Demonstrate etiquette and fair play
D20-3: Select and apply rules, routines and procedures of
safety in a variety of activities
A30-1: Analyze, evaluate and adapt performance of locomotor
skills and concepts—effort, space and relationships—to
perform and create a variety of activities to improve personal
performance
A30-3: Analyze, evaluate and adapt performance of non-
locomotor skills and concepts—effort, space and relationships
—to perform and create a variety of activities to improve
personal performance
A30-5: Analyze, evaluate and adapt performance of
manipulative skills and concepts—effort, space and
relationships—to perform and create a variety of activities to
improve personal performance

1
Critical Questions
The unit inquiry question guides the unit...at the end of the two lesson students must be able to respond to the unit question. The inquire question is a
broad question and is linked to curriculum outcomes

Unit Inquiry Question: How can the skills we learn in net sports (communication, movement, power) be transferred over outside
of gym class?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.These can facilitate
dialogue, they can be used for formative assessment and can be used to facilitate pedagogical discussion with your students. Guiding
questions aim to provoke thinking and can be used for share/pair activities. Guiding questions are just that - guiding. A lesson should
have several guiding questions.

Lesson Guiding Questions

Which techniques are similar between our two net ball sports?
Anyone take a guess of what kind of shots we will use?
What do you believe is the purpose of the non-volley zone?
Learning Objectives
Students will…
Students will learn the technique of operating the pickle ball equipment.
Students will develop the necessary skills.
Students will learn to communicate within the court.
Students will learn how to play doubles during pickle ball.
Material and Equipment
List: Art supplies, manipulatives, smartboard, online white board etc…

 Racquets
 Whiffle Balls
 Poles
 Nets
 Whistle
 White Board
 Markers

Lesson Procedures

Introduction (__min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the timing for each sec

1. We will begin by doing attendance as we always do to start the class

2. After that I will explain that today we are focusing on the sport of Pickle Ball
3. This will begin by explain safety procedures again
a. Racquets are solely used for hitting the ball during play
b. Whiffle balls will only be hit for playing purposes not to target another individual
c. Be aware of personal space so we are not hitting each other
d. Watch out for the nets and polls set up around the gym
4. After going over safety, all students will help set up the gym for todays lesson
5. Once the nets are set up, I will let the students rally for a bit so they can get the feel of the new equipment

2
Body (__min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this
lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in lesson. Indicate timing
of each section. Identify teaching strategies, organization of class etc. How and when are you using formative assessment in your
lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct

1. Once the rally is over, I will call students in to offer a instructions, pair/share, jigsaw, whole group
demonstration on how to properly handle the equipment discussion etc. When will you use these and why?
a. I will show them how to properly hold the racquet  Direct instruction
b. Proper technique to hitting the ball  Whole group discussion
c. Students will then get to rally where they will  Demonstration
focus more on the technique that was Assessments
demonstrated Indicate what these will be and when you
2. After students have had a bit of time working on would use them.
technique we will move into working on skills
Formative: Example: Observation/Anecdotal,
a. We will first work on serves in Pickle Ball
Student/Teacher conferencing, check list etc..
i. Must be behind the court lines, bounce the When will you administer these and why?
ball, and hit it off the bounce into the zone  Peer feedback and observation
of the team across from you  Observation and teacher conferencing
ii. Students will take turns working on the  Fist of 5
motion of serves and getting them in the
proper zone for it to count
iii. Partners will provide feedback on how the Summative Assessment: Example Rubrics,
quizzes test etc, projects
serve looked
No summative assessment will be done
b. Once we have practice serves, we will move into
different types of shots, first will be ground
strokes
i. These are deep shots that get the opposing
player moving and forces them to back up
into their court
ii. Typically you play this shot off the bounce
c. Dinks or drop shots will be next
i. These are shots where you lightly hit into
the non-volley area (Between the
boundary serve line and the net) where
players cannot play out of the air
ii. These should land low and just over the
net
iii. Students will take turns practicing these
shots and trying to return them
d. The next shot will be an overhead shot, which is
where you strike the ball out of the air opposed to
letting it bounce
i. The goal of this shot it to hit it harder and
have it be more difficult to return
3. After we have had time to work on these skills, we will

3
 move into explaining the rules and moving into games
a. Serve must be made underhand
b. One foot behind the base line
c. Serve made diagonally
d. Serving rules similar to badminton
e. Scoring

i. Points are scored only by the serving team.

Games are normally played to 11 points,
win by 2.
ii. Tournament games may be to 15 or 21,
win by 2.
iii. When the serving team’s score is even (0,
2, 4, 6, 8, 10) the player who was the first
server in the game for that team will be in
the right/even court when serving or
receiving; when odd (1, 3, 5, 7, 9) that
player will be in the left/odd court when
serving or receiving.
f. Non-volley zone
i. Cannot hit out of air in this zone
g. Must let the ball bounce before returning serve
4. After going over the rules we will begin to play some
games
5. Depending on time we will do a king’s court style
tournament

Differentiation
Provide at least one.
 Score keeping
 Music player
 Ref

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students learned
and understood what was intended in the lesson. If they haven't you will need to revisit your lesson plan or re-teach (if
necessary) Here you could provide an exit slip or walk through a guided whole group and/or small group discussion.
This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting ready for the next
class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure.
Provide Clear steps and indicate process. Often 5 mins is allotted for this section but that is not enough time. To
consolidate, clean up and get students ready for transition can take up to 10 - 15 mins depending on the lesson

1. To wrap up I will go over what we learned today

a. Different shots
b. Positioning
c. Communication

4
 d. How to play games
2. I will explain next class will be Fitness Testing
3. Students will then all help to put equipment away and once that is done can go get changed