Teacher Candidate(s): Trent White School: H.

C Williams High Date:

School
Grade: 9-12
Unit/Activity: Corona Ball
# in class: 12
Central Focus (entire lesson segment): Using the assessment data from the initial lesson (lesson plan 1) students will continue
to improve on skills and concepts that they are struggling with
Lesson Focus: Increased focus on the use of the lob shot and drop shot during gameplay.
National Outcomes:
(S1.H1.L2) Refines activity-specific movement skills in 1 or more lifetime activities (net/wall games)
(S2.H5.L1) Uses strategies and tactics effectively during game play in net/wall and/or target games.
Lesson Plani
3 of 3 NYS/National (S3.H2.L2) Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.
Standards (S4.H2.L1) Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity.
(S5.H4.L2) Evaluates the opportunity for social interaction and social support in a self-selected physical activity or dance.
NYS Outcomes:
1.4.L1. Demonstrates competency in one or more lifetime activities.
2.2.L1. Demonstrates competency of strategies and tactics in a variety of physical activities
3.2.L1. Evaluates personal habits related to health-enhancing behaviors for self and others.
4.1.L1. Applies positive character traits in physical activity settings.
5.2.L1. Selects and participates in physical activities that provide an appropriate level of challenge.
6.2.L1. Identifies personal and community resources to explore career options related to physical activity and fitness.
Objectives
Assessment Tool Length of class: 45 mins
Situation / Task / Criteria
Teaching Styles:
Throughout the lesson, students will refine movement skills specific to both the lob Command
Psychomotor
S1.H1.L2/1.4.L1 shot and drop shot, students must achieve 2 of 3 performance indicators for EACH Skills checklist Practice
Domain
shot. Reciprocal
Self-Check
Inclusion
Throughout the lesson, students will demonstrate proper etiquette/respect for Discovery
Affective others by calling hinders during gameplay as well as being honest when a ball is Problem Solving
S4.H2.L1/4.1.L1 Exit slip
Domain hit out of bounds, students must demonstrate BOTH actions during the lesson and Cooperative
write down how they demonstrated each. Stations
Jig-Saw
Throughout the lesson, students will effectively use strategies/tactics including the
S2.H5.L1/2.2.L1 lob shot, drop shot to move their opponent out of position, students must
Cognitive demonstrate AT LEAST one effective use of strategy.
Observation checklist
Domain List of Lob shot, drop shot
Academic
Language Used
During the fitness activity, students will analyze the possibilities that Equipment:
Fitness Objective
technology/apps provide for supporting a healthy and active lifestyle, students 12 pickleball paddles
Health/Skill S3.H2.L2/3.2.L1 Exit slip
must describe AT LEAST 1 way they can use technology or different apps to support 12 pickleballs
PM/Cogn
them from a health/fitness standpoint.
CC Standard
Common Core
Standards
 Make sure you keep your safety straps on when playing 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 movement
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. 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-enhancing
Standard 4: Exhibits responsible personal and social behavior that respects self and others. 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 others.
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to ac hieve and maintain overall 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
wellness. expression, and/or social interaction.

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

Instant Activity

Transition
Introduction, Good morning everyone, and welcome to our final corona ball lesson! By observing your skills and use of strategy the past few
T
Signal for lessons, I have determined that many of you are still struggling with the concept of the lob shot and drop shot. In today’s activities
Attention, 3 min you will participate in activities that focus on improving your skills in these shots and near the end of the lesson, you well get to test
S S S S S S
Hook, out your skills in a doubles tournament! Before we get started, we are first going to talk about technology and how it can be beneficial
S S S S S S
Expectations for staying physically active.
Transition Students stay where they are
How to stay active during winter break?- discuss with the class the importance of staying active outside of school and create a list OBJ ALLIGNMENT
T
on the whiteboard off different apps students can use that can track personal fitness data and provide them will work out plans and Fitness- students identify and
Fitness Activity 5 min exercises. Have students write on the board some of the apps they use and share with the class how they help the user stay active. analyze how technology/apps can
S S S S S S
help support a healthy and active
S S SS S S
lifestyle.
30 sec Transition Students grab a ball and a paddle and find an empty court (2 students per 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
partner 10 times. E.g. Eyes at target
Body of Lesson a. Lob shot activity- Demonstrate to the students how to perform a lob shot and when the best time to use the shot is. Make
(Lesson Focus) sure to use cue words during the demonstration to help with understanding. Stress the reasoning behind the shot and
5 min Task #1 explain to the class what it is used for when playing a competitive game.

