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

C Williams High Date: 12/1/2020

School
Grade: 9-12
Unit/Activity: Corona Ball (tournament play)
# in class: 12
Central Focus (entire lesson segment): students will learn and apply various strategies while playing in singles/doubles style
gameplay while also exhibiting a variety of skills using correct form.
Lesson Focus: Students showcase their skills and use of strategies/tactics during gameplay by taking position of center court
and hitting shots so that their opponent is forced to move to the outside edges of the court.
National Outcomes:
(S1.H1.L1) Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities
(S2.H5.L1) Uses strategies and tactics effectively during game play in net/wall and/or target games.
Lesson Plani
1 of 3 NYS/National (S3.H6.L1) Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the
Standards school day.
(S4.H3.L1) Uses communication skills and strategies that promote team or group dynamics.
(S5.H2.L2) Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical
activity.
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.
4.2.L1. Applies the qualities of civility and citizenship in physical activity settings.
5.2.L1. Selects and participates in physical activities that provide an appropriate level of challenge.
Objectives
Assessment Tool Length of class: 45 mins
Situation / Task / Criteria
Teaching Styles:
Throughout the lesson, students will demonstrate competency by using proper Command
Psychomotor
S1.H1.L1/1.4.L1 form while serving and performing both forehand and backhand strikes, students Skills checklist Practice
Domain
must achieve 2 of 3 performance indicators for each. Reciprocal
Self-Check
During corona ball gameplay, students will demonstrate teamwork by Inclusion
communicating with each other as well as working together to achieve a common Discovery
Affective
S4.H3.L1/4.2.L1 goal, at the end of the lesson, students will then rate themselves (1-5) based on how Self- rating scale Problem Solving
Domain
well they demonstrated teamwork during the lesson, students should rate themselves Cooperative
no lower than 3. Stations
During the lesson, students will effectively use strategies/tactics by maintaining Jig-Saw
control of center court, and striking the ball both hard/soft in order to move
S2.H5.L1/2.2.L1
opponent out of position, students must demonstrate the use of at least 1 of 2
Cognitive
strategies/tactics. Exit slip
Domain
List of
volley, short line, doubles box, wall line, receiving line, forehand strike, backhand
Academic
strike, lob shot, drop shot
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 12 pickleballs
Health/Skill S3.H6.L1/3.2.L1 Online journal log
google classroom, students must submit AT LEAST 2 logs per week, additional 12 pickleball paddles
PM/Cogn
journals will be counted as extra credit.
Common Core CC Standard
Standards

References(e.g. Book, course packet, pg #, complete web address URL):

/ Make sure you use the safety strap on your paddles at all times Couturier, Lynn. (2014). National Standards and Grade Level
Safety Statement 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 achieve 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
Good morning everyone! For today’s lesson we will be learning about how communication/teamwork as well as different
Introduction,
T strategies/tactics can have a positive impact when playing corona ball. Near the end of the lesson, we will be putting these concepts to
Signal for
the test by having a corona ball tournament! During the lesson I will be walking around assessing your skills for serving, backhand
Attention, 3 min
S S S S S S and forehand strikes. At the end of the lesson you will also be assessed on your use of strategy during the lesson as well as
Hook,
S S S S S S communication/teamwork. For our first activity we will be working on our use of teamwork so can I have everyone grab a paddle and
Expectations
form 2 circles (6 per circle).
30 sec Transition Students each grab a paddle and form 2 circles (6 per circle)
ADAPT- use one circle with
smaller classes

REMINDER- count out loud and

call the person’s name you are
passing too
Around the world- students are to demonstrate communication and teamwork by attempting to volley the ball around the circle
T without it touching the ground. Students are to communicate and show teamwork by yelling out the person’s name when passing
CFU- In what ways do
S S S them the ball. The two circles will compete against each other by calling out each consecutive hit that doesn’t hit the ground. When
Fitness Activity 3 min communicating with each other
S S the ball hits the ground, students restart counting. Students also demonstrate teamwork by moving as one to shift the circle in order to
help? (communicating lets you
S S S keep the ball form hitting the ground. Students should also apply strategies like hitting the ball high into the air so that others have
know where the ball is headed
time to get under the ball.
next)

AL- volley

OBJ ALLIGNMENT:
 affective- students demonstrate
communication and teamwork by
calling out each other’s names
while volleying around the circle
and calling out the number for each
consecutive hit. Students move as a
unit to shift the circle.

Cognitive- students effectively

apply strategies like hitting the ball
high in the air to make it easier for
the next person tos trike the ball.

