Unit Title: Tennis

Teacher Name Mr. Victor Celaya

Date 09/04/17-09/22/17

Grade/Class: 8th grade

Space Needed:

Tennis courts x12

California State Model Content Standards to be Addressed

2.1, 2.2, 2.3, 2.4, 2.5, 3.4, 4.6, 5.1, 5.3, 5.5

California Teacher Performance Expectations Addressed

TPE 4d, TPE 4e, TPE 5b, TPE 6f, TPE 9c

Equipment Needed:

Tennis racquets, tennis balls, stopwatch, cones, white board, markers with eraser

Provisions for Students with a Disability:

My student who has ASD (autism spectrum disorder) will be given additional individual skill support time
to assist them in remaining engaged in learned racquet craft without a specific object (tennis ball) to
focus on. They will be partnered with students who show adept skills in development and possess
leadership qualities in order to ensure my student with ASD receives positive and constructive peer
feedback while learning.

Unit Objectives:

Psychomotor

Students will learn to competently wield a tennis racquet using the continental grip, forehand grip, and
backhand grip. Student will learn to serve in a variety of game situations using overhand and underhand
serving techniques that are technically competent. Students will become proficient in footwork to move
quickly and safely in lateral directions, forward, and backwards on the court.

How assessed:
Students will regularly perform racquet skill demonstration and be assessed on a checklist which looks
specifically at the broad aspects of technique such as gross arm placement and body alignment.

Students will be given an obstacle course to navigate using only the proper footwork for moving on the
tennis court and be assessed based on the amount of time taken to complete the course and how
technically sound their footwork was. This layout used in this assessment will increase in difficulty
throughout the unit and footwork will be examined on a strict pass/ no pass criteria.

Cognitive:

Learners will demonstrate a competent understanding of the history and origin of tennis and the
definition of racquet sports in general. Learners will command an understanding of offensive and
defensive strategies to use in gameplay situations in tennis and be able to provide a rationale for why
certain strategies are more applicable to certain situations. Learners will differentiate between singles
and doubles tennis and demonstrate knowledge of differences in rules, strategies, and court positions.

How assessed:

Students will be assessed by completing quizzes that progress in complexity throughout the unit. The
quizzes will begin with defining terminology and rules and progress to complex situational task cards in
which students are asked to choose a strategy appropriate to the situation presented and provide a
rationale to justify their choice.

Affective:

Learners will develop personal responsibility for ensuring that a positive environment conducive to team
work and skill improvement is maintained throughout the unit. Students will derive value from tennis as
a lifelong physical activity through reflection on playing the sport and analysis of their personal
physicality requirements to be competent in the activity.

How assessed:

Students will continue using their journals to be assessed affectively by responding to prompts that
require students to consider: how the environment in the class effects their willingness to participate
and cooperate with partners, what qualities of an activity qualify it to be a lifelong physical activity, what
skills or strategies in tennis are particularly challenging and why, and how can tennis translate into a
lifelong activity in your personal life.
Scope and Sequence of Content /or Developmental Analysis

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)

Scope:

Students will learn a set of skills that enable them to competently engage in singles and doubles tennis.
Students will start the unit by developing a cultural and historical context for tennis in order to add a
sense of relevancy to the skills that they are learning. Students will first have the opportunity to play
tennis to assess a baseline of their knowledge and skills. After this demonstration students will be
progressed through tennis skills by being steeped in racquet craft prior to engaging with tennis balls. A
solid foundation in grip and swing form with racquets will render the tennis balls tools and allow
students to focus more on controlling where their ball goes as opposed to if their grip and swing is
appropriate. This unit is placed second in progression because it utilizes the walking and jogging skills
developed in the previous unit while simultaneously introducing object manipulation and team sport
engagement in the form of doubles tennis. While racquet sports are not traditionally a middle school
activity and there are no formal standards on racquet sports, this unit will function as a transition point
toward broader team sports and activities.

Tennis Sequence

1. Tennis introduction
a. History, cultural relevance, and famous athletes
b. Equipment of tennis
c. Rules of singles and doubles
2. Tennis skill assessment
a. Small-sided gameplay on court
3. Racquet grips
a. Continental grip
b. Forehand grip
c. Backhand grip
4. Swings of racquet
a. Forehand swing
 b. Backhand swing
5. Serving
a. Overhand serve
6. Tennis skill assessment II
a. Small-sided game using all skills acquired to date
7. Serving II
a. Underhand serve
8. Striking posture and strategies
a. Forehand strike straight and diagonally
b. Backhand strike straight and diagonally
9. Explosive agility
a. Footwork and movement on the court: Lateral, forward, and backwards
b. Rapidly moving side to side on court
10. Offensive strategies
a. Gaining center control of court
b. Varying strike distance and direction
11. Advanced gameplay strategies for singles and doubles
a. Tiring opponent out in rally
b. Adding spin on ball during serve
 Unit Block Plan

