Tennis Unit Plan

Cierra Holland
Fall 2019

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 Table of Contents
Tennis Unit Plan 1
Table of Contents 2
Unit Introduction 4
Unit description 4
Instructional Unit Goals 4
Educational Standards 5
7th Grade PE Content Standards 6
Common Core Standards 7
English Language Development Standards 8
Unit Overview 9
Unit Objectives 10
Psychomotor Unit Objectives 10
Cognitive Unit Objectives 10
Affective Unit Objectives 10
Sequence 12
UNIT ASSESSMENTS 13
Informal Assessment 14
Outline & Explanation 14
Rubric – 5 points 14
Informal Assessment Sample 16
Student Self-Assessment 18
Description 18

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Description 19
Accommodations / Modifications 19
Self-assessment sample 21
Psychomotor Informal Assessment 22
DESCRIPTION 22
Affective Domain Assessment 24
Description 24
RUBRIC 24
Cognitive Domain Assessment 26
rubric 26
description 26
Adaptations / accommodations 26
Cognitive Assessment Sample 28

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 Unit Introduction
UNIT DESCRIPTION
The overall goal of this tennis unit is for students to have a beginners level of comprehension of
the rules tennis game, proficient motor skills to play, and strategies that benefit players of the
game. This tennis unit will begin with the students learning the basic strokes used in tennis
(forehand, backhand, and serving). Once they have mastered serves they will learn the rules of
tennis and proper etiquette and sportsmanship of singles and doubles tennis matches.The
students will perform a peer assessment on these strokes, and reflect on the feedback they have
received in order to make improvements on their skills. At the end of the unit the students will be
competing in a tournament to play a friendly singles and doubles game. They will perform their
formative assessment based on their tactical performance in the games.

The students will participate in 1-2 cooperative games a week that develop proficient tennis
motor skills while also placing an emphasis on teamwork and cooperation. “Workout
Wednesday” will also be incorporated weekly to emphasize the key components of physical
fitness and how they are related to tennis.
INSTRUCTIONAL UNIT GOALS
Students will be able to cooperatively play a single or doubles match of tennis while knowing the
rules of the game, structure of the court, and how tennis can benefit the 5 components of fitness.
• Students will be able to participate with classmates in group activities with good
sportsmanship and sports etiquette. 


• Students will perform in a singles and doubles game with their partner(s), and identify rules
and court terminology that contribute to a fair game. 


• Students will individually assess their own and their peers performance of the forehand
stroke, backhand stroke, and serving strokes with a rubric, and identify possible changes to
make improvements in their performance. 


• Students will support and defend their peer evaluation responses with evidence from the
lectures or forms of multimedia that support their claims. 


• Students will discuss the importance of the 5 components of physical fitness 


and their relationship to a well-rounded tennis player.


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 Educational Standards

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7th Grade PE Content Standards
Students demonstrate the motor skills and
Standard
One movement patterns needed to perform a
variety of physical activities.
Demonstrate mature techniques for the following patterns: overhand, sidearm, and
1.1 underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and
foot); and volleying.
1.3 Combine manipulative, locomotor, and non-locomotor skills into movement patterns.
Demonstrate body management and object-manipulation skills needed for successful
1.4 participation in individual and dual physical activities.

Students demonstrate knowledge of

Standard movement concepts, principles, and
Two strategies that apply to the learning and
performance of physical activities
2.3 Identify and describe key elements in the mature performance of overhand,
sidearm, and underhand throwing; catching; kicking/punting; striking; trapping;
dribbling (hand and foot); and volleying.
2.4 Analyze movement patterns and correct errors

Standard Students assess and maintain a level of physical

Three fitness to improve health and performance.
3.4 Participate in moderate to vigorous physical activity a minimum of four days each
week.
Students demonstrate and utilize knowledge
of psychological and sociological concepts,
Standard
Five principles, and strategies that apply to the
learning and performance of physical activity. 


