Teacher Candidate(s): Shannon O’Connor, Lauren School: Ethical Culture Date: 4/12/22

Rende Fieldston
Grade: 7th
Unit/Activity: Pickleball
# In Class: 30 students
Central Focus and Lesson Focus: Introduction to Pickleball unit by using
summarizing strategies to help the students gain an understanding of the game.
Between participating in kinesthetic activity, as well as completing reading, note
taking and summarizing assignments, the students will be able to attain a deep
Lesson Plan NYS/National
comprehension of the fundamentals of pickleball. This lesson will focus on
#3 Standards
psychomotor, cognitive, and affective domains targeting racket challenges, ready
position and footwork.

Link to previous lesson(s): EDUC 360: Lesson Plan #2

https://docs.google.com/document/d/1ke4-X_li26EqvppEKiPbTOg-MX1gyWi2c-
L9KG02x4U/edit
Objectives – Students will be able to……..
Assessment Tool Length of class: 1 period
Behavior / Condition / Criteria
Objective #1 P/National Teaching Styles/Strategies:
SWBAT perform ready position, forehand, backhand,
Domain: Standard 1 Teacher Observation Command style - each individual
grip, footwork and gameplay at a rubric 2 level.
Psychomotor [M14.6] will listen and follow our
directions.
Objective #2 SWBAT identify and list at least 3 cues for pickleball
C/National Homework Summarizing
Domain: skills (ready position, proper grip, forehand, backhand,
Standard 3 [M7.6] Assessment
Cognitive serve, ect.) on cognitive pre-assessment.
Objective #3 SWBAT stay on task while showing respect to peers/
A/National
Domain: equipment (encouragement, positive communication, Teacher Observation
Standard 5 [M6.6]
Affective caring for equipment) without teacher monitoring.
List of Academic Vocabulary Pickleball, ready position, footwork, racket grip, forehand, Common Equipment:
Language Used words backhand, serve, rally, score errors/misconceptions:
 - No shoulder to net ● Racket and ball for each
- Not stepping w correct student
foot ● Poly spots/jump
- Too much force ropes/cones
● Bean bags
Students will observe and analyze each motion skill Resources for support:
● Different textured and
demonstrated by the teacher. To accommodate ELL’s,
Examples: sized balls (nerf ball or
Language modifications will be
analyze, compare, sponge ball)
Function/Common Students will evaluate their skill level and determine if included so that each
evaluate, ● Tape for target spots on
Core they need modifications. students are given the
sequence, signal, the wall
opportunity to perform
& summarize
Students will identify and compare which body parts are the activity with
being used for each skill. comfortability.

References (e.g. Books/Journals (include page #’s) and Websites Safety Statement (NYS standard 2c/National Standard 4)
books with page ● https://openphysed.org/wp-content/uploads/2020/
● The physically literate individual exhibits responsible
#’s, journals, 01/M-10-03-Pickleball-Activities_01-PancakeFlip
personal and social behavior that respects self and
complete web per.pdf
others. The students will be asked to make sure that
address URL): ● https://openphysed.org/wp-content/uploads/2020/
they have personal space when performing the
01/M-10-03-Pickleball-Activities_03-Level1Toss
RESOURCES used: activities.
Drills.pdf
● Teacher will keep “back to wall” so able to see all
● http://www.corestandards.org/ELA-Literacy/SL/8/
students all of the time
6/
● https://www.shapeamerica.org/standards/pe/uploa
d/Grade-Level-Outcomes-for-K-12-Physical-Educ
ation.pdf
NYS Learning Standards – The physically literate individual: National Standards – The physically literate individual:

1. Demonstrates competency in a variety of motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement
and performance.
3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression.
6. Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall
wellness.
1. Demonstrates competency in a variety of motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of
physical activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction.

Time Task Description/ Organization Diagram Teaching Cues Adaptations/Modifications/

Challenges

5 minutes Meet & Greet: Teacher Positioning: - spread out

Teacher(s) should be stationed - make sure
with their backs towards the wall you have
Informing in front of all the students in order enough
Boundaries/Objectives/ to be able to keep all students personal space
Expectations visible.

Description:
“Hello friends! It is so nice to be
with all of you this afternoon!
How is everyone’s day going? We
are very excited to be teaching you
today! Today we are going to
introduce the fundamental
pickleball skills.”

Transition:
“Give a thumbs up if you are
excited for today’s lesson!”
10 Activity 1: Assessment:
minutes Summarizing Note Taking Summarizing Note Taking
Strategy Strategy Assessment
Teacher Positioning:
Teacher(s) should be stationed
with their backs towards the wall
in front of all the students in order
to be able to keep all students
visible.
Description:
“Before we get started on today's
movement activities, I am going to
pass out to each of you a short
article and graphic organizer. This
article is from the 2022
International Federation of
Pickleball Rulebook. I would like
you to read the article, take notes
of any big or key ideas on the
organizer that you might think are
important, and then write 5
sentences summarizing what the
article is about.”
Ernesto & Maria:
- Translations of text in
Spanish will be offered as a
“check” source for students
to verify certain English
academic language that may
confuse them
- Students may state their big
ideas/understanding boxes
while underlining key terms
(and/or academic language).
A vocabulary list will be
created through the gradual
progression of terms
mentioned throughout the
unit

