tennis assessment original

GUIDED PRACTICE (15 minutes – suggested) How will you clearly state and model behavioral expectations? How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercises from easy to hard? How will you monitor and correct student performance? Why will students be engaged and interested? TIME 25 min TEACHER I will hand out rackets and go over how we are to hold the racket/paddles when not in use. I will work with the groups of students independently to adjust any issues with the practice performed. Let the students practice independently with each other. Start with the students having tighter boundaries and easy speeds to bigger boundaries and higher speeds. I will watch them and make sure to correct any inconsistence and make sure that they are working to fix those inconsistencies. They will be playing with one another challenging themselves along the way. STUDENTS Will perform the activity while being monitored for inconsistencie s. Displaying the ability to complete the task with one another. Paddles, balls and classmates INDEPENDENT PRACTICE ( 25 minutes – suggested) How will you clearly state and model behavioral expectations? In what ways will students attempt to demonstrate independent mastery of the objective? How will you provide opportunities for extension? Why will students be engaged and interested? TIME Reminde r of time minus 5 min TEACHER I will monitor the other students while working with the groups and float from group to group after group time has been completed. I will provide them opportunities to play at a later date. Students will be having fun learning how to perform the basics of tennis and other activities. STUDENTS The student will demonstrate by doing their best to perform how they were instructed and taught along the way. Paddles, balls and classmates CLOSING ( 5 minutes – suggested) How will students summarize what they learned? How will students be asked to state the significance of what they learned? How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective? TIME 5 min TEACHER We will meet up at the end and talk about what they learned what skills and techniques worked for them. Ask them what muscles were used and why those muscles and joints are important. I will ask the students what issue they were running into while playing and tell them we will learn more concepts the next day STUDENTS Talk about what they learned and how. HOMEWORK (if appropriate). How will students practice what they learned? The students can utilize family, a small ball, a paddle and a wall. If they want to practice by themselves they can use a wall. Videos in order to understand the form needed to perfect the technique. Day 2: Shuffling form/Basic Agility GRADE 6 th SUBJECT P.E.

OBJECTIVE. What will your students be able to do? Students will understand the basic concept of wall ball and work on their hand eye coordination by playing tennis. ASSESSMENT How will you know whether your students have made progress toward the objective? How and when will you assess mastery? I will monitor the students to see how they are performing the activity and skills at separate times. I will assess mastery by starting with a bench mark upon exposure to the activity then give student time to learn and practice then I test them on the same skills further down the road. The benchmark test will consist of the teacher hitting the ball over the net to the student (10) times and the student will hit the using the correct form and has to make it in bounds on the opposite side of the net. This test will allow for the teacher to see the progress of the students. COMMON CORE How will you address Common Core standards? Based off of the California state standards the students will be able to strike a ball continuously against a wall and with a partner, using a paddle for the forehand stroke and the backhand stroke. Student will work with teammates and use agility techniques to volley. DIFFERENTIATION How will you differentiate your instruction to reach the diversity of learners in your classroom? How will you address your English Learners? List the specific strategies you will use. I will meet with the students that are having a hard time and give them one on one instruction and also instruct them to websites and videos that will allow for them to see the technique being performed, which can be seen as a blended learning technique. I will give the ELL a website to look up the information about the sport. Then instruct in English and ask for an explanation from that student of the rules, which can be in their native language. OPENING (10 minutes – suggested) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance ? How will you communicate connections to previous & future lessons? How will you engage students and capture their interest? MATERIALS/STRATEGIES TIME 10 min TEACHER Verbally instruct them on the rules and what we will doing. Explain that we will uses paddles, balls and a partner to complete this task. I will explain that we will be playing wall ball with teams. I will stimulate interest by asking them to questions on what I just said along the way STUDENTS Will listen and participate in the lesson portion of the class. Paddles and balls INTRODUCTION OF NEW MATERIAL (10 minutes – suggested) What key points will you emphasize and reiterate? How will you ensure that students actively take-in information? How will you vary your approach to make information accessible to all students? Which potential misunderstandings will you anticipate? Why will students be engaged and interested? TIME 5 min TEACHER I will ask student if they have any question and reiterate the key aspects that we have just went over. I will ask the students questions to answer as a group on the topics just discussed. I will noticed those students not participating and make sure they understand. Potential misunderstands will be communication errors, muscles and body part confusion. They will be getting ready to play the sport with one another. STUDENTS Listen and participate in the class discussion portion. Paddles, balls, arms, and questions.

