Grade Level 7th and Topic pickleball

Total Number of Days = 4 Lessons

Lesson Focus: Pickleball

 Day One- Introduction to the game, review of proper grip, and some forehand striking
 Day Two- Striking the ball with forehand and backhand grips, and intro. to serving
 Day Three- Practice serving, volleying, and small-sided scrimmage
 Day Four- Full-on gameplay

Knowledge Expectations (Min of four)

 Students will demonstrate fundamental usage of both forehand and backhand grips when serving, volleying, and striking.
 Students will participate in a lifelong sport that they can play casually with others using good teamwork, communication, and
coordination skills.
 Students will apply the concepts of body management, space awareness, direction, and force movement by knowing the rules and
following them in gameplay.
 Students will demonstrate appropriate behavior throughout the unit by maintaining a positive attitude, working as a cohesive team,
and being encouraging to their peers.

Objectives (Georgia professional standards- minimum of three)

 PE 7.1.a- Performs specialized manipulative skills in an applied setting to include striking and hitting.
 PE 7.2.a- Explores basic physics concepts such as action-reaction, trajectory, levers, and linear velocity that are important in sports
activities.
 PE7.5 The physically educated student recognizes the value of physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction.

Links of use:
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/PhysEd.aspx
https://www.shapeamerica.org/standards/pe/
https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf

Day 1 Day 2 Day 3 Day 4

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Lesson Focus – Introduction to the game, review of Lesson Focus – Striking the ball with forehand Lesson Focus – Practice serving, volleying, and Lesson Focus – Full-on gameplay
proper grip, and some forehand striking and backhand grips, and intro. to serving small-sided scrimmage
Objectives: Objectives: Objectives: Objectives:
- Learning the basic rules and objectives of the - Understanding the basic rules of the game and - Learning how to serve/volley - Learning how the game starts, flows, and
game its scoring - Learning how to utilize the kitchen commences
- Learning how to properly grip a paddle - Learning how to move on the court - Learning how the game takes place (scrimmage) - Learning how to play to win/scoring
- Learning difference between forehand and - Learning to differentiate between forehand and - Learning between offense and defensive tactics
backhand backhand strikes

Assessment(s) – Assessment(s) – Assessment(s) – Assessment(s) –

- Student learning - Teaching instruction, individual - Teaching instruction, individual - Teaching instruction, individual
- Teaching instruction, individual - Tactical questioning - Tactical questioning - Tactical questioning

