Stage 1: Desired Results
General Outcomes (in full):
 General Outcome A
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.
 General Outcome C
Students will interact positively with others.
 General Outcome D
Students will assume responsibility to lead an active way of life.
Understandings:
Big picture/ideas after you have
unpacked the outcomes
 Implement various skills and
tactics in Pickleball
 Use fair play and communication
to play pickleball in a
sportsmanlike manner
 Understand why pickleball is a
common choice for an active
lifestyle
Specific Outcomes (in full):
Students will be able to…
Basic Skills—Locomotor, e.g., walking,
running, hopping, jumping, leaping, rolling,
skipping, galloping, climbing, sliding,
propulsion through water
- A9–1 apply and refine locomotor skills
and concepts to a variety of activities
with increased control to improve
personal performance
- A9–2 apply and refine locomotor skills
by using elements of body and space
awareness, effort, and relationships to
improve personal performance
Basic Skills—Manipulative: receiving, e.g.,
catching, collecting, retaining, e.g., dribbling,
carrying, bouncing, trapping: sending; e.g.,
throwing, kicking, striking
- A9–5 apply and refine ways to receive,
retain and send an object with increased
speed, accuracy, and distance in skills
Essential Questions:
These address more specifically how you will
achieve the big picture/ideas
 What skills are required to play pickleball?
 What strategies can be implemented in
pickleball?
 What are common practices and behavior in a
“gentleman’s” sport like pickleball?
 What makes pickleball popular for choice
physical activity?
Prior understandings…
- A8–1 select, combine, and perform specific
locomotor skills in a variety of activities to
improve personal performance
- A8–2 select, combine, and perform locomotor
skills by using elements of body and space
awareness, effort, and relationships to improve
personal performance
- A8–5 demonstrate ways to receive, retain and
send an object with varying speeds, accuracy, and
distance in skills specific to an activity
- A8–6 select, combine, and perform manipulative
skills by using elements of space awareness,
effort, and relationships, with and without
objects, to improve performance
- C8–2 discuss positive active living role models
- C8–3 demonstrate etiquette and fair play
- D8–1 participate regularly in, and identify and
describe the benefits of, an active lifestyle
- D8–8 analyze community programs that promote
a physically active lifestyle
 specific to an activity
- A9–6 apply and refine manipulative
skills by using elements of space
awareness, effort, and relationships, with
and without objects, to improve
performance
Communication
- C9–2 identify and discuss the positive
behaviors that are demonstrated by
active living role models
Fair Play
- C9–3 demonstrate etiquette and fair play
Effort
- D9–1 participate regularly in, and
realize the benefits of, an active lifestyle
Active Living in the Community
- D9–8 evaluate community programs that
promote physically active lifestyles and
how they meet local needs
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
- . A10–1 apply and refine locomotor skills and
concepts—effort, space, and relationships—to
perform and create a variety of activities to
improve personal performance
- A10–5 apply and refine manipulative skills and
concepts—effort, space, and relationships—to
perform and create a variety of activities to
improve personal performance
- C10–2 discuss issues related to positive
athletic/active living role models
- C10–3 demonstrate etiquette and fair play
- D10–1 demonstrate a commitment to an active
lifestyle through participation in and out of class
- D10–8 investigate participation in community
activity programs for all ages and the influences
that affect participation
Grade: 9 Unit: Pickleball Dates: March 8th – 15th