5.2 Accept responsibility for individual improvement

5.4 Evaluate the effect of expressing encouragement to others while participating in a

group physical activity

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 Common Core Standards
6th Grade: Reading & Writing for Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects

3. Follow precisely a multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks.
4. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 6-8 texts and topics.
7. Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).

Writing Standards for Literacy in History/Social Studies, Science, and

Technical Subjects

4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce and publish writing and present
the relationships between information and ideas clearly and efficiently.
10. Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.

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 English Language
Development Standards
B . I n t e r p r e t i v e
Part One:
Interacting
in Emerging Expanding Bridging
Meaningful
Ways
Demonstrate active Demonstrate active
Demonstrate active
listening in oral listening in oral
listening in oral
presentation presentation
presentation
activities by asking activities by asking
5. Listening activities by asking
Actively and answering and answering
and answering basic
detailed questions, detailed questions,
questions, with
with occasional with minimal
prompting and
prompting and prompting and
substantial support.
moderate support. support.

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 Unit Overview

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 Unit Objectives
PSYCHOMOTOR UNIT OBJECTIVES
Students will be able to successfully demonstrate a forehand and backhand stroke while
performing with the cues by the end of the unit.

Students will successfully perform a forehand stoke to a partner while following the correct cues
at least 5 times during the partner activity.

The cues are for the students to perform a forehand stroke by following
1.Ready position (knees bent and ready to move to the ball)
2.Turned sideways to ball
3.Pull arm back far behind you
4.Step with opposition
5.Swing steady from low to high
6.Follow through (making a V with your arm)

Students will be able to play a game of tennis using proper techniques learned with the forehand
and backhand stroke, while also keeping score with the correct scoring system

COGNITIVE UNIT OBJECTIVES

Students will be able to correctly label a tennis court with the correct terminology by completing
an informal assessment with a group of 3-4 students.

Students will be able to correctly identify and define the proper cues for the forehand stroke
1.Ready position (knees bent and ready to move to the ball)
2.Turned sideways to ball
3.Pull arm back far behind you
4.Step with opposition
5.Swing steady from low to high
6.Follow through (making a V with your arm)

Students will be able to demonstrate and communicate the proper scoring technique used in a
tennis match via informal assessments and a formal assessment before beginning tennis games.
AFFECTIVE UNIT OBJECTIVES

Students will show good sportsmanship and proper tennis etiquette by being truthful and self-
officiating a tennis game.

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 Unit Calendar
WORK-OUT 

SUNDAY MONDAY TUESDAY WEDNESDAYS
 THURSDAY FRIDAY SATURDAY
EARLY RELEASE
DAY

Nov 25 Nov 26 Nov 27 Nov 28 Nov 29

Tennis 1 Tennis 1 Fitness Tennis 1 Tennis 1
Library day -
Intro to tennis; Forehand stroke
Forehand lecture &
ball Kept : informal
stroke: practice informal
manipulation structure assessment
assessment
1.9, 1.11, 2.3, 2.5, 4.1, 1.9, 1.11, 2.3, 2.5, 4.1, from 
 2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 3.3, 4.1, 4.3,
4.3, 4.4 4.3, 4.4 curriculum 4.4
plan. CCSS.R.ST.7, CCSS.R.ST.7,
CCSS.R.ST.7, CCSS.R.ST.7, R.ST.3, R.ST.4 R.ST.3, R.ST.4,
R.ST.3, R.ST.4 R.ST.3, R.ST.4 W.HST.4, W.HST.6,
W.HST.10

Dec 2 Dec 3 Dec 4 Dec 5 Dec 6

Tennis 1 Tennis 1 Fitness Tennis 1 Tennis 1

Forehand stroke Forehand Backhand
practice: add stroke: Self Yoga was Backhand stroke stroke: cues
adaptationns assessment split in half
& placed in
2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 4.1, 4.3, 4.4
the weeks
CCSS.R.ST.7, CCSS.R.ST.7, preceding CCSS.R.ST.7, CCSS.R.ST.7,
R.ST.3, R.ST.4 R.ST.3, R.ST.4 Finals R.ST.3, R.ST.4 R.ST.3, R.ST.4,
W.HST.4, W.HST.6,
W.HST.10