TIME 2 min TEACHER I will ask student is they have any question and reiterate the key aspects that we have just went over. I will ask the students questions to answer as a group on the topics just discussed. I will noticed those students not participating and make sure they understand. Potential misunderstands will be communication errors, muscles and body part confusion. They will be getting ready to play the sport with one another, STUDENTS Listen and participate in the class discussion portion. Paddles, balls, arms, and questions. GUIDED PRACTICE (15 minutes – suggested) How will you clearly state and model behavioral expectations? How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercises from easy to hard? How will you monitor and correct student performance? Why will students be engaged and interested? TIME 10 min TEACHER I will work with the groups of students independently to adjust any issues with the practice performed. Let the students practice independently with each other. I will watch them and make sure to correct any inconsistence and make sure that they are working to fix those inconsistencies. They will be playing with one another challenging themselves along the way. STUDENTS Will perform the activity while being monitored for inconsistencies. Displaying the ability to complete the task with one another. Paddles, balls and classmates INDEPENDENT PRACTICE ( 25 minutes – suggested) How will you clearly state and model behavioral expectations? In what ways will students attempt to demonstrate independent mastery of the objective? How will you provide opportunities for extension? Why will students be engaged and interested? TIME Reminde r of time minus 5 min TEACHER I will monitor the other students while working with the groups and float from group to group after group time has been completed. STUDENTS The student will demonstrate by doing their best to perform how they were instructed and taught along the way. Paddles, balls and classmates CLOSING ( 5 minutes – suggested) How will students summarize what they learned? How will students be asked to state the significance of what they learned? How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective? TIME 5 min TEACHER We will meet up at the end and talk about what they learned what skills and techniques worked for them. Ask them what muscles were used and why those muscles and joints are important. I will say that we will do this again at a later date allowing for them to display improvement. I will allow for the students to reflect on the information that they have utilized and technique changes that they have made in order to perfect their strokes. STUDENTS Talk about what they learned and how. HOMEWORK (if appropriate). How will students practice what they learned? The students can utilize family, a small ball, a paddle and a wall. If they want to practice by themselves they can use a wall. Videos in order to understand the form needed to perfect the technique. Day 5: Wall Ball/Tennis GRADE 6 th

GRADE 6 th SUBJECT P.E. LESSON SUMMARY Students will focus on the forearm stroke when returning and practicing with other students. How is Theory applied in this lesson? Theory is applied in this lesson via the participation of the students working with their classmates to complete the activity. Using a goal based scenario approach the students the students will complete their mission. OBJECTIVE. What will your students be able to do? The students will be able to perform all that they have in earlier lessons in the unit as well as execute the forearm stroke more efficiently ASSESSMENT How will you know whether your students have made progress toward the objective? How and when will you assess mastery? I will monitor the students to see how they are performing the activity and skills at separate times. I will assess mastery by starting with a bench mark upon exposure to the activity then give student time to learn and practice then I test them on the same skills further down the road. The benchmark test will consist of the teacher hitting the ball over the net to the student (10) times and the student will hit the using the correct form and has to make it in bounds on the opposite side of the net. This test will allow for the teacher to see the progress of the students. COMMON CORE How will you address Common Core standards? Based off of the California state standards the students will be able to strike a ball continuously against a wall and with a partner, using a paddle for the forehand stroke and the backhand stroke. Student will work with teammates and use agility techniques to volley. DIFFERENTIATION How will you differentiate your instruction to reach the diversity of learners in your classroom? How will you address your English Learners? List the specific strategies you will use. I will meet with the students that are having a hard time and give them one on one instruction and also instruct them to websites and videos that will allow for them to see the technique being performed, which can be seen as a blended learning technique. I will give the ELL a website to look up the information about the sport. Then instruct in English and ask for an explanation from that student of the rules, which can be in their native language. OPENING (10 minutes – suggested) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance ? How will you communicate connections to previous & future lessons? How will you engage students and capture their interest? MATERIALS/STRATEGIES TIME 8 min TEACHER Verbally instruct them on the rules and what we will doing. Explain that we will uses paddles, balls and a partner to complete this task. I will explain that we will be playing tennis with teams. I will stimulate interest by using a paddle and balls as an example of how to play asking them to questions on what I just said along the way, I will show them how to use the forearm stroke in the correct manor. Hand out worksheet and Watch video https://www.youtube.com/watch? v=EMNtq393tvo STUDENTS Will listen and participate in the lesson portion of the class. Paddles and video https://www.youtube.com/watch? v=EMNtq393tvo Day 6, 7, 8 and 9 worksheet

