SES Lesson Plan form

Names: Michelle Starkey & Andrew Mordecai

Content/Skill Theme: Striking w/ Rackets & Paddles (Tennis)
Lesson: 4 of 5
Date: April 21, 2016
Grade: Fifth

Class Size: 14

National Standards & Outcomes

Strikes an object consecutively, with a partner,
using a short-handled implement, over a net or
against a wall, in either a competitive or
cooperative game environment. (S1.E24.5)

Equipment:
- 15 poly spots
- 20+ bean bags
- 15 rackets & other short-handled implements
- 15 high-bounce tennis balls & other objects to strike
- 1-2 nets (cones and/or rope to make a dividing line)

State Standards & Outcomes

Demonstrate efficient patterns of striking with
and without an implement. (1.1.e)
Identify safety rules for the activity and area
being used (4.1.d)

Recognizes the type of throw, volley or striking

action needed for different games/sports
situations. (S2.E5.5c)
Applies safety principles with age-appropriate
physical activities. (S4.E6.5)
Student Objectives (ESWBAT)
Serve an object (underhand or overhead) over a dividing
Psychomotor line (net) during Serve, Return, and Rally at least 4 out of 5
times and report their performance using plickers.
Identify when a serve takes place in a game of tennis by
Cognitive
answering a plicker question at the end of class.
Identify how safety was addressed throughout the lesson
Affective
by answering a plicker question at the end of class.
Teacher Objectives
1. Class average of 50% MVPA.
2. Provide more intra-task variation to lower/higher skilled students.
3. Use a louder voice with enthusiasm.

District Standards & Outcomes

Strike an object efficiently and effectively with a
racket or paddle to a partner in small-sided games
using simple offensive defensive strategies.
(5.1.5)
Identify safety rules for the physical activity and
area being used (e.g. climbing apparatuses,
tinikling sticks, outside, gymnasium space, etc.).
(5.4.1)
Assessment

Plicker Q: During the last activity, how many of your serves made it over
the dividing line and to your partner?
Plicker Q: In tennis, what must a player do to start a game or a new point?
Plicker Q: How was safety emphasized throughout the lesson?
Assessment
Each student will wear a pedometer that will be analyzed after the lesson.
Plicker Q: Were you challenged during todays lesson?
Video analysis on presentation of instruction / feedback given.

Time
(min)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Bean Bag Bandits Instant Activity

5-7

CfU

Each student will have a home (1 poly spot), and loot (1 beanbag).
Students will move as directed by the teacher: walking, hopping,
skipping, galloping, and jogging (space will be adjusted at teachers
discretion). Students will attempt to steal other bandits loot, taking one
piece at a time, and return it to their home. However, the homes have
been booby-trapped, so students cannot stay home for more than three
seconds nor guard their loot. If students go out of bounds, they must
complete one (1) math problem to reenter.

The activity starts when the music plays and will continue until stopped
by the instructor.

Add/Remove loot to adjust difficulty

14 poly spots: scattered

on the floor before
students enter the gym.
Students stand on one spot
to start.

When I say go
Head Up

(S4.E6.5)
(4.1.d)
(5.4.1)

20+ bean bags: each

student will start with one
bean bag placed on top of
their spot.
4 Math worksheets around
the perimeter.
Safety: Be aware of
surroundings to avoid
collisions. Stay within the
boundaries.

How much loot can be grabbed at once? One (1). What happens if you go out of bounds? Complete one (1) math problem

Time
(min)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Transition

Organizational
Arrangement

Ask students to help pick up the equipment and place them in nice piles
against a wall in a safe space. Give students a locomotor movement to
perform while picking up (hop, skip, gallop, or jog).
After equipment is picked up, students take a knee to hear what is
happening for the day (Set Induction) play games in pairs while
working on underhand serves and possibly overhead serves.
Ask for two (2) students to help set up the dividing line (with rope,
cones, or nets)

Organizational
Arrangement
2 piles: bean bags, poly
spots

Stop
When I say go

(S4.E6.5)

Students are kneeling in a

team huddle with their
backs to the other class.
Dividing line down the
center of the space
(longways) using rope,
cones, or nets.

Time
(min)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Step Back Play Informing Task

CfU

Starting a few feet from a dividing line (net), students begin play with
an underhand serve. Students continue rallying using the forehand,
trying to make four (4) or more consecutive hits. If they are successful,
they each take a step back (space permitting) and begin a new attempt to
make another our (4) consecutive hits. Taking a step back is not allowed
unless four (4) consecutive hits are made.
Intra-task variations
o Modify: equipment, distance, technique (nondominant, backhand)

Side to Target
Opposite Foot
Watch the Ball
Follow Through

(S1.E24.5),
(S2.E5.5c),
(S4.E6.5)
(1.1.e), (4.1.d)
(5.1.5)
(5.4.1)

Organizational
Arrangement
14 Implements & 14
objects: lay a variety
against a wall in safe
space allowing students to
choose their equipment.
Students: pairs across
from each other on either
side of the dividing line
Safety: Look around
before serving to avoid
hitting a peer with
implement.

What should you do before serving? Check surroundings. How many hits should be made before taking a step back? Four (4).

Time
(min)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Organizational
Arrangement

Serve and Trap Refinement Task

CfU

Connect past experiences (striking for distance, varying force) to serving.

Students should focus on using more force to strike, from the service line
and over the dividing line, to their partner who is trying to catch the object
without moving from their spot. The receiving student should be able to
trap the object waist high.
Intra-task variation
o Modify: equipment, distance, technique (nondominant, backhand)
o Receiving partner stands in a different spot across from their
partner before their next serve.