Lesson Outline – Lesson Outline – Lesson Outline – Lesson Outline –

- Introductory activities/warm-up - Instant activity/warm-up - Instant activity/warm-up - Instant Activity/warm-up
- Students will stand four to a court with their - Paddles will already be spread out on a line for - Review the rules of the serve: - Have students get to their courts and practice
partner standing directly across from them. the students to grab after instruction* - Serves should always be done underhand with forehand, backhand, and serves, with the
They will begin by forehand passing with the Demonstrate to students the “handshake” the paddle below the waist, and the server team that is across from them.
paddle. Have them show you how to grip the grip and what hitting the ball with a must keep both feet behind the back line - Have students split in half by last name then
when serving.
paddle and demonstrate what a forehand forehand grip means (Hitting the ball with a partner up. Send the partner groups to
- The ball should be hit into the air without being
swing looks like. A student will drop and hit more outward facing wrist). Then have all different courts and explain that they will be
bounced.
the ball to their partner. The partner will the students walk over to their side and grad - The serving side will continue to serve until the rotating courts in a counterclockwise circle.
catch it then return the ball. a paddle. Walk them through the handshake there is a fault on the service, at which point Students will already be standing on the court in
- Students will work with the same partner on the grip and allow them to grab a ball and the service will be given to the opposing which they will be playing their first game. They
same court. This time instead of catching the practice hitting the ball consecutively at a side. (However, if the ball touches the net have already had the rotation explained, and the
but still lands within the appropriate service rules taught in the previous period. Remind them
ball when they receive it from a partner they mid-level. As you move through the lesson of the basic rules:
court, the serve may be taken over.)
will volley or hit it back to them. Remind walk around asking questions about the 1.After the serve the ball must bounce on both
them that we are not trying to score a point, video they watched. Some questions could sides before it can be volleyed.
Now that the players are familiar with the serving 2. Lines are in.
but to keep the ball going back and forth be like: how is a point scored? Where is the rules, they will implement the next rule which is 3. You continue to serve (alternating sides) until a
between partners with a forehand grip. kitchen? * the two-bounce rule. Explain The rules: fault occurs.
- Students will do the same thing they did in the - Have students place the paddles and balls at 4. A fault is, the ball bouncing twice on one side,
previous task, this time with a backhand their feet. Go over the backhand and how to do it Two-Bounce Rule the ball landing outside the lines, or the ball being
(Simply flip your wrist to have the back of your played before it has a chance to bounce after the
grip. Ask the students to demonstrate a
wrist more visible). Explain that this will need to serve.
backhand swing before beginning. They will be done at a slightly higher height that the - When the ball is served, the receiving team must
5. Games are played to 11, but you have to win
drop it, hit it, and their partner will catch it. forehand. Allow them to practice hitting the ball let it bounce before returning, and then the by 2.
Then the partner will do the same. consecutively at a mid-level. serving team must let it bounce before After reminding them of the rules, tell them that
- Students will switch from catching the ball in- - Demonstrate to the students how to hit the ball we will be playing 7-minute games. Students will
with a forehand and a backhand swing to the returning, thus two bounces.
between partners to hitting it continuously. rotate and then play the new team. Allow students
wall. Have a set place around 7 yards away from - After the ball has bounced once in each team’s to play a practice game.
This is the same thing they did with their the wall taped off for them to stand on. Allow
court, both teams may either volley the ball Answer any questions the students may have after
forehand just with a backhand instead. students to alternate between forehand and the first game and begin game play. Rotate
backhand depending on where the ball comes (hit the ball before it bounces) or play it off a
Remind them they are not scoring points but students every 7 minutes and walk around
trying to hit it back and forth between back after bouncing off the wall. Remind them to bounce (ground stroke). correcting form and answering questions.
be cautious of their surroundings.
partners. - Students will be places behind a cone in a line - The two-bounce rule eliminates the serve and
- Students will do as they were with the of two. Paddles will be with them; balls will be volley advantage and extends rallies.
continuous hitting of the ball back and forth. spread out to the left. The first student will run,
This time instead of hitting with just one or grab a ball, bounce the ball on the paddle while
walking over the wall on the right, One at the - Allow the students to practice the serve and the
the other students can hit with either.
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 Remind them that whichever side the ball wall there will be three tape lines on the ground two-bounce rule before moving on
comes to will determine if you hit with a (5 yards, 10 yards, and 15 yards), there will also
be a tape line on the wall to signify how tall the
backhand or forehand. Now that the students are familiar with the serve
net is. The students will go to the 5-yard line,
- The three students will stand on the opposite back to the line to let the second person go, then and two-bounce rule, introduce them to the Non-
side of the court with three balls each. The when they run through it a second and third time, Volley zone or kitchen. Show the students where
fourth student will be on the opposite side in they will move to the 10- and 15-yard line. Both
partners must make it through to be done. Time this area is on the court, and explain the rules:
an athletic stance ready to go. When the
the students.
whistle sounds the three students will
● The non-volley zone is the court area
randomly underhand bounce pass a ball over
the net to the student. The fourth student is within 7 feet on both sides of the net.
to return as many of the balls as they can. ● Volleying is prohibited within the
They can switch between forehand and
non-volley zone. This rule prevents players from
backhand. The goal of this is to get as many
executing smashes from a position within the
reps in switching back and forth between
swings. Switch four times so that all students zone.
on the court get to go. ● It is a fault if, when volleying a ball,
The students will now learn how to serve. Go the player steps on the non-volley zone, including
over a few rules with the students:
1. Serves should always be done the line and/or when the player’s momentum
underhand with the paddle below the causes them or anything they are wearing or
waist, and the server must keep both carrying to touch the non-volley zone including
feet behind the back line when
the associated lines.
serving.
2. The ball should be hit into the air ● It is a fault if, after volleying, a player
without being bounced. is carried by momentum into or touches the non-
3. The serving side will continue to
serve until the there is a fault on the volley zone, even if the volleyed ball is declared
service, at which point the service will dead before this happens.
be given to the opposing side. ● A player may legally be in the non-
(However, if the ball touches the net
but still lands within the appropriate volley zone any time other than when volleying a
service court, the serve may be taken ball.
over.)
4. Remind students that if you win the
Allow the students to practice the serve, two-
point, you will switch serving boxes
from right to left. bounce rule, and the kitchen rules.