Name of Unit: Tennis

Monday Tuesday Wednesday Thursday Friday

09/04/17 09/05/17 09/06/17 09/07/17 09/08/17

• Tennis • Racquet grip • Brief review of • Overhand serve to

introduction, tutorial racquet grip and forehand swing
Holiday history, and • Types of grips swing style practice
cultural relevance • Types of swings • Overhand serve • Small sided games
• Equipment used • Practice time with • Practice time for using only
in tennis grips and swings all techniques and overhand serve
• Rules of the game without tennis introduction of and forehand
• Small sided trial ball tennis ball to swings
gameplay on practice
court

Standards: 2.1, 2.3, 5.5

Standards: 2.3, 2.4, 3.4,

Standards: 2.3, 2.4, 3.4 Standards: 2.3, 2.4, 3.4
4.6
09/11/17 09/12/17 09/13/17 09/14/17 09/15/17

• Underhand serve • Review of • Explosive agility • Small sided rally • Identifying muscle
introduction forehand strike training using practice groups associated
• Practice drills technique gameplay • Ball control with tennis
using underhand • Backhand strike scenerios practice (direction • Offensive
serve technique • Footwork to changing drills) strategies of
• Drills alternating • Backhand strike move laterally, • Review of serving tennis
between drills forward, and techniques and • Skill
overhand and • Alternating backwards on drills at aiming demonstration
underhand serve forehand and court serve practicum
backhand strike • Forehand and Standards: 2.2, 2.4, 2.5,
drills backhand strike 3.4, 5.1, 5.5
Standards: 2.1, 2.2, 2.3, drills using agility Standards: 2.1, 2.5, 3.4,
2.4, 3.4, 4.6 techniques 5.3
Standards: 2.2, 2.4,
Standards: 2.1, 2.3, 2.4,
3.4,4.6
3.4

09/18/17 09/19/17 09/20/17 09/21/17 09/22/17

• Individual Teacher preparation Day: • Doubles • Advanced • Student choice

gameplay day No students gameplay day gameplay gameplay day
• Students rotate • Doubles rotate strategies for (doubles or
partners after challengers each singles and singles)
each match round doubles • Must play at least
Standards: 3.4, 5.1, 5.3, Standards: 3.4, 5.1, 5.3, • Court control 1 singles and 1
5.4, 5.5 5.4, 5.5 drills doubles game
Standards: 2.1, 2.5, 3.4, Standards: 3.4, 5.1, 5.3,
5.3 5.4, 5.5
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 09/13/17

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

2.1, 2.3, 2.4, 3.4

COMMON CORE STANDARDS ADDRESSED:

Writing Standard 2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 4d, TPE 9c

UNIT / THEME: Tennis ACTIVITY: Agility drills in gameplay scenarios

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Command style and task station teaching GRADE: 8th grade LESSON #7 OF 14

EQUIPMENT AND FACILITIES: 55 polyspots, 40 cones, 55 heart rate monitors, 56 tennis racquets monitors, 60 tennis balls, stopwatches, white
board, markers and eraser, 60 pencils; tennis courts NUMBER OF STUDENTS: 55
TIME CONTENT & METHOD STRATEGY POINTS
TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives
3.4- Participate in moderate to vigorous physical activity a minimum of four days
each week.

Students will perform agility drills that include shuffles forward, backward, and
laterally while avoiding obstacles with proficient technique.

2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:

2.1- Describe and demonstrate how movement skills learned in one physical
activity can be transferred and used to help learn another physical activity.
2.4- Identify the characteristics of a highly skilled performance for the purpose of
improving one’s own performance.

Students will identify the most effective footwork to quickly navigate obstacles.
Students will compare and contrast agility techniques in tennis and jogging
techniques.

3. CA PE Standards (Affective):
Affective Domain Objectives:

2.3- Explain how growth in height and weight affects performance and influences
the selection of developmentally appropriate physical activities.

Students will consider what factors have the greatest impact on their ability to
complete agility drills and reflect on what impacts they believe growth spurts may
have on coordination.
 Time Sequence of Skill Development / Practice MANAGEMENT CUE WORDS / PROMPTS
Estimate
Beginning with the first What key words will you use
transition, EACH SECTION to help students learn and
(In this section, you MUST DESCRIBE specifically how you will TEACH and should have a defined understand the content?
MANAGE your stated objectives and Arrange the class for each of the management strategy. This can
following lesson components. be described and/or illustrated.

Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:

Lesson Components
(Lesson does not necessarily have to follow this order specifically): Transitions
Transition
• Transition to Learning Area • “Put your heart rate
o Students go to predetermined places on polyspots in 6 rows of • Polyspots will be set
monitors on
up in 6 rows of 10
9:55-
10 and put on heart rate monitors quickly”
9:58

Warm up
Warm up
• • An assigned student
Warm up: Provide a list of activities and a description for each • “Remember to keep
o Students will perform the following warm up exercises for 30 leader will lead the
your legs shoulder
second intervals: class through a
width apart, feet
▪ Speed skaters predetermined warm
facing forward and
up sequence
 ▪ Deep squats • Instructor will assess back straight when
▪ Lateral hops form and performing squats!”
9:58- ▪ Run in place engagement
10:06 ▪ Jump lunges
▪ Twisting trunk pivots

• Transition Transition
o Students move to tennis court area
• Countdown from 10
will be used to Transition
facilitate speedy • “I’m going to begin
transition counting down from
10, don’t let me beat
you!”

