Date: 11/12/2020 (redo on

Teacher Candidate(s): Trent White School: H.C Williams High 12/7/2020)

School
Grade: 9-12
Unit/Activity: Corona Ball (racquetball pickleball combination)
Central Focus (entire lesson segment): students apply different swings (forehand/backhand) and become familiar with the # in class: 10
terminology associated with the game.

Lesson Focus: Introduction to skills and concepts on the game.

(as a teacher focus on improving class management skills as well as
giving individual attention/feedback to students who are struggling with
skills)
National Outcomes:
Lesson Plani (S1.H1.L1) Demonstrates competency in net/wall games
1 of 3 NYS/National
(S2.H1.L1) Applies the terminology associated with exercise and participation in net/wall games.
Standards
(S3.H6.L1) Participates several times a week in a self-selected lifetime activity, dance, or fitness activity outside of the school
day.
(S4.H2.L1) Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity.
(S5.H4.L1) Identifies the opportunity for social interaction in a self-selected physical activity.
NYS Outcomes:
4.L1. Demonstrates competency in one or more lifetime activities.
1.L1. Demonstrates competency of movement concept in a variety of physical activities.
1.L1. Explains how each of the skill- and health-related fitness components are improved through the application of basic
training principles.
2.L1. Applies the qualities of civility and citizenship in physical activity settings.
3.L1. Selects and participates in physical activities that meet the need for self expression and enjoyment

Objectives
Assessment Tool Length of class: 45 mins
Situation / Task / Criteria
Teaching Styles:
Throughout the lesson, students demonstrate competency by performing both Command
Psychomotor
S1.H1.L1/1.4.L1 forehand and backhand strikes, students are to use correct form and must achieve at Observation checklist Practice
Domain Reciprocal
least 2 of 4 performance indicators for each strike.
Self-Check

Affective S4.H2.L1/4.2.L1 Exit slip Inclusion

Domain Discovery
Throughout the lesson, students will display proper etiquette/respect by holding on Problem Solving
to their ball/paddle when the teacher is talking, being honest when a ball is out of Cooperative
bounds and calling a hinder when getting in the way of an opponent, at the end of Stations
the lesson students must document their use of at least one act of respect. Jig-Saw
 By the end of the lesson, students will be able to understand and apply terminology
S2.H2.L1/2.1.L1 associated with the activity by answering questions at the end of class, must
answer 2 of 4 questions correctly.
Cognitive Teacher observation/Exit slip
Domain List of at end of lesson
Hinder, serving zone, volley, short line, doubles box, wall line, receiving line, forehand
Academic
strike, backhand strike.
Language Used

Throughout the week, students are to participate in physical activity outside of Equipment:
Fitness Objective
school and then describe the activity (and length) in their online journal logs in 10 pickleball rackets
Health/Skill S3.H6.L1/3.1.L1 google classroom, students must submit AT LEAST 2 logs per week, additional Online journal submission 10 pickleballs
PM/Cogn journals will be counted as extra credit.

Common Core CC Standard

Standards

Be sure to yell “ball” or “heads up” if your ball enters another players court. References(e.g. Book, course packet, pg #, complete web address URL):
Safety Statement / Couturier, Lynn. (2014). National Standards and Grade Level
Outcomes. Reston, VA: SHAPE America. (pg# 56-60)
New York State Standards (2020) – Click the link to find the outcomes under each standard National Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor skills and movement
patterns.
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. movement and performance.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 3. Demonstrates the knowledge and skills to achieve and maintain a health-
Standard 4: Exhibits responsible personal and social behavior that respects self and others. enhancing level of physical activity and fitness.
Standard 5: Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression. 4. Exhibits responsible personal and social behavior that respects self and
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall others.
wellness. 5. Recognizes the value of physical activity for health, enjoyment, challenge,
self- expression, and/or social interaction.