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Name: Jonathan Cleek

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 20 March 2020 Class Time: 09:15 – 10:08

School Name and Grade: Palmer Middle School, 7th Grade Technology Use: Projector and phone for YouTube video

Length of Lesson: 35 – 40 minutes Number of Students: 35-40

Equipment/Supplies: 35 - 40 paddles, 35 – 40 balls, tape, cones, and 35-40 flags Description of Facility: Hardwood-floored gymnasium

Central Focus: Pickleball Teaching styles: Practice

Cognitive: Language Function: Recall

1.) SWBAT recall how to properly grip a paddle. Vocabulary: Handshake, forehand, backhand
2.) SWBAT explain how a point is scored in pickleball. Syntax or discourse: Discourse- during congruent feedback and closure.
Language supports: Have posters around the gym demonstrating a forehand
and backhand grip.
Psychomotor: Prior Academic Knowledge & Skill:
1.) SWBAT hit a ball in the air with a forehand grip at a medium level more than Students have used rackets in previous grade levels.
5 times in a row
2.) SWBAT utilize a backhand grip and strike a ball against the wall at a
distance of 7 yards.
Affective: Safety Considerations: (Physical & Emotional)
1.) Students will challenge themselves to be able to correctly perform in the  Remind students to check their surroundings.
activities.  Remind them this is a new sport that will take some getting used to.
 Do not hit each other with the paddles.

National Standards Addressed: GSE Assessed:

1.) The physically literate individual demonstrates competency in a variety of 1.) PE 7.1.a- Performs specialized manipulative skills in an applied setting to
motor skills and movement patterns. include striking and hitting.
2.) The physically literate individual applies knowledge of concepts, principles, 2.) PE 7.2.a- Explores basic physics concepts such as action-reaction, trajectory,
strategies and tactics related to movement and performance. levers, and linear velocity that are important in sports activities.

4
 INTRODUCTION TIME
ALLOCATIONS
(Instant/Motivational Activity; Warm-Up & Review; Introduction)
5-10
Instant Activity: Flag Tag
minutes
Students will all be given a flag, or piece of fabric. They will put it in their pocket with at least 5 inches still
sticking out. They will run in a set boundary area trying to pull other student's flags. If their flag gets pulled, they
will do 5 jumping jacks, place their flag back into their pocket, and join the game. If students hold their flag so
that it cannot be pulled, they must also leave and do 5 jumping jacks.
Set Introduction:
Hello everyone and good morning! I hope you are all having a wonderful Friday. Just as a reminder I am Ms.
Casagrande, and this is Mr. Cleek. Today we are going to be introducing the sport of pickleball. We will only work
with the paddles and the balls today and move to the nets next time. Before we get started, we are going to
show a short video on the basic rules of pickleball:
Video: https://www.youtube.com/watch?v=fTvPYdKZqO0
Transition: Have students pair up with someone, they will then walk over to you and you will send one partner
to one side and the other partner to the other side of the gym. Have them sit on a line facing the center of the
gym for instruction.