• Introduction Introduction
10:06- o Students will have agenda laid out to them
10:08 ▪ Students will have the following drills explained: • Drill explanations
will be written and Introduction
• Students begin at the center of the court and
must respond to balls hit at either edge of the drawn out on white • “I only want to see
court board prior to being footwork covered in
• Students begin at the center of the court and verbally explained previous lessons
respond to balls hit short and balls hit long • Students will be today!”
• Students navigate obstacle courses where they shown short
must move around cones using only correct demonstrations of
technique for forward and backward shuffling different types of
and lateral shuffling. drills they will be
10:08- • Students use agility footwork to respond to balls using
10:16 using only forehand swings
• Students use agility footwork to respond to balls
using only backhand swings
 • Transition Transition
o Students divide into predetermined tennis groups and go to
their assigned courts • Countdown from 10
will be used to
facilitate a speedy
transition

Transition

• “Hustle up!”

• Activity: Agility drills

o Groups will administer drills to one another Activity
o Each drill will have at least 3 minutes devoted to it
o Two groups at a time will rotate away from their court to a • There will be two
designated obstacle court and perform agility footwork through groups of students at
obstacles for assessment each court. One
• Transitions within activity group will administer
o Groups will rotate through obstacle court throughout activity drills to the other
and then they will
switch. All drills
must be documented Activity
10:16- on a peer checklist
10:17 and turned in at the • “Quick feet, small
end of class. shuffles!”
• Two groups at a time
will be called to a
special tennis court
designated as the
obstacle court and
have cones set up
throughout the court
that students will
 have to navigate
through
• Instructor will
perform checklist
assessment
10:17-
10:35

Transition

• Count down from 10 • “Scan the obstacles

will be used to and determine the
facilitate speedy quickest route then
transition execute!”

• “Keep knees bent

and stay low when
shuffling!”

• Transition
Cool down
o Students will return to assigned poly spots for cool down
exercises • Another designated
class leader will lead
cool down stretches
• Instructor will
monitor for
technique.
 Closure

• Cool down
o Students will complete the following stretches for 30 second
intervals: • Students will be
▪ Calf stretch provided with paper
▪ Glute stretch quizzes and pencils
▪ Flamingos
▪ Forward bend
▪ Wrist circles

• Closure
o Students will complete a terminology quiz that requires them to
describe the movements used in class using accurate
terminology and explanation.

10:35-
10:36
• “Don’t forget to
breath here,
breathing is the most
important part!”

Closure

• “Pencils don’t talk, I

should hear any!”
10:36-
10:40

Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
10:40- three previously described learning objectives. In other words, how will you
10:45 assess the psychomotor, cognitive, and affective domain?)

You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):
Students will be assessed while completing an agility obstacle course using a
checklist.

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):

Students will complete the following writing assignment:

• Compare and contrast the movement techniques used for agility in

tennis and those used in jogging for health. Why are they different?
Why are they similar?

3. Affective Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
Students will complete a journal entry and respond to the following prompt:

• What factors do you feel have the greatest impact on your ability to
complete agility drills?
• Why might growth spurts affect coordination, balance, and agility
drills?
• How can we use this information to be socially mindful and inclusive to
our peers?
 Modifications

• (Include a method and strategy to modify the activity to include

students with disabilities)

• The student with ASD (autism spectrum disorder) will be brought in

from activity early in order to be provided with additional time on the
written quiz. This student will be paired with a student who is adept at
the drills in order to provide them with a movement mentor and
increase their access to individual attention.

• Include a strategy to address the learning needs of an ESL student.

• A student who is learning English will have partners demonstrate the

drill visually for them in order for them to grasp the mechanics of the
movement drills being completed. Students who speak the same
language will also be paired with this student if available.

Alternate Activity
Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

If the tennis courts are unavailable or inclement weather prevents this activity
from occurring then the class will perform shuffle drills without the tennis
equipment in rows in a gymnasium and then perform the quiz. If there is only
classroom space available students will discuss the various types of footwork
covered in class and how the footwork could be used in gameplay scenario. We
will watch videos showing the footwork and students will complete the quiz
after.
Unit: Tennis
Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student completed obstacle course:
0= does not initiate
1= initiates or partially completes task with poor form Student use correct forward shuffling technique:
2= partially completes task with proper form
3= completes task with proper form Student used correct backward shuffling technique:

Student used correct lateral shuffling technique:

Student maintained correct body posturing:

Other Notes:

Unit: Tennis
Name:
Cognitive Assessment
Writing Assignment
1. Compare and contrast the movement techniques used for agility in tennis and those
used in jogging for health: Why are they different? Why are they similar?

Unit: Tennis
Name:
Affective Assessment
Journal Entry
Prompt: What factors do you feel have the greatest impact on your ability to complete agility drills? Why might
growth spurts affect coordination, balance and agility drills? How can we use this information to be socially
mindful and inclusive to our peers?