OPENING (10 minutes – suggested) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance ? How will you communicate connections to previous & future lessons? How will you engage students and capture their interest? MATERIALS/STRATEGIES TIME 5 min TEACHER Verbally instruct them on the rules and what we will doing. I will explain that we will be playing tennis with teams. I will stimulate interest by using a paddle and balls as an example of how to play asking them to questions on what I just said along the way, I will show them how to use the forearm stroke in the correct manor. STUDENTS Will listen and participate in the lesson portion of the class. Paddles and balls INTRODUCTION OF NEW MATERIAL (10 minutes – suggested) What key points will you emphasize and reiterate? How will you ensure that students actively take-in information? How will you vary your approach to make information accessible to all students? Which potential misunderstandings will you anticipate? Why will students be engaged and interested? TIME 2 min TEACHER I will ask student if they have any question and reiterate the key aspects that we have just went over. I will ask the students questions to answer as a group on the topics just discussed. I will noticed those students not participating and make sure they understand. Potential misunderstands will be communication errors, muscles and body part confusion. They will be getting ready to play the sport with one another. STUDENTS Listen and participate in the class discussion portion. Paddles, balls, arms, and questions. GUIDED PRACTICE (15 minutes – suggested) How will you clearly state and model behavioral expectations? How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercises from easy to hard? How will you monitor and correct student performance? Why will students be engaged and interested? TIME 10 min TEACHER I will work with the groups of students independently to adjust any issues with the forearm technique performed. Let the students practice independently with each other. I will watch them and make sure to correct any inconsistence and make sure that they are working to fix those inconsistencies. They will be playing with one another challenging themselves along the way. STUDENTS Will perform the activity while being monitored for inconsistencies. Displaying the ability to complete the task with one another. Paddles, balls and classmates INDEPENDENT PRACTICE ( 25 minutes – suggested) How will you clearly state and model behavioral expectations? In what ways will students attempt to demonstrate independent mastery of the objective? How will you provide opportunities for extension? Why will students be engaged and interested? TIME Reminde r of time minus 5 min TEACHER I will monitor the other students while working with the groups and float from group to group after group time has been completed. STUDENTS The student will demonstrate by doing their best to perform how they were instructed and taught along the way. Paddles, balls and classmates