Students: organization
remains the same
Adjust Force
Slant Face

(S2.E5.5c),
(S4.E6.5)
(1.1.e)

Safety: Students should

not be trying to hit their
partner with their object
using excessive force.
Gentle serves only.

Do you serve from a short distance or a long distance? Long. From a long distance, should you strike with more or less force? More. What
does it mean if your object hits the wall? Use less force or slant racket/paddle face up more

Time
(min)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Serving Extension Task

Modify: equipment, distance, technique (nondominant, backhand),

number of hits before taking a step back

Students challenge their partner by standing in a different spot before

their next serve.

CfU

Introduce the overhand serve (if environment is safe). Students will begin
by tossing their object up 1-2 feet above their head and strike down in a
throwing motion with their hand. If using an overhead serve, students
must aim for the ground. Allow students to use implement when ready.

Underhand Serve:
organization remains the
same.
Toss
Reach & Stretch
Flat & Down

(S2.E5.5c),
(S4.E6.5)
(1.1.e)
(5.4.1)

Intra-task variations
o (any above the above when student is ready)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Serve, Return, and Rally Application Task / Assessment

CfU

Overhead Serve: students

first try without an
implement, then with an
implement when ready
Safety: Students should
not be trying to hit their
partner with their object
using excessive force.
Gentle serves only.

How should you be serving to your partner? Gently.

Time
(min)

5-7

Organizational
Arrangement

One partner gently serves the ball (underhand or overhead) to the other
student, who returns the serve. The students work on keeping the ball in
play cooperatively. One (1) point can be earned for each successful serve,
return, and rally. After 2 attempts, the other partner serves. Students
should set a personal-best goal with their partner for the number of hits
they can get without missing.

Serve

(S2.E5.5c),
(S4.E6.5)

Return

(1.1.e)

Rally

(5.1.5)
PO

Organizational
Arrangement
Safety: Look around
before serving to avoid
hitting a peer with
implement. Students
should not be trying to hit
their partner with their
object using excessive
force. Gentle serves only.

How many serves do you get before switching? Two (2). How do you and your partner score a point? Successfully serve, return, and rally.

Time
(min)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Organizational
Arrangement

Transition

Ask students to help put away the equipment and place them in nice
piles against a wall in a safe space. If nets are used, ask 3-4 students to
help take them down and put the poles for each net into separate bags.
Give students a locomotor movement to perform while picking up
tennis balls and putting away implements (hop, skip, gallop, or jog).

Equipment: separate piles

against the wall in a safe
space.
Stop
When I say go

(S4.E6.5)

After equipment is picked up, students find the plicker card with their
name on it and perform sit-ups or crunches while waiting for the rest of
their classmates.

Time
(min)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Plickers: scatter cards face

down in a corner allowing
students to see their name
on the card. Students find
their name.

Organizational
Arrangement

Plicker Questions Assessment

Students will answer the following questions using plicker cards:

o

2-3

(S1.E24.5)

During the las activity, how many of your serves made it over
the dividing line and to your partner?

In tennis, what must a player do to start the game or a point?

How was safety emphasized throughout the lesson?

Students turn their card to display their answer at the top and hold it up
high to let the teacher know they are ready to be scanned.

(S2.E5.5c),
(S4.E6.5)
A, B, C, D

(4.1.d)
(5.4.1)
PO, CO, AO

Students sit in self-space

to answer plicker
questions.

Time
(min)

Student Activities

Goal Orientation

Performance
Cues

Standards
&
Objectives

Organizational
Arrangement

None

Students pass their

plickers and pedometers
forward into piles.
Students then line up with
the rest of their class.

Review & Preview Closure

1-2

Ask students to pass their plickers and pedometers forward with care.

Review what was covered in the lesson (serving) and what they should
expect the next week (racket games).

Ask students to line up with the rest of their class.

None

Striking Over a Net w/ a Partner Assessment

Observe each student striking an object consecutively, with a partner, over a net. Each student will be
assessed on their first 5 attempts and marked accordingly:

If the student strikes the object over the net and it allows their partner to make an attempt, (+A)
If the student strikes the object over the net and their partner has no chance at an attempt, (-NC)
If the student strikes the object and it does not make it over the net, (-N)
If the student misses the strike completely, (-M)

If a students attempt is marked by a (-NC) or (-N), the students partner will not receive a (-M). Refer to
the rubric at the bottom of the page when assigning points for each student.

Student
Billy

+A

Jesse

-N

Pre-Assessment
Attempts
(+A, -NC, -N, -M)
-NC +A -M
-N
+A

+A

+A

+A

Points
1

-N

+A

Post-Assessment
Attempts
(+A, -NC, -N, -M)
+A +A +A +A
+A

+A

+A

+A

Points

Growth

+1

+1

Jadyn
Kailyn
Miguel
Cooper
Mia
Jenna
Olivia
James
Carlos
Katy Jo
Faith
Hailey
Westly
Daivyan
Scoring Rubric
Insufficient - 0 points
Student strikes an
object consecutively,
with a partner, over a
net 0 times.

Developing - 1 point
Strikes an object
consecutively, with a
partner, over a net 1-3
times.

Proficient - 2 points
Student strikes an
object consecutively,
with a partner, over a
net 4 out of 5 times.

Advanced - 3 points
Student strikes an
object consecutively,
with a partner, over a
net all 5 times.