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Informing Task: How to hit the ball with a forehand grip 80% Rule C1,P1,A1 Informal/
Details: *Paddles will already be spread out on a line for the students to grab after instruction* Demonstrate to Providing
students the “handshake” grip and what hitting the ball with a forehand grip means (Hitting the ball with a congruent
Feedback
more outward facing wrist) . Then have all the students walk over to their side and grad a paddle. Walk them
through the handshake grip and allow them to grab a ball and practice hitting the ball consecutively at a mid-
level. * As you move through the lesson walk around asking questions about the video they watched. Some
questions could be like: how is a point scored? Where is the kitchen? *
Cues: Handshake, Frying pan, and stiff wrist

Extending Task: Back Hand

Details: Have students place the paddles and balls at their feet. Go over the backhand and how to do it (Simply
flip your wrist to have the back of your wrist more visible). Explain that this will need to be done at a slightly C1,P2,A1
higher height that the forehand. Allow them to practice hitting the ball consecutively at a mid-level.
Cues: Handshake, Frying pan, and stiff wrist

Extending Task: Alternating while moving

Details: Have the students alternate between forehand and backhand while walking in a designated area.
Remind them to keep their head up, and a stiff wrist. C1,P1,P2,A1

5
Cues: Handshake, Frying pan. And stiff wrist

Transition: Have students place their paddles where they found them and return to the line for instruction.

Informing Task: Hitting off the Wall

C1,P1,P2,A1
Details: Demonstrate to the students how to hit the ball with a forehand and a backhand swing to the wall. Have
a set place around 7 yards away from the wall taped off for them to stand on. Allow students to alternate
between forehand and backhand depending on where the ball comes back after bouncing off the wall. Remind
them to be cautious of their surroundings.
Cues: Handshake, Frying pan. And stiff wrist

Informing Task: Two Person Relay Race

Details: Students will be places behind a cone in a line of two. Paddles will be with them; balls will be spread out C1,P1,P2,A1
to the left. The first student will run, grab a ball, bounce the ball on the paddle while walking over the wall on
the right, One at the wall there will be three tape lines on the ground (5 yards, 10 yards, and 15 yards), there will
also be a tape line on the wall to signify how tall the net is. The students will go to the 5-yard line, back to the
line to let the second person go, then when they run through it a second and third time, they will move to the 10
and 15 yard line. Both partners must make it through to be done. Time the students.
Cues: Handshake, Frying pan. And stiff wrist

Transition: Have students set their balls into the left side of the gym and sit on the line they’ve been going to for
instruction.

Challenge task: Relay Race 2 minutes

Details: Have students run through the relay again, this time trying to beat the time they got last time.
C1,P1,P2,A1
Cues: Handshake, Frying pan. And stiff wrist

TIME
CLOSURE ALLOCATIONS
(Wrap Up, Review, Transition)

1.) What is a “handshake grip” and what does it have to do with pickleball? 5 min.
2.) How is a point scored in pickleball?
3.) When would you use a backhand as opposed to a forehand?
4.) Do we have anyone willing to demonstrate a proper handshake grip, followed by a forehand strike?

6
 ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)

Informal: Observe for incorrect performance and provide congruent feedback. There will also be a closure session at the end of the lesson where students will
be asked various questions to see what they learned/retained during the lesson.

Formal: N/A

Resources:
1. Graham, George, et al. Children Moving: A Reflective Approach to Teaching Physical Education. Ninth ed., McGraw-Hill Education, 2013.

