William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name Abigail Viola Date 3/29/22 Lesson # 4 of 8

Unit Pickleball Grade 12th Duration of Class 56 Minutes

Central Focus of lesson Serving

Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domain (Formal
(P,C,A) SHAPE NJSLS Objective(s) Assessment tool(s)
Informal)
SWBAT demonstrate the proper cues (upward swing, contact with ball
below the navel, paddle head is below wrist joint when contact is made,
S1.H1 2.2.12.
P says score before serving, cross court serve, begins the serve on the correct Formal “Teacher” (Peer) Checklist
.L2 MSC.
side of the court) associated with underhand pickleball serving during
gameplay.
S1.H1 2.2.12. SWBAT identify both correct and incorrect cues relating to the pickleball
C Informal Teacher Observation
.L2 MSC.2 underhand serve used by their peers when observing as the coach.
S4.H3 2.2.12.L SWBAT communicate their feelings toward the new style of learning at the
A Informal Group Discussion
.L2 F.2 end of the class period.

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☒ CRP 1 ☒ CRP 2 ☐ CRP 3 ☒ CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 7 ☐ CRP 8 ☐ CRP 9 ☐ CRP 10 ☐ CRP 11 ☒ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Identify
Vocabulary ☒ Underhand serve, cross court, kitchen
Syntax ☒ Virtual Locker Room
Discourse ☒ Identify cues used by peers on a teacher checklist

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
- Students will utilize respect and reason when communicating with - Nets
peers/teaching staff, playing with equipment, and participating in - Pickleballs
class. - Virtual Locker Room
 - Students will be warned by others when the pickleballs are coming - Teacher Checklist
their way. - Chromebooks
- Students will be spread out; optimize the space in the gym - Rackets
- Students will control their bodies and swinging of rackets when
participating.

Task Development Teaching Points Planned Supports

Describe each task in detail. Include, organization (drawing or in Cues, critical questions, Include supports for whole group and/or individual
Time
writing), transitions, modifications, technology use as needed. talk phrases used to and/or specific learning groups
(min) (Indicate instructional strategies in parentheses) support instruction

Introduction (includes instant/fitness activity; create new rows as needed)

- Students will report directly to locker room and change - Individualize bathrooms can be
6 Min their clothes in preparation for PE. provided when needed.

Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
Warm-Up Intro Game (Cone Flip): - Be quick! - Smaller or larger cones
- Students are organized with a partner facing each other - Down and back - Longer or shorter distance to run.
with about 5 feet of space, somewhere in the middle of - First to 3! - Progression: Alter the locomotor
playing area. movement- Skip, slide, jump to baseline
- Each student has their own cone on the ground between and back.
them.
- The object of the game is to get 3 successful flips before
their partner.
8 Min
- On the signal, students try and flip the cone one rotation
in the air and land it upright, if completed they must run in
the opposite direction to the end of the basketball and run
back to try again.
- First student to achieve three successful flips wins.
- Teachers can use an incentive such as winner does 3 reps
of a selected activity, while the loser does 5 reps.  
- Rotate partners after every completed game. 
Flipped Classroom: - Make sure you - Can be larger or smaller groups.
- Students are broken up into groups of three, each group understand the - Virtual Classroom can be printed out
having one Chromebook. cues relating to with written descriptions as needed.
20 - Students have access to the Google Classroom and log on the underhand
Min to the virtual locker room resource. serve!
- https://docs.google.com/presentation/d/ - You will be a
1pUUKBnaQhtHINkgXYFMd- coach later!
iHCRHaSB48GYx7wDAwFE_o/edit?usp=sharing
 - On the virtual locker room, there is a bunch of information
regarding pickleball, but students will utilize just the rules
video, serving cues, and singles rotations/scoring this class
period.
- They will review the information provided and make sure
they can answer the questions on slide 8.
- They're teaching themselves the material to later assess
their peers on the cues associated with serving the pickle
ball.
- This class is all about process over product!
Game Play and Peer Assessment: - You are in - Smaller or larger playing area as
- In their groups of three, students will take turns playing charge! needed.
and being the coach. - Make sure you - Smaller or larger rackets as needed.
- If you are playing in the singles match, all rules apply – use the cues you - Written assessment can be digital.
4/5-minute games. just learned from
15 - If you are the coach, you are in charge of observing the the virtual locker
Min students in your group and using the checklist to make room!
sure they are hitting all the proper cues of the underhand
serve. If a coach sees a student missing cues, they can step
in and correct their classmates.
- Rotate through, letting everyone be a coach and assess
their students.
Closure (includes lesson extension, summary, homework; create new rows as needed)
Group Discussion: - Can be written as needed.
- Students share their thoughts and feelings on being a
3 Min coach and if they felt like the information was easier to
understand having to point it out on someone else.