tennis assessment original

Tennis/Wall Ball Two Week Lesson Plan Topics for this lesson include; Rules of the game, shuffling and basic agility, wall ball, forearm stroke, backhand stroke and final test. For this lesson the resource needed will include: access to computers or tablets, printed worksheets, paddles, balls, walls and courts. Standards Covered 1.2 Strike a ball continuously against a wall and with a partner, using a paddle for the forehand stroke and the backhand stroke. 1.9 Combine relationships, levels, speed, direction, and pathways in complex individual and group physical activities. 2.1 Explain how to increase force based on the principles of biomechanics. 2.2 Explain how impact force is reduced by increasing the duration of impact. 2.3 Analyze and correct errors in movement patterns. 2.4 Provide feedback to a partner to assist in developing and improving movement skills. 2.5 Identify practices and procedures necessary for safe participation in physical activities. 2.7 Identify the time necessary to prepare for and begin a forehand stroke and a backhand stroke. 2.8 Illustrate how the intended direction of an object is affected by the angle of the implement or body part at the time of contact. 3.4 Participate in moderate to vigorous physical activity a minimum of four days each week. 5.1 Participate productively in group physical activities. 5.2 Evaluate individual responsibility in group efforts. Day 1: Basics of the game GRADE 6 th SUBJECT P.E. LESSON SUMMARY The students will participate in a class discussion that goes over the basics of tennis and the components of tennis. 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. OBJECTIVE. What will your students be able to do? Students will learn how to hold the racket when in use and when not in use. They will gain an understanding of the basic hits in 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? Students will work with one another to compete the task. They will hit an object in the intended direction while using the forms noted in the common core standards. 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 15 min TEACHER Verbally instruct them on the rules and what we will be doing. Explain that we will uses paddles, balls and a partner to complete this task. I would explain they can play well if they practice. I will explain that we will be playing tennis/wall ball with teams. I will stimulate interest by using my arms and paddle and balls as an example of how to play asking them to questions on what I just said along the way. Watch video https://www.youtube.com/watch? v=1ZSDIK23T7o STUDENTS Will listen and participate in the lesson portion of the class and watch video. Hand out day 1 worksheet Vdeo https://www.youtube.com/watch? v=1ZSDIK23T7o 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, 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 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.

LESSON SUMMARY Students will perform basic shuffling side to side and agility techniques needed to play tennis. 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. OBJECTIVE. What will your students be able to do? Students will learn the basic agility needed when shuffling around the court in 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. I will be able to see how well they know the technique by their correcting mine. 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? Students will work with one another to compete the task. They will hit an object in the intended direction while using the forms noted in the common core standards. 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 using cones, paddles and partners to complete the tasks. Show shuffling video https://www.youtube.com/watch?v=PNYTyAtFbsc STUDENTS Will listen, watch video and participate in the lesson portion of the class. Video for visual learning 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 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. STUDENTS Listen and participate in the class discussion portion.

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 15 min TEACHER I will work with students to show them the correct techniques and have the class perform the basic agility and shuffling technique used in tennis. STUDENTS Will perform the activity while being monitored for inconsistencies. Displaying the ability to complete the task with one another. Cones and paddles 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 to play tennis or wall ball 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, 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. I will ask the students what issue they were running into while playing and tell them we will learn more concepts the next day. Ask them if they feel that they played better using the shuffling techniques learned? 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. They can practice the agility in any open area that is flat and level. Day 3: Rules and Wall Ball GRADE 6 th SUBJECT P.E. LESSON SUMMARY The students will participate in the discussion on wall ball and then perform with a teammate. 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.