UTEP PETE LESSON PLAN TEMPLATE

CLASS MANAGEMENT INFORMATION

Teacher: Sara Sanchez Date: 1/25/2022
Grade Level: High school (mixed 9-12) Time: 45 min. (1:40-2:25pm)
Number of Students: 35 Location (gym, playground, blacktop, etc): gym

Theme of the Unit in which this lesson fits:

Pickleball
List the TEKS relevant to this lesson in full text, not just numbers:
 116.55 (c) Knowledge and skills.
 (1) Movement. The student develops the ability to participate confidently in individual sports. The student is expected
to:
     (A) exhibit a level of competency in two or more individual sports that include aquatics, archery, badminton,
bicycling, bowling, gymnastics, golf, handball, racquetball, self-defense, table tennis, track and field, weight training, or
wrestling; and
     (B) consistently perform skills and strategies and follow rules at a basic level of competency.
 (2) Movement. The student applies movement concepts and principles to the learning and development of motor
skills. The student is expected to:
     (A) use internal and external information to modify movement during performance;

Learning Objectives for the Lesson: What should the students be able to do at the end of this lesson? No more than 3 for
psychomotor and 2 for cognitive and affective.
1. Psychomotor:
 Students will learn how to return a service
 Students will learn what ready position is
 Students will learn how to volley
2. Cognitive:
 Students will learn where to position themselves in the court depending on the opponent’s play
 Students will learn what volleying is and when to do it in the game of pickleball
3. Affective:
 Students will learn to work in partners or teams to practice skills
 Students will learn to provide feedback to their partners for improvement when practicing skills

Assessments of how well students achieved the Learning Objectives (how will you know they can do your learning
objectives):
1. Psychomotor: The students should be able to return the service against the wall for 10 times consecutively at a short
distance whether it be with backhand or forehand and it can be a volley or bounce then hit before they increase the
distance

2. Cognitive: The students should know the different way to return a service and when they can be used

3. Affective: The students should be able to work in partners feeding the ball to each other and practice the return of
service that includes volley and provide feedback to improve their partner’s performance.

Learning Activities directly related to the Learning Objectives and Assessments. Perform a Task Analysis: Describe how the
students should perform the motor skills practiced in each activity; Include a performance rubric for each that describes
the key technique elements of the skill to be learned.
1. Students will practice returning a service against the wall 10 times with forehand, 10 times with backhand, the 10
times mixing both backhand and forehand at about 5 feet away from the wall aiming at chest level
2. Once they have achieve that they will take 4 steps back and repeat aiming eye level or a little higher
3. Then the students will partner up or if there is students missing they can be in groups of three and one person is
going to feed the ball to another student and the other student will practice returning service with a bounce or
volleying after 10 times they switch roles and give feedback to their partner.
List of Equipment needed for the Learning Activities and Assessments.
1. 32 Paddles
2. 33 Waffle balls

List materials needed for the Learning Activities and Assessments provided by the teacher (props, videos, markers, tape,
handouts, etc.):
1. Pickleball fact sheet (posted on google classroom)

Pre-Class Arrangement of Facility and Equipment

1. Diagram of location and placement of equipment (cones, balls, etc) in it for the warm-up and first learning activity.
Include how the students will enter the facility/location and how you will place (arrange) them for initial instructions.

2. Diagram of facility and placement of equipment for the second learning activity (repeat this if there are more
transitions).
a. Describe how and when you will rearrange the equipment to transition to the new activity; indicate what the
students will be doing as you rearrange the equipment.
3. Modifications for Students with Special Needs. Imagine a student with cerebral palsy, blindness, or seated in a wheel
chair. Describe how you will modify the learning activities to meet the capabilities of such students.

A student has no movement on left side so we can have him practice some of the skills like return of service and
volleying at a slower pace or less reps on a row; or name him honorary coach for the day so he can help me monitor the
students and provide feedback.
 LESSON PLAN CONTENT
Time Learning Activities and Assessments to be Performed Teaching Cues and Feedback Management and Safety Issues
5 min INSTANT ACTIVITY and WARM UP upon Entering the  What is your Start Signal? Instant Activity
Facility one short whistle Transition 1 behavioral
Transition 1: Describe in detail what the students are  What is your Stop Signal? management and safety issues:
going to do when they enter the facility. List your one long whistle  Make sure everyone checks in
instructions to the students:  What is the Home Position? for attendance purposes
o Check in for attendance circle at half court  The students should line up in
o Start walking/jogging for two laps  What are your instructional cues? the right spot
o Make a circle at half court  Make sure everyone is doing
 10 forward arm circles the warmup
 10 backward arm circles
 10 leg swings per leg