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives

Instant Activity

Transition

Introduction, T Good morning everyone! Today we will be starting our new unit which is a game we created called Corona Ball. This game is a cross
Signal for between pickleball and racquetball. The game is played with pickleball rackets/balls but is played using a wall. Today we will be
Attention, 3 min learning the rules and basic skills of the game and if we have time at the end, we might be able to play short games of singles/doubles
S S S S S
Hook, depending on how well we do with the initial tasks. Right now I want you all to get comfortable with hitting the ball up against the
S S SS S
Expectations wall and returning it so can I have everyone grab a paddle and pickleball and find a space along the dividing wall.
30 sec Transition Students grab equipment and find apace along dividing wall
 ADAPT- use both sides of the wall
with bigger classes.

CFU- should we be hitting above or

below the wall line?
SSSSSSSSS Wall volleying- students become familiar with hitting their ball against the wall and continuing to volley it. Students see how many
AL- volley
Fitness Activity 5 min times in a row they can continually volley their ball without losing control. Students should try to make contact with the wall above
T the wall line and be doing underhand hits only.
OBJ ALLIGNMENT:
Psychomotor- students demonstrate
competency in the fundamental
skills of the game by volleying
against the wall.

30 sec Transition Students bring paddles/balls with them and meet by the middle court

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.

Learning Tasks Cues (Refinements) – Variations / Modification – Adaptations,

a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students). Alignment to objectives
Body of Lesson E.g. Eyes at target
partner 10 times.
(Lesson Focus)
Serving activity- Go over the dimensions of the court as well as the rules for serving/scoring. Use proper terms/ AL when describing
the rules and inform students that you expect them to use this language as well. Terms include (Hinder, serving zone, short line,
doubles box, wall line, receiving line). Demonstrate how to serve using proper form. Use cue words and demonstrate multiple times
5 min Task #1 so that students can better understand.
Q- where must the serve land for it to be a legal serve? (beyond the short line)
Q- can everyone demonstrate what their serving swing should look like?
 b. Students grab a partner, paddle one ball between 1. bounce ADAPT- use both sides of the gym
the two and move to an empty court. Students then 2. bend knees with bigger classes
will practice serving to each other with the 3. swing back
students serving being in the serving zone and the 4. follow through
ASSESS:
other student being behind the receiving line. If
Psychomotor- checklist used to
there is an odd number of students create one record students use of proper form
group of 3. Students are to use correct terminology when serving.
during the activity and will demonstrate Cognitive- students are observed
competency by using correct form when serving. using correct terminology
associated with the activity.

CFU- what part of the court must

you be in when serving? (serving
Easier – have students focus on staying inside the zone)
serving zone and making contact with the wall
S S S S S above the wall line. AL- hinder, serving zone, short
S S S S S line, doubles box, wall line,
T Harder - have students focus on hitting the outside receiving line.
edges with their serves as well as short and long
serves. OBJ ALLIGNMENT:
Psychomotor- students
demonstrate competency by
performing serves back and forth
to their partner using correct form.
Cognitive- students apply correct
terminology associated with the
activity and also demonstrate their
knowledge of the rules of serving(
serve must travel past the short
line/ opponent must be behind the
receiving line).

Transition Students stay on courts

Backhand/forehand activity- explain the benefits for each strike and when they should be used during gameplay.
Demonstrate both strikes using cue words. Demonstrate both strikes multiple times and in slow motion.
10 min Task #2
Q- which direction should follow through during a backhand strike? (same side shoulder)
Q- what foot should you step with during a forehand strike? (opposite foot)
b. students keep their partners but return one of forehand 1. ADAPT- use entire gym space if
their balls to the equipment bag. Partners are to opposite step Easier – have struggling students focus on striking necessary
return to their court and practice their forehand 2. swing the ball so that it hits the wall above the wall line
S S SS SS SS strikes by volleying off the wall with their partner. 3. follow through
T ASSESS:
Students should volley towards their partners side opposite shoulder
Harder - have students practice hitting shots to the Psychomotor- checklist used to
holding the paddle so that partners have an easier back corners of the court. record students use of proper form
time adjusting for a forehand strike. All hits must Backhand