Name: Jonathan Cleek

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 10 April 2020 Class Time: 09:15 - 10:08

School Name and Grade: Palmer Middle School, 7th Grade Technology Use: (by students) N/A
Length of Lesson: 35 - 40 minutes Number of Students: 35 - 40
Equipment/Supplies: 35 - 40 paddles, 35 - 40 balls, tape, cones Description of Facility: Hardwood-floored Gymnasium

Central Focus: Pickleball Teaching styles: Practice

Cognitive: Language Function: Recall
1.) SWBAT explain the general idea of the two-bounce rule. Vocabulary: Fault, Kitchen, Volley
2.) SWBAT recall what the “kitchen,” or non-volley zone, is. Syntax or discourse: Discourse through feedback and closure.
Language supports: Have a poster outline rules at every court, as well as
labeling parts of the courts.
Psychomotor: Prior Academic Knowledge & Skill:
1.) SWBAT both volley (return the ball before it has bounced) and play it off a -Students have previous experience in racquet sports.
bounce (ground stroke). -Students have had 2 previous days in pickleball before this.
2.) SWBAT engage in a game-like scrimmage.

Affective: Safety Considerations: (Physical & Emotional)

1.) Students will practice good sportsmanship towards their peers/teammates -Remind students these rules may take time to develop and they are expected
and will maintain a positive attitude. to be good sports.
-Students need to check their surroundings to prevent hitting anyone.

7
 -Keep their head up

National Standards Addressed: GSE Assessed:

1.) The physically literate individual demonstrates competency in a variety of 1.) PE 7.1.a- Performs specialized manipulative skills in an applied setting to
motor skills and movement patterns. include striking and hitting.
2.) The physically literate individual applies knowledge of concepts, principles, 2.) PE 7.2.a- Explores basic physics concepts such as action-reaction, trajectory,
strategies and tactics related to movement and performance. levers, and linear velocity that are important in sports activities.

INTRODUCTION TIME
ALLOCATIONS
(Instant/Motivational Activity; Warm-Up & Review; Introduction)
5 minutes
Instant Activity: Don’t Get Caught with the cookie

Two students will be designated as taggers, and be given pennies. Out of the remaining students, half
will be given balls, and half will not. The taggers can only tag a student who has a ball, or “cookie”. To
keep from getting tagged, the students must throw the ball to a student who is in open space and who
does not have a ball. If the ball is dropped while being thrown, both the thrower and the student to
whom the ball was thrown must do 5 jumping jacks. If a student with a ball gets tagged, they must
also do 5 jumping jacks. You cannot throw it back to the person who threw it to you. Change taggers
often.

Set Introduction:

Hello everyone! Again, this is Mr. Cleek and I am Ms. Casagrande. Last week we worked on hitting
over a net and the serve. We are getting really close to game play, but we need to learn the rules first.
Today we will be going over a lot of rules, but we will be getting to the game by the end of the lesson!
Lets get started.

8
 LESSON BODY TIME Objectives Assessment
ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Informing Task: Serve 80 % rule P1,A1 informal/ giving
congruent
Details: Have the students practice the serve we taught them in the last class. Remind them of the rules: feedback.

1. Serves should always be done underhand with the paddle below the waist, and the server must keep
both feet behind the back line when serving.

2. The ball should be hit into the air without being bounced.

3. The serving side will continue to serve until there is a fault on the service, at which point the service will
be given to the opposing side. (However, if the ball touches the net but still lands within the appropriate
service court, the serve may be taken over.)

4. Remind students that if you win the point, you will switch serving boxes from right to left.

Cues: opposite foot forward, swing back, drop, hit, stiff wrist, handshake grip

Transition: Now that the students have reviewed the serve, introduce them to the two bounce rule.

Extending Task: Playing off the bounce/Two Bounce Rule C1,P1,A1

Details: Now that the players are familiar with the serving rules, they will implement the next rule which is the
two-bounce rule. Explain The rules:

Two-Bounce Rule

● When the ball is served, the receiving team must let it bounce before returning, and then the
serving team must let it bounce before returning, thus two bounces.
● After the ball has bounced once in each team’s court, both teams may either volley the ball (hit the
ball before it bounces) or play it off a bounce (ground stroke).
● The two-bounce rule eliminates the serve and volley advantage and extends rallies

9
Allow the students to practice the serve and the two-bounce rule before moving on.

Cues: opposite foot forward, swing back, drop, hit, stiff wrist, handshake grip

Transition: Now that students understand the two bounce rule and the serve, introduce them to the
kitchen.