30 sec Transition Students each grab a ball and spread out across both sides of the gym with 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
a. Lob shot/drop shot activity- Demonstrate both the lob shot and drop shot multiple times using cue words. Discuss the
importance of strategy and talk about how using the lob/drop shot can move your opponent out of center court.
10 min Task #1
Q- why is it important to control the center of the court? (able to reach all areas of the court)
Q- how does using the lob/drop shot help with this? (forces opponent out of the middle)
b. Students spread out with 2 students in each Lob shot REMINDER- use both sides of the
court. Students then alternate practicing both the 1. opposite step dividing wall
lob shot and the drop shot by bouncing the ball 2. hit hard and high
once then striking the ball using correct form. For 3. recover ASSESS:
the lob shot, students are to stand in the service Psychomotor- skills checklist used
box when practicing and are to stand behind the Drop shot when observing students
receiving line when practicing the drop shot. 1. Opposite
Students are to practice each shot 10 times. step CFU- where should your lob shot
2. Hit soft and be placed? (back of the court)
Body of Lesson low Easier – students focus on hitting the ball both Where should your drop shot be
(Lesson Focus) 3. recover hand and softly against the wall placed? (front court)

Harder - students volley against the wall while AL- lob shot, drop shot
alternating between lob shots and drop shots
OBJ ALLIGNMENT:
Psychomotor- students
demonstrate competency by using
correct form while performing
lob/drop shots.
Cognitive- students learn about the
importance of controlling center
court and apply strategies/tactics
(lob/drop shot)
Students return balls to ball bag and gather around the whiteboard to see game schedule and receive their numbers
Transition
a. Round robin singles tournament- demonstrate where both the server and opposing player should stand at the start of the
match. Also go over the rules for scoring and the different faults. Students are pre-assigned a number and a game schedule
is make consisting of 4 different rounds. After each round, the student who won the game puts a mark next to their name
20 min Task #2 on the whiteboard. After the end of the game students look at the schedule to see who they play next.

Q- what are some different strategies you can use to gain an advantage over your opponent?
 b. Both sides of the gym should be used. Students
are to play 4 games to 7 points. A whiteboard will
be used to show each student’s number and to
record wins. Students should use correct form
while serving and performing both forehand and
backhand swings. Students also are to effectively
use different strategies/tactics discussed during the
beginning of the lesson in order to gain an
advantage over their opponent.
S S S S
S S S S
S S S S
T OBJ ALLIGNMENT:
Transition
a. (if enough time) Round robin Doubles tournament- Demonstrate where the serving players and receiving players
should be standing at the start of the match.
Task #3
b. Students find a partner to play against
and find an empty court to play on.
Both sides of the gym should be used.
S S Students are to play 4 games to 7
points. A whiteboard will be used to
S S show each students number and to
record wins. . Students should use
correct form while serving and
performing both forehand and
S S
backhand swings. Students also are to
effectively use different
S S strategies/tactics discussed during the
beginning of the lesson in order to gain
an advantage over their opponent.
S S Students are expected to demonstrate
teamwork by communicating and
S S T working together with their partner.
1. serve
2. recover
3. strike
Easier – students focus only on using correct form
and keeping the ball inbounds
Harder - students apply a variety of different
strategies/tactics during gameplay
1. serve
2. recover
3. strike
Easier – students focus only on using correct form
and keeping the ball inbounds
Harder - students apply a variety of different
strategies/tactics during gameplay
ADAPT- if there is an odd number
of students have a team of 2 and
have students sub out every point.
ASSESSMENT:
Psychomotor- skills checklist is
used by observing students during
gameplay
REMINDER- keep track of
wins/losses on whiteboard
CFU- what happens when the non-
serving player wins the rally? (they
become the server)
AL- forehand, backhand
Psychomotor- students
demonstrate competency by using
correct form when serving and
performing forehand/backhand
strikes.
Cognitive- students effectively use
different strategies/tactics during
gameplay
ADAPT- if there is an odd number
of students have a team of 3 and
have students sub out after every
point.
ASSESSMENT:
Psychomotor- skills checklist is
used by observing students during
gameplay
REMINDER- keep track of
wins/losses on whiteboard
CFU- Where should you be
standing when your partner is
serving? (doubles box)
What is a tactic that works best
when playing doubles? (one partner
in the front other partner in the
back)
AL- forehand, backhand
OBJ ALLIGNMENT:
 Psychomotor- students
demonstrate competency by using
correct form when serving and
performing forehand/backhand
strikes.
Cognitive- students effectively use
different strategies/tactics during
gameplay

Students return all balls and paddles to the bin and gather around the whiteboard for lesson closure and exit slip.
30 sec Transition

Task #4 a.
b. 1. Easier –
2.
3. Harder -

Transition
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition
ASSESSMENTS:

Cognitive- exit slip used to assess

students use of strategies/tactics
Affective- self-rating scale used to
Great job today everyone! I pleased to see great progress on your skills as I was walking around. I did notice that many were
assess students use of
struggling while serving to hit the ball past the short line. This is something that we will work on more next lesson. During the
T communication/teamwork
Lesson Closure, tournament I also some competitive games with many of you using some of the strategies we worked on in the beginning of the
Fitness- students are reminded to
Hook to Next 5 min lesson. What were some of those strategies? Please remember to complete your online activity journal and remember to be
SSSSSS complete their online activity logs
Lesson descriptive! (don’t just write “walked the dog”). Before I let you go, I need everyone to complete this exit slip about some of the
SSSSSS before Friday in google classroom.
strategies used today. The last question I want you to rate yourself on a scale of 1-4 on how well you used communication/teamwork
during today’s lesson.
OBJ ALLIGNMENT:
Fitness- students are to participate
in physical activity outside of
school and record it in their activity
log.
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:
 Whiteboard used to post game schedule and to record studnts individual wins
Instructional
Supports