Alignment Table EDU 355

Skill Theme/Movement Concept/Main Topic: Striking with a paddle/racket alone and with a partner

Central Focus: Balancing and Striking with a shorthanded implement GLSP of class: Control/Utilization (40/40 split)

Lesson Domains Standards Objectives Assessment tool Tasks aligned

& Fitness + Situation / Task / (note formal / informal/ when / (What, short
Outcome Criteria who / what) description, and
when)
1 Psychomotor NYS / National By the end of the first Informal assessment-Teacher Task 1: Poly spot
Demonstrates a task students will stand Observation flat paddle
combination of stationary on a poly balancing of the
locomotor, non- spot and balance a ball ball with your hand
facing upward and
locomotor, and of their choice on their downward
manipulative skills flat paddle faced Task 2: Balancing
in a variety of upward and downward ball on paddle
physical activities. for 10 seconds while moving to
(NYS.1.1.4.) / Strikes consecutively without different poly spots
an object with a dropping the ball and Task 3: use non
short-handled maintaining full control dominant hand to
implement, throughout. balance all on
alternating hits with paddle and move
around when
a partner over a low comfortable
net or against a wall.
(S1.E24.3b)

2 Psychomotor NYS / National By the end of the second Informal assessment-Teacher Task 1: Obstacle
(NYS.1.1.4.)/ task students will Observation course while
(S1.E24.3b) complete an obstacle maintaining
course while walking controlling of ball
on flat paddle
around various objects Task 2: Walking
and balancing a ball of over objects while
 their choice on their maintaining control
flat paddle for the of ball on paddle
duration of time it takes Task 3: Maintaining
them to complete the control of ball on
paddle while
obstacle course without bouncing it
dropping the ball and (stationary)
maintaining full control
throughout.

3 Psychomotor NYS / National By the end of the third Formal assessment- Teacher Task 1: Students
(NYS.1.1.4.)/ task students will strike assessment strike ball into air
(S1.E24.3b) a ball of their choice while staying
with their flat paddle as stationary
(bouncing on
many times as possible paddle to
in 30 seconds or less themselves
using rally scoring consecutively)
technique over the net Task 2: Students
against the wall stand 10 feet away
demonstrating three of from wall and strike
the five critical elements ball off paddle to
of a mature pattern. the wall
Task 3: Isolated
striking against the
wall having cones
set up with tape so
students can
practice striking
over the net 36
inches high and
serve 22 feet away
from net

1 Cognitive NYS / National After task 1 students Informal assessment-teacher Task 1: Poly spot
Demonstrates a will demonstrate their assessment flat paddle
combination of balancing of the
knowledge of
movement concepts, ball with your hand
controlling the ball by facing upward and
locomotor, and/or verbally explaining in 1 downward
manipulative skills
 in a variety of sentence how to hold
physical activities. the paddle when
(NYS.2.1.4.) / balancing or striking the
Applies the concepts ball (when making
of direction and contact).
force when striking
an object with a
short-handled
implement, sending
it toward a
designated target.
(S2.E3.4b)
2 Cognitive NYS / National During task 2 students Informal assessment- Peer Task 2: Walking
(NYS.2.1.4.)/ will show their observation over objects while
(S2.E3.4b) knowledge of the maintaining control
correct technique by of ball on paddle
telling another student
1 concept they are using
to keep the ball balanced.

3 Cognitive NYS / National After task 3 students Formal assessment-Teacher Task 3: Isolated
(NYS.2.1.4.)/ will write 3/5 of the assessment striking against the
(S2.E3.4b) critical elements of wall having cones
striking that they set up with tape so
students can
performed during the practice striking
skill. over the net 36
inches high and
serve 22 feet away
from net

1 Affective NYS / National Throughout the lesson Informal Assessment- Teacher During the lesson
Demonstrates students will display observation students will keep
responsible behavior respect for themselves a “bubble” around
with minimal and others by staying in them whether
teacher prompts in their self-space. they are moving
physical activity or stationary.
settings.
(NYS.4.2.4.) /
 Describes and
compares the
positive social
interactions when
engaged in partner,
small-group and
large-group physical
activities. (S5.E4.4)
2 Affective NYS / National At the beginning and end Formal Assessment- Self Students will
(NYS.4.2.4.)/ of the lesson students assessment receive the paper
(S5.E4.4) will rate how they will at the beginning
do, what their goal is, fill in the pre and
and how feel they did goal section, and
after the lesson by then complete all
filling in the stars on a tasks and finish
sheet of paper the 1,2, or the post section.
3(1 being the lowest).

3 Affective NYS / National Throughout the lesson Students can

(NYS.4.2.4.)/ students will say 1 share their
(S5.E4.4) positive thing their positive
peers are doing in comments during
relation to striking to at any of the 3 tasks
least 3 of their peers. as long as they are
not interrupting
Informal Assessment- Peer/teacher their peers while
they are
observation
performing the
skill.
1 Fitness NYS / National By the end of the first At the end of
Explains how health- task students will stand psychomotor
enhancing behaviors stationary on a poly Task#1 at the
influence overall spot and perform 10 completion of
wellness. celebratory star jumps balancing the ball
(NYS.3.2.4.) / while demonstrating on the flat paddle
Engages actively in proper form and for 10 seconds
the activities of technique for the both upwards and
physical education duration of all the star downwards
class, both teacher- jumps. Informal Assessment- Teacher students will
directed and observation perform a
independent. celebratory 10
(S3.E2.4) star jumps.

2 Fitness NYS / National By the end of the second Informal Assessment- Teacher At the end of
(NYS.3.2.4.)/ task students will at the observation psychomotor
(S3.E2.4) completion of the Task#2 at the
obstacle course completion of the
perform 10 celebratory obstacle course
squat and jumps for joy students will
while demonstrating perform a
proper form and celebratory 10
technique for the squat and jumps
duration of all the squat for joy.
and jumps for joy.

3 Fitness NYS / National During the third task Formal Assessment- Self/ teeacher During
(NYS.3.2.4.)/ students will perform assessment Psychomotor
(S3.E2.4) either squats, star Task#3 the
jumps, or hold a plank partner who is not
while demonstrating performing the
proper form and task will be
technique for the performing either
duration your partner is squats, star jumps,
performing the rally or hold a plank.
scoring technique over
the net against the wall.