Dec 9 Dec 10 Dec 11 Dec 12 Dec 13

Tennis 1 Tennis 1 Fitness Tennis 1 Tennis 1
Informal
assessment : Formal
Backhand stroke: forehand & December: Review day Assessment
self assessment backhand *Online Journal
stroke First half
2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 4.1, 4.3, 4.4 of Yoga unit 2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 4.1, 4.3, 4.4
ends.
CCSS.R.ST.7, CCSS.R.ST.7, CCSS.R.ST.7, CCSS.R.ST.7,
R.ST.3, R.ST.4 R.ST.3, R.ST.4 R.ST.3, R.ST.4 R.ST.3, R.ST.4,
W.HST.4, W.HST.6,
W.HST.10
June 1 June 2 June 3 June 4 June 5
Tennis 1 Tennis 1 Fitness Tennis 1 Tennis 1
Review / start Ladder Ladder Ladder
tournament tournament tournament tournament
June:
2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 4.1, 4.3, 4.4 Second 1/2 2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 3.3, 4.1, 4.3,
4.4
CCSS.R.ST.7, CCSS.R.ST.7, of Yoga unit CCSS.R.ST.7,
R.ST.3, R.ST.4 R.ST.3, R.ST.4 begins R.ST.3, R.ST.4 CCSS.R.ST.7,
R.ST.3, R.ST.4,
W.HST.4, W.HST.6,
W.HST.10
June 8 June 9 June 10 June 11 June 12

Tennis 1 Tennis 1 Fitness Tennis 1 Tennis

Ladder
Ladder Ladder Ladder tournament:
tournament tournament tournament Championship

2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 4.1, 4.3, 4.4 2.3, 2.5, 3.3, 4.1, 4.3,
4.4
CCSS.R.ST.7, CCSS.R.ST.7, CCSS.R.ST.7,
R.ST.3, R.ST.4 R.ST.3, R.ST.4 R.ST.3, R.ST.4 CCSS.R.ST.7,
R.ST.3, R.ST.4,
W.HST.4, W.HST.6,
W.HST.10

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SEQUENCE
Day 1: Intro to Tennis/Ball Manipulation The students will be given a lecture
about the history of tennis, and then the students will do an activity that provides all of
the students a chance to try different ball manipulation skills (tap ups, dribbling,
balancing).
Day 2, 4,5,6: Forehand Stroke Overview and practice of the forehand stroke
through the means of an informal assessment, self-assessments, and peer-assessments.
Day 3: Rules & Court Terminology Lesson Students are given a lecture about the
court terminology and scoring system used in tennis. The students will be in groups of
3-4 students to work on an informal assessment.
Day 7, 8, and 9: Backhand Stroke Overview and practice of the forehand stroke
through the means of an informal assessment, self-assessments, and peer-assessments.
Day 10: Informal Assessment on Forehand and Backhand Stroke: Review of
learned skills so far.
Day 11-12: Review and Summative Assessment: Review of learned skills so far.
Day 13-20: Tennis Tournament Review of learned skills so far. Short yoga flow
practice (10-15 min) at beginner level using learned poses.


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 UNIT ASSESSMENTS

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 Informal Assessment
OUTLINE & EXPLANATION
One of the informal assessments that I plan to implement is a written informal assessment, and
the observation of the students work while providing corrective specific feedback to the students’
performance. The students will be given an informal assessment after a direct instruction at the
beginning of class that informs the students about the scoring in a tennis game, the court
terminology, tennis etiquette, and reviews the forehand stroke that the students learn in lesson By
informally assessing the students I will be able to determine which groups need more quality
assistance in their performance of the tennis games and dictate more time to observe their groups
when the time does come for the students to perform games. This also allows me to see how the
class was overall able to understand the rules and terminology associated with the game of tennis.
The informal assessment aligns with the learning goals related to the unit of Students will be able to
play a game of tennis using proper techniques learned with the forehand and backhand stroke, while also keeping
score with the correct scoring system. My goal in performing this assessment is to help all of the
students reach the goal of successfully playing in a game where all of the students can keep score
and perform basic skills necessary for a game of paddle tennis.
The main thing that I will look for in the students responses for the informal assessment are for
them to be using the correct terminology that was taught through direct instruction in lessons .
and 2. The students will be recalling the information that was given through the beginning
lessons of the unit and applying the information through an informal assessment. The lesson will
monitor the students understanding of tennis and the content taught by providing me with the
students answers in the test. By generalizing their scores for each section, I will be able to
understand what the students need the most help in comprehension before I move forward into
games with the students