Transition:
The teacher(s) will review the key
ideas of the article in a discussion
with the class.
10 Activity 2: Assessment:
minutes The Definition Frame The Definition Frame
Teacher Positioning:
Teacher(s) should be stationed
with their backs towards the wall
in front of all the students in order
to be able to keep all students
visible.
Description:
“On the back of the article is a
definition frame outline. Please
take a term, vocabulary word, rule
or any component of the article
and complete the outline. Here is
an example: (Show ready position
outline example).”
Transition:
The teacher(s) will ask for
volunteers so present their outline
and engage in a discussion with
the class.
Ernesto & Maria:
- Translations of text in
Spanish will be offered as a
“check” source for students
to verify certain English
academic language that may
confuse them
- Students may state their
definitions in English (with
Spanish translation)
- Classification,
Characteristics, Examples
boxes may all be filled out
with bullet pointed short
answers
- Presentation of the outline
can be through
demonstration using
equipment and/or students
acting out skill
10 Activity 3: Assessment: - knees bent Ernesto & Maria:
minutes Footwork Teacher Observation - head up - Students will have access
- stay on the to a poster board with both
Teacher Positioning: balls of your images as well as
Teacher(s) should be stationed feet Spanish/English translations
with their backs towards the wall of skills
in front of all the students in order
to be able to keep all students
visible. The teacher(s) will be
walking around giving both
individualized and general
feedback to the students.

Description:
Teacher(s) will explain to students
how important footwork is in the
game of pickleball. Teacher(s) will
talk through a shuffling exercise in
which the students will practice
moving their feet quickly from
side to side or forward and
backwards.
Transfer of Learning - The
teacher(s) can mention that this
shuffle activity is somewhat
similar to the shuffling stance used
in the game of basketball. Those
students who are knowledgeable
or have experience playing
basketball can use what they
learned about shuffling and apply
it to this exercise.

The students will be instructed to

be on the balls of their feet in
ready position. They will hold the
racket in their hand. When the
teacher blows the whistle, they
will also point to a side, or either
behind or infront of them. When
the students hear the whistle they
will shuffle two steps in the
direction in which the teacher is
pointing, then return back to their
starting position.

Transition:
Teacher(s) will have the students
circle up once again and reiterate
why footwork is crucial in the
game of pickleball. The teacher(s)
will then give out equipment for
the next activity.
10 Activity 4: Paddle Grip/ Assessment: - shake hands Ernesto & Maria:
minutes Forehand & Backhand Teacher Observation with paddle - Students will have access
- fingers wrap to a poster board with both
Teacher Positioning: underneath images as well as
Teacher(s) should be stationed - thumb sits Spanish/English translations
with their backs towards the wall comfortably of skills
in front of all the students in order - focus
to be able to keep all students - grip
visible. The teacher(s) will be - practice
walking around giving both - volley Activity Modification(s):
individualized and general - safe For students who are having
feedback to the students. difficulty keeping control of
Forehand/Back the ball when bouncing it on
Description: hand Cues: the racket, we can replace
Students will be put in pairs. The - ready position the pickleball with a
students will be set up so that all - racket back different size or textured
are hitting in the same direction. - shoulder to ball. Examples are: nerf ball,
Task 1: Partner A tosses the ball to net sponge ball, bean bag, ect.
Partner B. Partner B hits the ball - get set This will help the students
back to Partner A so that A - step with practice the skill with.
catches the ball. Complete 10 opposite foot
forehand strikes then switch. - hit The following racket
Task 2: Partner A tosses the ball to - follow challenges are for the
Partner B. Partner B hits the ball through students who feel they are
back to Partner A so that A excelling in the activity and
catches the ball. Complete 10 need more of a challenge.
backhand strikes then switch.
Racket Challenge 1:
Transition: Self toss one bouncing the
Teacher(s) will instruct the ball on racket.
students to circle up and collect
the equipment. Racket Challenge 2:
Self toss performing low
bounces on racket.

Racket Challenge 3:
Self toss performing high
bounces on racket.

Racket Challenge 4:
Self toss performing a
pattern of different level
bounces on the racket (two
low bounces then two high
bounces).

Racket Challenge 5:
Self toss seeing how many
bounces you can get on
racket before the ball
touches the floor.

Racket Challenge 6:
Self toss seeing how many
bounces you can get on
racket without the ball
touching the floor in 30
seconds.

Racket Challenge 7:
Self toss bouncing the ball
on the racket while walking

5 minutes Conclusion:
Motivate the students to
attempt these skills during
their own time outside of
class.
around.
Racket Challenge 8:
Self toss bouncing the ball
on the racket while turning
the racket flipside in
between each bounce.
Racket Challenge 9:
Practice volleying with a
partner.
Racket Challenge 10:
Practice volleying with a
partner and bounce the ball
once on the racket before
volleying it back.
Teacher Positioning:
Teacher(s) should be stationed
with their backs towards the wall
in front of all the students in order
to be able to keep all students
visible.
Description:
“Great job everyone everyone! We
are extremely proud of all of you
for your hardwork and effort you
gave today in class! It is only the
third lesson and each of you has
demonstrated great pickleball
skills! If you had trouble with any
of the skills we learned today, do
not worry! Practice makes perfect!
Before we wrap up, we would like
to ask a few questions based on
what you have learned today.
1. What is a skill cue that we
mentioned when one is in
a ready position?
2. What skill were we
working on when
performing the shuffle
activity?
3. How did we show good
sportsmanship skills as a
group?
4. Can someone demonstrate
the difference between a
forehand and backhand
swing?
5. Which swing do you find
easier to do, the forehand
or backhand swing? Why?
6. What is force? Why is it
important in pickleball?
7. What is the difference
between a groundstroke
and a volley?
Remember that if you continue to
work hard in class and practice
these skills, you will improve as a
pickleball player! See you all next
class!”

Assessment:
Checking for understanding and
confirmation: “Give a thumbs up
if you enjoyed today’s lesson!”

The goal is to motivate the

students to attempt these skills
during their own time outside of
class.