INDEPENDENT PRACTICE ( 25 minutes – suggested) How will you clearly state and model behavioral expectations? In what ways will students attempt to demonstrate independent mastery of the objective? How will you provide opportunities for extension? Why will students be engaged and interested? TIME Reminde r of time minus 5 min TEACHER I will monitor the other students while working with the groups and float from group to group after group time has been completed. I will perform a benchmark test on back hand form during this time. I will give the students 10 chances to hit the ball using the correct technique in the opposite side of the court and note how many were successful. STUDENTS The student will demonstrate by doing their best to perform how they were instructed and taught along the way. Paddles, balls and classmates CLOSING ( 5 minutes – suggested) How will students summarize what they learned? How will students be asked to state the significance of what they learned? How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective? TIME 5 min TEACHER We will meet up at the end and talk about what they learned what skills and techniques worked for them. Ask them what muscles were used and why those muscles and joints are important. I will say that we will do this again at a later date allowing for them to display improvement. I will allow for the students to reflect on the information that they have utilized and technique changes that they have made in order to perfect their strokes. Ask them how they are feeling about their backhand technique and that we will work more on it tomorrow. STUDENTS Talk about what they learned and how. HOMEWORK (if appropriate). How will students practice what they learned? The students can utilize family, a small ball, a paddle and a wall. If they want to practice by themselves they can use a wall. Videos in order to understand the form needed to perfect the technique. Day 9: Backhand stroke GRADE 6 th SUBJECT P.E. LESSON SUMMARY Students will focus on the backhand stroke when returning and practicing with other students. How is Theory applied in this lesson? Theory is applied in this lesson via the participation of the students working with their classmates to complete the activity. Using a goal based scenario approach the students the students will complete their mission. OBJECTIVE. What will your students be able to do? The students will be able to perform all that they have in earlier lessons in the unit as well as execute the backhand stroke more efficiently ASSESSMENT How will you know whether your students have made progress toward the objective? How and when will you assess mastery?

I will monitor the students to see how they are performing the activity and skills at separate times. I will assess mastery by starting with a bench mark upon exposure to the activity then give student time to learn and practice then I test them on the same skills further down the road. The benchmark test will consist of the teacher hitting the ball over the net to the student (10) times and the student will hit the using the correct form and has to make it in bounds on the opposite side of the net. This test will allow for the teacher to see the progress of the students. COMMON CORE How will you address Common Core standards? Based off of the California state standards the students will be able to strike a ball continuously against a wall and with a partner, using a paddle for the forehand stroke and the backhand stroke. Student will work with teammates and use agility techniques to volley. DIFFERENTIATION How will you differentiate your instruction to reach the diversity of learners in your classroom? How will you address your English Learners? List the specific strategies you will use. I will meet with the students that are having a hard time and give them one on one instruction and also instruct them to websites and videos that will allow for them to see the technique being performed, which can be seen as a blended learning technique. I will give the ELL a website to look up the information about the sport. Then instruct in English and ask for an explanation from that student of the rules, which can be in their native language. OPENING (10 minutes – suggested) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance ? How will you communicate connections to previous & future lessons? How will you engage students and capture their interest? MATERIALS/STRATEGIES TIME 5 min TEACHER Verbally instruct that they will be testing on the techniques performed and playing against other in the meantime. STUDENTS Listen and participate in discussion INDEPENDENT PRACTICE ( 25 minutes – suggested) How will you clearly state and model behavioral expectations? In what ways will students attempt to demonstrate independent mastery of the objective? How will you provide opportunities for extension? Why will students be engaged and interested? TIME Reminde r of time minus 5 min TEACHER I will conduct the final test and work with students that may need help. Each students will get 10 chance in each test. Backhand form, forearm form and ball control. In each test they will get 10 chance to get it in the other side of the court and in bounds. STUDENTS The student will demonstrate by doing their best to perform how they were instructed and taught along the way. Paddles, balls and classmates CLOSING ( 5 minutes – suggested) How will students summarize what they learned? How will students be asked to state the significance of what they learned? How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective? TIME 5 min TEACHER We will meet up at the end and talk about what they learned what skills and techniques worked for them. STUDENTS Talk about what they learned and how. HOMEWORK (if appropriate). How will students practice what they learned? The students can utilize family, a small ball, a paddle and a wall. If they want to practice by themselves they can use a wall. Videos in order to understand the form needed to perfect the technique. Worksheets: Day 1

Day 1

Day 6, 7, 8 and 9 worksheet