Informing Task: Non-Volley Zone/ Kitchen

C2,P1,A1
Details: Now that the students are familiar with the serve and two bounce rule, introduce them to the Non-
Volley zone or kitchen. Show the students where this area is on the court, and explain the rules:

● The non-volley zone is the court area within 7 feet on both sides of the net.
● Volleying is prohibited within the non-volley zone. This rule prevents players from executing
smashes from a position within the zone.
● It is a fault if, when volleying a ball, the player steps on the non-volley zone, including the line
and/or when the player’s momentum causes them or anything they are wearing or carrying to touch the
non-volley zone including the associated lines.
● It is a fault if, after volleying, a player is carried by momentum into or touches the non-volley zone,
even if the volleyed ball is declared dead before this happens.
● A player may legally be in the non-volley zone any time other than when volleying a ball.

Allow the students to practice the serve, two bounce rule, and the kitchen rules.

Cues: opposite foot forward, swing back, drop, hit, stiff wrist, handshake grip

Transition: Now that students understand the serve, two bounce rule, and the kitchen rules gather the
students and introduce them to line calls and faults.

Informing Task: Line Calls/Faults

Details: Introduce the students to the line calls and fault lines. Remind the students where the boundary
lines are and go over the rules: P1,A1

10
Line Calls

● A ball contacting any line, except the non-volley zone line on a serve, is considered “in.”
● A serve contacting the non-volley zone line is short and a fault.

Faults

● A fault is any action that stops play because of a rule violation.

● A fault by the receiving team results in a point for the serving team.
● A fault by the serving team results in the server’s loss of serve or side out

Allow the students to put into practice all the discussed rules.

Cues: opposite foot forward, swing back, drop, hit, stiff wrist, handshake grip

Transition: Now that students understand lines and faults gather them, and introduce them to scoring.

Informing task: Scoring

Details: Explain to the students how the scoring works:

P1,A1
● Points are scored only by the serving team.
● Games are normally played to 11 points, win by 2

Cues: opposite foot forward, swing back, drop, hit, stiff wrist, handshake grip

Transition: Now that the students know the rules of the game allow them to scrimmage.

Extending Task: Scrimmage

Details: Allow the students to play for the remainder of the class. Walk around providing congruent
feedback and answering any questions students may have. Stop game play where you see necessary. C1,C2,P1,P2,A1

Cues: opposite foot forward, swing back, drop, hit, stiff wrist, handshake grip

TIME
CLOSURE ALLOCATIONS
(Wrap Up, Review, Transition)

1.) What is the significance of the kitchen? What is allowed/isn’t allowed there? 3 - 5 min.
11
 2.) Is the ball In or Out when it hits a line?
3.) Give me an example of a fault.
4.) Would anyone like to demonstrate the difference between a volley and a ground stroke?

ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)

Informal: Observe for incorrect performance and provide congruent feedback. There will also be a closure session at the end of the lesson where students will
be asked various questions to see what they learned/retained during the lesson.
Formal:

Resources:
1. Graham, George, et al. Children Moving: A Reflective Approach to Teaching Physical Education. Ninth ed., McGraw-Hill Education, 2013.
2.https://www.usapa.org/rules-summary/
3.https://www.pecentral.org/lessonideas/ia/searchresults.asp?subcategory=Chasing,%20Fleeing,%20and%20Dodging

Name: Jonathan Cleek

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 17 April 2020 Class Time: 09:15 – 10:08

th Technology Use: None
School Name and Grade: Palmer Middle School, 7 Grade

Length of Lesson: 35 - 40 minutes Number of Students: 35 - 40

Equipment/Supplies: 35 - 40 paddles, 35 – 40 balls Description of Facility: Hardwood-floored gymnasium