RUBRIC – 5 POINTS
1-2 The students were talking to their peers and engaged in the discussion but the students did
not write the written responses. The students were able to fill in the blanks of the written
assessment, but were not
3– The students were talking to their partners and participating in the activity. The students
answered all of the questions, but missed 3-5 of the question on the activity. The student needed
some extra clarification at the end of the lesson, but overall understood the depth of the activity
and seem able to apply the rules, scoring, and terminology to a game of tennis.
4. The students were talking with their partners consistently and participating in the activity. The
students answered all of the questions correctly. The students middle of the question on the
activity. The student needed some extra clarification at the end of the lesson, but overall

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understood the depth of the activity and seem able to apply the rules, scoring, and terminology
to a game of tennis.
5. The students were talking with their partners consistently and participating in the activity. The
students answered all of the questions correctly. The students middle 0-3 questions on the
informal assessment, and overall understood the depth of the activity and seem able to apply the
rules, scoring, and terminology to a game of tennis.

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 Informal Assessment Sample


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 Student Self-Assessment
DESCRIPTION
I will engage the students in self-assessment by giving the students a checklist for the forehand
stroke that addresses each of the cues necessary for the skill. In order to complete the self-
assessments, the students will have to first film themselves performing the skill. The students will
complete the check list by reviewing the video of themselves performing the skill, and circling
whether they performed the cue or not on the self-assessment. The checklist has a visual aid for
each of the cues so that the students could have a representation of what they should see in their
video performance. The checklist was followed by questions for the students to reflect on their
performance, and the ways that they can improve their performance or reflect on skills that they
performed well.
Rubric for Self-Assessment & Educational Technology
5.points
1.Student did not complete the self-assessment. None of the questions were answered or circled.
The student did not take a video of their performance and did not participate in the activity with
their group. The student was inattentive during the lesson and did not engage in the lesson in any
section. Student did not engage in video-taping or using educational technology.
2.The student took a video but did not complete any section of the written activity. The student
was following directions and participating during the use of educational technology but did not
complete the written assessment and reflection. The paper that should be turned in has no
writing on it, and does not
3.Student did the instructional activity and used educational technology appropriately during this
lesson. The self-assessment was mostly complete; however, the student did not complete the
reflection questions to fully develop their understanding of the activity. The student may have
attempted to answer the questions, but they were 1-2-word responses that didn’t reflect their
performance recorded on the checklist.
4.Student provided answers to the questions, but they were not in full sentences, not detailed, and
short in response. The students completed the checklist potion of the assessment, and their
answers reflected that they made a connection from their performance recorded on the checklist
to their answers on the reflection, showing an understanding of what they need to improve on or
did well one. Student did the instructional activity and used educational technology appropriately
during this lesson.
5.The student provides clear, detailed, and thoughtful responses to the short answer questions
that reflected their performance to the checklist. The student was able to make a connection to
their performance and improve their forehand stroke performance. The questions were answered
in complete sentences and directly related to the questions being asked. The checklist was