Q- what is the purpose behind the lob shot? (pull the opposing player to the back of the court and out of position)
b. Students spread out across the gym with 2 1. step
Easier – students work on hitting the ball hard and ADAPT- use both side of the gym
S S people per court. Students should be lined up near 2. hit hard
high enough, so it crosses the short line with bigger classes
S S the front half of the court. Students are to practice 3. hit high
the lob shot 15 times focusing on using correct
 S S T form as well as hitting the ball hard and high Harder - students work on trying the hit the corners REMINDER- make sure students
S S against the dividing wall. Students should attempt in the back of the court keep their safety straps on
to get their ball to land as close to the back line as
S S they can. ASSESSMENTS:
S S Psychomotor- students are
assessed using a skills checklist by
observing students using correct
form

CFU- does the lob shot draw your

opponent to the front of the court or
back? (back)

AL- lob shot

OBJ ALLIGNMENT:
Psychomotor- students use correct
form when performing lob shots
Cognitive- students are exposed to
the strategy of using lob shots and
learn the reasoning behind the shot.

Students stay where they are on the court

Transition
a. Drop shot activity (combination at end)- Demonstrate to the students how to perform a drop shot and when the best
situation to use it is. Make sure to use cue works during the demonstration to help with understanding.
5 min Task #2
Q- What is the purpose of the drop shot? (pull the opposing player to the front of the court and out of position)

b. Students spread out across the gym with 2 1. step ADAPT- use both side of the gym
people per court. Students should be lined up near 2. hit soft with bigger classes
the back half of the court. Students are to practice 3. hit low
the drop shot 15 times focusing on using correct REMINDER- make sure students
form as well as hitting the ball soft and low against keep their safety straps on
the dividing wall so that it lands close to the wall
as they can. ASSESSMENTS:
Psychomotor- students are
assessed using a skills checklist by
observing students using correct
form
Easier – have students focus only on hitting the
ball safely against the wall
CFU- does the drop shot draw your
Same as task 1
opponent to the front court or the
Harder - have students try and hit the wall just
back? (front)
above the wall line
Al- drop shot

OBJ ALLIGNMENT
Psychomotor- students refine their
skills needed to correctly perform a
drop shot.
Cognitive- students are exposed to
the strategy of using lob shots and
learn the reasoning behind the shot

Student form groups of 2 and find a court to play a doubles game against another group.
30 sec Transition
 a. Doubles gameplay- go over the rules for playing a doubles game. Then demonstrate a set using 3 volunteers from the
class to help with the demonstration. Use cue words to help with the demonstration.
30 min Task #3
Q- where must the servers partner stand at the start of the serve? (doubles box)
Q- who can only score when playing doubles? (the serving team)
1. serve ADAPT- use both sides of the gym
b. Students find a partner and another 2. recover with bigger classes
group of 2 to play a doubles game 3. strike
against. Both sides of the gym should REMINDER- keep your wrist
be used. Students are to play 3 separate straps on
matches with each match lasting 10
minutes. After each 10-minute game, ASSESSMENTS:
students will move to another court to
play a different opponent. Students are Psychomotor- checklist used to
expected to apply the strategies learned documents students use of correct
in the beginning of the lesson (drop/lob form for both the lob shot and drop
shot) and should also be using correct shot
form. Students are also expected to Cognitive- observation checklist is
S S T demonstrate proper etiquette by calling used when observing students use
S S hinders when getting in the way as well of effective strategies during
as being honest when a ball is hit out of gameplay
S S bounds. Easier – allow students to serve the ball so it lands
S S inside the short line. CFU- What area on the court
S S should you and your partner be
S S Harder - students alternate applying both lob shots trying to control? (center court)
and drop shots in order to move their opponents
out of position. AL- drop shot, lob shot

OBJ ALLIGNMENT:
Psychomotor- students refine their
skills needed to perform both the
lob shot and drop shot
cognitive- students apply effective
strategies (lob/drop shot) in order
to move their opponent out of
position
affective students demonstrate
proper etiquette by calling hinders
during games as well as being
honest when a ball is hit out of
bounds.

30
second Transition Students return all balls/paddles and meet by the desk for lesson closure and assessments.
s
Task #4 a.

b. 1. Easier –
2.
3. Harder -

Transition
a.
Task #5
b. 1. Easier –
2.
3. Harder -
 Transition
Great job today everyone! Compared to last week’s lesson, I saw some great improvements with your use of both the lob shot and
ASSSESSMENT
T drop shot during gameplay. As I was walking around, I also saw most everybody using correct form when serving and performing the
Lesson Closure, Fitness- students given exit slip
forehand and backhand strike. Who can tell me when it is best to use a drop shot? (opponent is near the back). How about the lob
Hook to Next 3 min Affective- students write down
S S S S S S shot? (opponent is near the front). Before you leave, I need everyone to complete a short-written assessment asking about how you
Lesson how they displayed respect/proper
S S S S S S can use technology to improve yourself from a fitness standpoint. This will be our final corona ball lesson and next week we will be
etiquette during class
starting our line dancing unit!
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