Central Focus: Pickleball Teaching styles: Practice

Cognitive: Language Function: Recall
1.Students will recall the rules of the pickleball game. Vocabulary: Handshake, fault, line, kitchen,
2.Students will recall the proper hand placement on the paddle. Syntax or discourse: Discourse during feedback and closure
Language supports: Have a printout of the basic rules at each court the
students are playing at. This allows for easy access to information.
12
Psychomotor: Prior Academic Knowledge & Skill:
1.Students will demonstrate the proper form on a serve during game play. Students have 3 previous days in pickleball from this unit as well as previous
2.Students will demonstrate the proper form on a forehand and backhand knowledge in racquet sports.
swing.
Affective: Safety Considerations: (Physical & Emotional)
1.Students will demonstrate proper sportsmanship while playing. Students will need to be aware of their surroundings, practice good
sportsmanship, and play to the best of their ability.

National Standards Addressed: GSE Assessed:

1.) The physically literate individual demonstrates competency in a variety of 1.) PE 7.1.a- Performs specialized manipulative skills in an applied setting to
motor skills and movement patterns. include striking and hitting.
2.) The physically literate individual applies knowledge of concepts, principles, 2.) PE 7.2.a- Explores basic physics concepts such as action-reaction, trajectory,
strategies and tactics related to movement and performance. levers, and linear velocity that are important in sports activities.

INTRODUCTION TIME
ALLOCATIONS
(Instant/Motivational Activity; Warm-Up & Review; Introduction)
5-7 Minutes
Instant Activity: Warm Up
Details: Have students get to their courts and practice forehand, backhand, and serves, with the team that is
across from them.

Set Introduction: Hello everyone! Welcome back! Today we will have our last class in pickleball. Today will be
mostly game play after a short review. Let's get started!

Transition: Have students split in half by last name then partner up. Send the partner groups to different courts
and explain that they will be rotating courts in a counterclockwise circle.

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
7 Minute Informal,
Introduction: Game play rotating providing
Details: Students will already be standing on the court in which they will be playing their first game. They have games congruent
C1,C2,P1,P2,A1
feedback.
already had the rotation explained, and the rules taught in the previous period. Remind them of the basic rules:
1.After the serve the ball must bounce on both sides before it can be volleyed.
13
 2. Lines are in.
3. You continue to serve (alternating sides) until a fault occurs.
4. A fault is, the ball bouncing twice on one side, the ball landing outside the lines, or the ball being played before
it has a chance to bounce after the serve.
5. Games are played to 11, but you have to win by 2.
After reminding them of the rules, tell them that we will be playing 7-minute games. Students will rotate and
then play the new team. Allow students to play a practice game.

Cues: opposite foot forward, swing back, drop, hit, stiff wrist, handshake grip

Extending task: Game Play

Details: Answer any questions the students may have after the first game and begin game play. Rotate students
every 7 minutes and walk around correcting form and answering questions. C1,C2,P1,P2,A1

Cues: opposite foot forward, swing back, drop, hit, stiff wrist, handshake grip

TIME
CLOSURE ALLOCATIONS
(Wrap Up, Review, Transition)

1.) If a ball hits the line, is it in or out? 5 min.

2.) Give an example of a ‘fault.’
3.) What score are games played to? What does ‘win by 2’ mean?
4.) Are there 4 players willing to demonstrate a short, 1-minute game?

ASSESSMENT DESCRIPTION
(explain how you will informally or formally assess each objective)

Informal: Observe for incorrect performance and provide congruent feedback. There will also be a closure session at the end of the lesson where students will
be asked various questions to see what they learned/retained during the lesson.

Formal:

Resources:

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1. Graham, George, et al. Children Moving: A Reflective Approach to Teaching Physical Education. Ninth ed., McGraw-Hill Education, 2013.

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