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complete and the student was engaged in the educational technology activity and used the
technology appropriately during this lesson.
DESCRIPTION
The self-assessment is a multi-step assessment for the students to complete while using
educational technology, teamwork, and critical thinking skills to evaluate their performance of
the forehand stroke in paddle tennis. This assessment meets the learning goals of this unit, such
as “Students will be able to successfully demonstrate the forehand and backhand while
performing with the cues by the end of the unit.” The students will be meeting the learning goals
of lesson 3 such as “Students will complete a checklist to self-assess their performance of the
forehand stroke by watching a video of themselves performing the forehand stroke with a
partner.” This also addresses the CCSS 2.1 and 2.2, which are to ’Identify and describe key
elements in the mature performance of overhand, sidearm, and underhand throwing; catching;
kicking/punting; striking; trapping; dribbling (hand and foot); and volleying’ and to ‘Analyze
movement patterns and correct errors.’
The rubric brings students awareness of the learning goals by focusing the students on the key
aspects of the activity that meets the standards. The students were given a clear expectation of
what they learned, and what they need to continue to work on in order to meet the learning
goals.
The reflection at the end of the informal assessment asks the students to analyze specific concepts
to engage them in higher order thinking by evaluating their performance. This analysis of their
performance makes the students identify key components of the forehand stroke and gives the
students a chance to analyze what components they need to improve on or are performing well.
Watching a video is a good way for the students to perform a self-assessment, because it is the
only true way for a student to see how they are performing.
ACCOMMODATIONS / MODIFICATIONS
Many of the students in this class have diverse learning needs, and I used a variety of visual aids,
modeling, and scaffolding techniques to accommodate their needs in this informal assessment
activity. The direct instruction was supplemented with a white board for the students to refer to
during the lecture, that helped the students address the different roles that they would be
performing during this activity. The white board had the cues that the students had learned in
previous lessons written down for the students to see that we were building on previous lessons.
This lesson was scaffolding on the prior lessons in the week, so the white board helped to remind
the students of those cues to follow, as well as give the students a visual aid to refer to during their
performance of the activity.
The informal assessment itself had visual aids on it, such as pictures and bolding and underlining
the text. The visual aid was on the informal assessment to give the students a representation of
the cue, so that when they checked their video, they would see what that cue looked like. The
bolding and underlining gave the students a focus point of what that cue should look like.

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Another accommodation was student grouping, in which I had the students in preferential groups
to meet their needs. For example, some English Language Learners succeed in groups with others
who speak the same first language as them. Another example is for students with learning
disabilities to be placed with someone who is helpful, kind, and has a deeper understanding of
these activities. Another adaptation was to have the students with more academic and emotional
support needs were intentionally placed closer to the teacher and the white board in order to
have something or someone to reference to when they needed help.

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 Self-assessment sample


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 Psychomotor Informal
Assessment
DESCRIPTION
One of the informal assessments that I plan to implement is a visual informal assessment, and
observation, of students. While I am observing the students I will be providing corrective specific
feedback around going from group to group. As students in Lesson 2 are in the field participating
in the forehand stroke activity. By informally visually assessing the students, I will be able to
determine which groups look like they need help and dedicate time to stop by, observe, and
give corrective feedback. Doing this allows me to assess how students took in the beginning
instruction and were able to, or not able to, engage themselves in the activity. This informal
assessment aligns with the learning goal related to this lesson of students being able to perform a
forehand and backhand stroke with the proper cues to a partner successfully. My goal in doing
this assessment is to help all students reach that goal of successfully gaining the skills to play in a
game of tennis. This is an important component of assessing the students understanding of the
cues in multiple ways.
The observation guide that I used for the assessment contained the following:
• Is every student with a partner (or in a group of 2-4)?
• Are students using or attempting to use the forehand stroke cues? And are they using the cues
that were just taught ?
• Can two partners complete consecutive forehand strokes back and further consistently?
• If I provided specific corrective feedback to a student, were they able to then perform the skill
correct?