Transition 2: Describe how you get students together to Transition 2 management and
1 min explain the lesson. List your instructions to the students: safety issues:
o Stay in the circle  Make sure the students are
o Once I finish explaining the activity you can go get a paying attention to
paddle and a whiffle ball and find a spot in front of instructions
the wall then facing the wall you are going to start  Make sure students
with the activity understand the activity
 Redirect if students get off task
1 min LESSON FOCUS
 Describe how you will introduce the learning
activities and get students interested (how will you
motivate them, get them excited?)
Yesterday we learned how to serve and we went List the Key Instructional Cues for the skill to be
over the rules of the game of pickleball, today we practiced in the First Learning Activity:
will be learning and practicing how to return a  Psychomotor (3 cues):
service and how to volley. o 10 times with forehand
 Describe how you will explain what they are going to o 10 times with backhand
practice/learn (the learning objectives); why they are o 10 times using either
going to practice these activities; and what behavior  Cognitive (1-2 cues): Learning Activity 1 management
you expect of the students during class. o Position yourself at the end of the court and safety issues:
We will learn how to return a service using both o Volley after you have met the double bounce rule  Motivate the students to push
forehand and backhand, volleying and return with  Affective (1-2 cues): themselves
bounce o Be respectful of your peers if the ball goes to  Make sure the students are
All of these can be used during a game depending on where they are playing wait till they finish that aware of those around them
the serve/hit from your opponent play to go and retrieve it  Students should be
SKILL BUILDING: First Learning Activity Explanation and o Encourage each other
Demonstration Describe the errors students will most likely make
 Describe how you will explain and demonstrate the when practicing this skill:
8 min first learning activity/motor skill: The students might throw the ball too low against
the wall and not be able to return it
  Describe the key elements of the activity/skill you will The ball may go to the sides when returning because
emphasize in your explanation and demonstration: of where the paddle is facing Motor Skill Practice Progression
o Ready position Describe how you will identify performance errors management and safety issues:
o When to hit the ball not too early not too late in and correct them for  Make sure they practice with
both backhand and forehand  The entire class: make sure your paddle is facing both backhand and forehand
o When and how to volley slightly forward and you make contact when the  Make sure they practice both
paddle is diagonal to you not to your side or in front distances
Motor Skill Practice Progression: of you  Hit the ball with more force
Describe each practice settings in which the target skill  Individual students: throw the ball high so you can when you are farther away
will be practiced. Explain why you chose this return
progression.
1. First return with forehand 10 times Practice Progression Errors: List specific errors you
2. Then return with backhand 10 times expect students to make in each of the more difficult
3. Then mix them up for another 10 times practice settings:
4. Take 4 steps back and repeat throwing the ball 1. Throw the ball too low and being unable to
higher so you have a chance to return return
2. Hitting the ball to the sides instead of against
Describe how you will decide when the students are the wall Transitions between practice
ready to move to the next more difficult practice setting. 3. Not catching the ball to throw again settings management and safety
Once the students have returned 10 consecutive times issues:
or more for every skill  Have the students keep their
Transitions between practice settings paddle and ball
Describe how you will transition students from one  Have them put the equipment
practice setting to the next. List your instructions to the down on the floor and listen to
students: the instructions
o Students keep the paddle and ball they were
practicing with
o Huddle up in the middle of the court Transition 3 management and
safety issues:
 Have them partner up
Transition 3: Describe how you will transition students  Find a partner for those who
1 min from the practice progression to the application SKILL APPLICATION ERRORS: List specific errors you don’t have one
exercise: expect students to make as they perform the skill  Have the students spread
Explain the instructions and have the students partner application exercise: around the gym to practice
up 1. Students not taking turn feeding the ball and
returning Skill Application management
SKILL APPLICATION 2. Feeding the ball too low or too high and safety issues:
Describe a fun, game-like situation in which the students 3. Hitting the ball too early or too late  Make sure you take turns so
12 min will use the skill(s) they just practiced. everyone practices
Describe how you can use this activity as an assessment  Be respectful to your peers
of what the students learned. when they are practicing
Spread around the gym with your partner and take  Don’t walk in the middle of a
turns feeding the ball to each other to practice play go around when
returning and try to volley the ball without dropping it retrieving your ball
 and see how long you can keep it going. If the ball goes
to an area where another group is practicing wait for How will you assess whether they improved their
them to finish to retrieve the ball don’t walk in the motor skill, cognitive, and affective performance as a
middle of their practice because you can get hurt and result of your lesson using this activity? Transition 4 management and
disturb them, you can also go around. The students should be able to hit the ball towards safety issues:
4 min their partners more often and have less ball going to  Have the students bring the
the sides. ball and paddles they were
practicing with
Transition 4: Describe how you will transition students  They might take a while to
from the application exercise to the cool-down, debrief gather around in a circle
and closing segment.  Allow a few moments for them
Have the students gather around in a circle to debrief to quiet down before
COOL-DOWN, DEBRIEF, CLOSURE debriefing
Describe how you will have the students cool down
(bring their excitement and metabolism back to resting
rate to get them ready for the classroom teacher)
How many times where you able to return the ball?
How long were you able to volley the ball without
dropping it?
Describe how you will debrief/summarize the lesson by
referring back to the learning objectives and your
assessment of their performance?
Today we learned the ready position, how to receive a
service and how to volley
To close the lesson what will you tell the students they
can look forward to in the next session?
Next class we will play small sided game of pickleball to
apply all the skills we have been learning.