Date Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Equipment/ Motivation
Resources/
Planne L related to this Technology
d to O Lesson
Teach ’s
Intro and A A9-1 Skill What skills are Intro warm up game – I Focus on Pickleball Music
pickleball A9-2 Observation required to play salute my neighbor control, paddles
stations D A9-5 pickleball? don’t hit New games
A9-6 Post Class What strategies Do stations, 3 groups the ball all Wiffleballs
Discussion can be rotate through 4 over the
D9-1 implemented in different activities place. Pylons
pickleball?
March
Switch to 4 different In calf tag Buckets
8
activities no hitting
with the Pilo polo
Cooldown discuss sticks. sticks
pickleball
Warm up
and
cooldown
Skills A A9-1 Minigames What skills are Warm up with I salute Control on Nets New games
minigames A9-2 required to play my neighbor shots
C A9-5 Post Class pickleball? Pickleball competition
A9-6 Discussion What strategies Set up nets and play Warm up paddles
D can be various minigames that and cool
C9-2 implemented in help with serving, down Wiffleballs
March
pickleball? smashing, shot
9
D9-1 What makes placement and Buckets
D9-8 pickleball popular movement
for choice pylons
physical activity? Cooldown discuss
pickleball
“gentleman’s” game
March Singles A A9-1 Singles What skills are Warm up with calf tag Don’t hit in Nets Tournamen
10 Tourney A9-2 Tournament required to play calf tag t
 C A9-5 pickleball? Set up nets and explain Wiffleballs
A9-6 What strategies rules to a pickleball Warm and competition
D can be game/tournament, cooldown Pickleball
C9-3 implemented in students play a round paddles
pickleball? robin tournament in
D9-1 What are common their covid groups. Pilo polo
practices and sticks
behavior in a Cooldown discuss
“gentleman’s” strategy used and Tournament
sport like net/wall games Board
pickleball?
Doubles A A9-1 Doubles What skills are Warm up with DILL Control Nets Tournamen
Tourney A9-2 Tournament required to play PICKLE shots t
C A9-5 pickleball? Wiffleballs
A9-6 Effort Self- What strategies Set up nets and play a Communic Competitio
D assessment can be doubles tournament ate as Pickleball n
C9-2 implemented in (could be round robin if partners paddles
C9-3 pickleball? covid protocols allow??)
What makes Warm up Tournament
March
D9-1 pickleball popular Cooldown discussing and Board
15
D9-8 for choice next unit cooldown
physical activity?
What are common
practices and
behavior in a
“gentleman’s”
sport like
pickleball?
Grading Outline:

1. Minigames
a. Marked on skills exhibited in the minigames
2. Singles Tournament
a. Marked on performance in games and the effort they put in
b. Also assessed on fair play/sportsmanship
3. Effort self-assessment
a. Self assessment on effort and fair play
b. Fill out short question on pickleballs benefits as a physical activity
4. Doubles Tournament
a. Marked on team performance in games and the effort they put in
b. Also assessed on fair play/sportsmanship
 Stage 2: Assessments
Skill Post class Singles Effort self- Doubles
Title Observation
Minigames
discussion Tournament assessment Tournament
Learning
Outcome Formative/Sum
Type (Formative/Summative) Formative Summative Summative Summative
s Formative mative

Weighting N/A
25% N/A 25% 25% 25%

A9–1 apply and refine locomotor

skills and concepts to a variety of
X X X X
activities with increased control to
improve personal performance
A9–2 apply and refine locomotor
skills by using elements of body
and space awareness, effort, and X X X X
relationships to improve personal
performance
A9–5 apply and refine ways to
receive, retain and send an object
with increased speed, accuracy, X X X X
and distance in skills specific to
an activity
A9–6 apply and refine
manipulative skills by using
elements of space awareness,
X X X X
effort, and relationships, with and
without objects, to improve
performance
C9–2 identify and discuss the
positive behaviors that are
X X
demonstrated by active living role
models
C9–3 demonstrate etiquette and
X X X
fair play

D9–1 participate regularly in, and

realize the benefits of, an active X X X X X
lifestyle
D9–8 evaluate community
programs that promote physically
X X
active lifestyles and how they
meet local needs
 Assessment FOR Assessment OF
Assessment Tool Brief Description Learning Learning
COVID safe stations that have the students
performing various pickleball skills, teacher
Skill Observation X
observes and provides feedback for skill
improvement.
On court minigames that students practice skills in
a competitive setting, teacher observes and
Minigames provides feedback. Also makes summative X X
assessment based on effort and skill in the
minigames.

Discuss reasons why pickleball is a common

Post class
physical activity and why physical activity is X
discussion
important.

Students engage in a competitive tournament in

Singles which they demonstrate skills, effort, and common
X
Tournament practices of fair play. Assessed via observation
and tournament results.

Students do self-report on effort and fair play.

Effort self-
They also give a written explanation why X
assessment
pickleball is a great physical activity option.

Students engage in a competitive doubles

tournament in which they demonstrate skills,
Doubles
effort, teamwork, and common practices of fair X
Tournament
play. Assessed via observation and tournament
results.