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 Affective Domain Assessment
DESCRIPTION
The Affective Domain Assessment uses an extremely familiar format to the Self Assessment that
the students have performed in the previous lesson. Prior to giving this assessment, the students
will be given a lesson on the cues of the forehand stroke. The students will be challenged to
improve on their performance from the self-assessment that they did in the lesson before. This
gives students a final attempt to successfully perform the forehand stroke with little to no
mistakes. They have had 2-3 days to perform the forehand stroke, and now they are going to
work with a partner to test their performance. The similar format of the peer assessment to the
self-assessment allows the students to complete the activity with more confidence and familiarity
of how to complete the assignment
points
RUBRIC
1.Student did not complete the peer-assessment. None of the questions were answered or circled.
The student did not get into a group. The student was inattentive during the lesson and did not
engage in the lesson in any section.
2.The student did the activity with a partner did not complete any section of the written activity.
The student was following directions and participating during the partner activity but did not
complete the written assessment and reflection. The paper that should be turned in has no
writing on it.
3.Student did the instructional activity and worked appropriately during this partner lesson. The
self-assessment was mostly complete; however, the student did not complete the reflection
questions to fully develop their understanding of the activity. The student may have attempted to
answer the questions, but they were 1-2-word responses that didn’t reflect their performance
recorded on the checklist.
4.Student provided answers to the questions, but they were not in full sentences, not detailed, and
short in response. The students completed the checklist potion of the assessment, and their
answers reflected that they made a connection from their performance recorded on the checklist
to their answers on the reflection, showing an understanding of what they need to improve on or
did well one. Student did the instructional activity and stayed on task with their partner.
5.The student provides clear, detailed, and thoughtful responses to the short answer questions
that reflected their performance to the checklist. The student was able to make a connection to
their performance and improve their forehand stroke performance. The questions were answered
in complete sentences and directly related to the questions being asked. The checklist was
complete and the student was engaged in the activity. 


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Cognitive Domain Assessment
RUBRIC
The students will be given a rubric that clearly identifies the students with a high comprehension
of understanding with the learning goals by giving the students grades A-F. for example, an A is
18/20 questions (90% and higher). A B-student correctly answers 16/20 questions (80% grade).
The students will be scored on their ability to complete the written assessment. The students who
perform well on this test demonstrate that they have met all of the learning goals and can move
on to the next task of playing a game of tennis with a group.
A. Between 18-20 questions were answered correctly.
B.Between 16-17 questions were answered correctly.
C.Between 14-15 questions were answered correctly.
D.Between 12-13 questions were answered correctly 

F-10 or less of the questions were answered correctly.
DESCRIPTION
The learning goals that are measured by the formal assessment are the students meeting the learning goals
and
outcomes before they move into playing games with the class. The formal assessment will be a
student will be able to determine how the students have understood the week’s worth of
academic learning in this unit. The assessment will cover the students grasp on the forehand
stroke, the court terminology, and the scoring system used in tennis. He grades that the students
get on this formal assessment will demonstrate if the class will be able to play a game of tennis
using proper techniques learned with the forehand and backhand stroke, keeping score with the
correct scoring system, and tennis court terminology.

ADAPTATIONS / ACCOMMODATIONS
The students in this course have various learning needs and assets for the teacher to work with.
The formal assessment is comprised on 20 questions in which the students use matching, written
questions, reflections, and fill in the blank to represent their overall understanding of tennis. All
of the students will be given a test that has visual aids on the test, especially when asking
questions about the forehand stroke. The test will have visual representations of the skills that the
students have learned to hopefully supplement their memory and recall to the subject.
The test will accommodate to students who are English language Learners by having a
supplemental instruction, such as an aid that was provided to the students in lesson 2 that
explains the new academic terminology, scoring system, and cues. The students who need extra
time on tests will be allowed to spend extra time on the tests; whether that be after the test,
during lunch, or after school. The students who need to have the test read to them will have an
extra period or time frame allotted to hearing the test and responding to it on their SSR reading
period that the school provides.

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There are other students who have socio-emotional supplements, and I plan to provide those
students with extra time to complete the test. The students who have extra developmental needs
will be given extra time.
A helpful accommodation that I think can assist with all students during a formal assessment is to
ensure that the students are not pressured to finish the test quicker than they have to. If the
students raise their hand to show that they are done, I will recommend to the overall class that
the students should take time to reread their answers, make sure that the sentences match the
knowledge that they have, and to reread the test to make sure they are confident in their answers.

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 Cognitive Assessment Sample

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