wall line and students are expected to 1.step across

 be above
roper form during the Students 2.swing when performing both forehand
the use p ow many times they can volley in a
activity. 3.follow through same and backhand swings
should see h After 5 min have side shoulder
row without losing control. backhand
REMINDER- yell ball when you
students switch to
. Instruct practicing
students their
to now direct their
ball goes on another court
strikes volleys ir partners opposite side so that
towards thethey . Students during this
can easily adjust for a backhand CFU- should you volley your ball
should a strike towards your partners opposite or
activity.gain be using correct form paddle side while practicing
forehands? (paddle side)

AL- wall line, backhand strike,

forehand strike, volleying

OBJ ALLIGNMENT:
Psychomotor- students
demonstrate competency by
executing both forehand and
backhand strikes while using
correct form.
Cognitive- students are able to
differentiate between forehand and
backhand strikes and also
demonstrate their knowledge of the
rules (ball must strike above the
wall line).
Affective- students display respect
by hanging on to their paddles
during the demonstration

Students freeze, hang on to their paddles and look to the teacher for farther instruction
Transition

a. Singles/doubles gameplay- demonstrate with a volunteer from the class what a game of corona ball should look like.
12 min Task #3 Students need to combine the skills used in the first 2 tasks in order to play. Explain the use of proper etiquette like calling
hinders and being honest when a ball is hit out of bounds.
 1. serve ASSESS:
2. recover Psychomotor – a checklist is used
b. Depending on the class size, students will play a
3. return to monitor students use of the
competitive game of (singles/doubles) Corona
fundamental skills used during
Ball. Games will be played to 7 and students are
gameplay.
expected to use their skills practiced in the first 2
tasks to play a complete game. Students are
expected to follow all rules and etiquette and use
proper terminology. REMINDER- only the player
Easier – focus on keeping the ball in bounds and serving can score points
striking wall above wall line
S S S S S
S S S S S CFU- what happens when a hinder
T Harder - focus on making your opponent move is called? (the point is replayed)
around the court by returning balls to the outside When playing doubles when is the
edges of the court player allowed to leave the doubles
box? (once the serve has crossed
the short line)

AL- wall line, hinder, short line

OBJ ALLIGNMENT:
Psychomotor- students
demonstrate competency by using
correct form while both serving and
volleying during gameplay
Cognitive- students demonstrate their
knowledge of the rules/terminology
by correctly following game rules and
also using correct terminology during
gameplay.
Affective- students display proper
etiquette by calling hinders when
appropriate and also being honest
when a ball is out of bounds

1 min Transition Students return all balls and paddles to the equipment bag and meet by the desk for lesson closure.

Task #4

b. 1. Easier –
2.
3.
Harder -

Transition

Task #5 a.

b. 1. Easier –
2.
3.
Harder -
Transition
 ASSESS:
Affective- exit slip describing one
way students displayed proper
etiquette.
Great job today everyone! It seems like everyone was enjoying the new game. By the end of the class it seemed like everyone was Cognitive- exit slip on Corona Ball
T catching on to the rules and how the scoring works. Who can tell me the 2 different strikes we learned today? (forehand/backhand). terminology.
Lesson Closure, Fitness- weekly activity log on
When can the receiving team strike the ball on a serve? (once the ball has crossed the short line). Since everyone seemed skilled in the
Hook to Next 3 min google classroom
S S S S S basics of the game, next week we will be playing a singles tournament! This week don’t forget to compete your activity journal log on
Lesson
S S S S S google classrooms, you must submit 2 activities per week to receive full credit. Before you leave, everyone needs to complete this exit
slip about Corona Ball terminology and also write down one way you displayed proper etiquette during today’s class. OBJ ALLIGNMENT:
Fitness- students are to log 2 activity
journals per week on google
classroom. Activities must be out of
school.
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports