Central CT State University Physical Education Lesson Plan

Created by: T.J. Kent Date: 9/21/16

Unit topic: Tennis

Key skill(s) or concept(s) for this lesson: Using the defensive lob shot.

Grade level: 9-12

Lesson #: 3

Specific provisions for safety: all the gates are closed to the court, there is no sticks, rocks or any
other objects on the tennis courts, students hug racquets whenever instructions are being said,
students perform all demonstration, practice and play in their own self space.

Equipment needed: Tennis courts, tennis racquets for each student, tennis balls

References: http://www.tennisconsult.com/hit-lob-shot-tennis/
Lessons by Dr. Gagnon

Learning Nat'l Objectives Assessment Strategies When?

Domain Stand.
1 SWBAT perform a lob shot that arcs Teacher Observation IA
over the head of their opponent and The students hits
lands in the back of the court LF
the ball high in
Psychomotor

successfully 7/10 times. the air and it CA

travels over their
opponents head
and lands in their
opponents back
court.
2 SWBAT know when a lob shot would Teacher Questioning IA
be used in a game of tennis and how to How a proper
Cognitive

get back into a defensive position noted LF

lob should shot
by teacher questioning. look? CA
When would you
use a lob shot?

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3 SWBAT act in a safe manner respecting Teacher Observation IA

the personal space of other classmates Students are
and hitting the ball in a controlled LF
swinging
manner throughout the entire class racquets in their CA
period noted by teacher observation self-space.
There is no
Affective

hitting the tennis

balls unless the
students have
permission from
the teacher.
Students are not
hitting the ball
out of the courts
on purpose.

Initiation:
Good morning everyone, today we are going to be continuing our tennis unit. We are going to
focus on the use of the defensive lob shot and how to get back into a good defensive position.
Before we start a new skill, lets all jog around the tennis courts and discuss all the previous
skills we have learned. Can someone say to the whole class what you and your partner said?
Very good, now find someone that is wearing the same color shirt as you and discuss the key
parts of an overhand serve and where you have to serve the ball for it to count. Very good!
With that same partner find another group to make a group of four and when I call your group
you will each grab a racquet and one ball and find an open spot on a court. We are going to
rally and see if we can incorporate an overhand serve. Do not start hitting until I say it is okay.
Any questions?

Introductory Activity (Intro Game)

(Time allotted- 10 min )

Description of learning tasks: 1) Organizational diagram(s):

Students will work on rallying and using Each court has two person per
overhand serve in doubles teams with focus side, there are three courts and
on using proper technique and practicing the this is just one
skills that we have covered so far in previous
classes.
2) Instructional cues:
Keep a stiff wrist
Pull out the sword
Use your flashlight

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Keep a closed face

3) Questions to ask:
When striking the ball how should the racquet
face be during a serve?
What could you do if you are struggling to hit
the ball in the service box?

Differentiated Instruction:
Simplified
Have students use the softer larger tennis balls and allow them to hit the ball in as many
bounces as they want.

Challenge
Have the students play but instead of using the full doubles lines to count in, they will
use the singles lines.

Lesson Focus (Technical Portion)

(Time allotted- 10 min )

Description of learning tasks: 1) Organizational diagram(s):

Students will learn what a lob shot is and why

they would use it. I will lead them through a
few progression drills. One partner will toss 2) Instructional cues:
the ball over the net to their partner where Hit a pop up
they will then catch the ball and toss it over Hit up on the ball
their partners head and land it in their back Ready defensive position
court. After both partners have completed this Set your feet
task, the next progression is for one partner to
lightly toss the ball to their other partner who 3) Questions to ask:
will perform a lob shot with a racquet. After
both the students have finished the last Why would you use this strategy?
progression is for the students to hit a lob shot How should the shot look?
off of a bounce hit from their partner. Why do you think you want to hit it to the
back of the court and not near the front?

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 Central CT State University Physical Education Lesson Plan

Differentiated Instruction:
Simplified
Use a larger ball that stays in the air longer like a small beach ball or a soft nerf ball.

Challenge
Have students try doing a back hand lob shot.

Culminating Activity(Culminating Game)

(Time allotted- 15- 20 min )

Description of learning tasks: 1) Organizational diagram(s):

The students will get into new partners and be
assigned a side of the court. They will play a 2)
real game of tennis and keep score. After they
have completed their game one side of the
courts teams will rotate over one and create a Instructional cues:
new match up. The students will use all
learned skills including the lob shot to Hit a pop up
compete in the game. Hit up on the ball
Ready defensive position
Set your feet
Keep a stiff wrist
Pull out the sword
Use your flashlight
Keep a closed face

3) Questions to ask:

How did the defensive lob help you during

actual game play?
When did you use the lob shot?

Differentiated Instruction:
Simplified
Have students use a larger ball and allow as many bounces per side, no score keeping

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Challenge
If there are free courts have students that excel play one on one games

Closure:
Very good work everyone. Can you tell the person next to you what a lob shot should look like
if properly done? (Have someone say out loud what it looks like). Exactly, now can everyone
point to the part of the court that you want to land your lob shot? That is right you want to land
it near the back of the court, and why is that? Yes! Because it gives you more time to get back
into a defensive position so you do not get scored on. I hope everyone has a great rest of your
day and I will see you next class!

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Reflective lesson analysis:

After doing my lesson I felt like overall I did a good job. I definitely need to project my voice
more so all the students can hear if they are further away. Also I need to move around the
entire area. I did notice myself on one side of the courts so next time I would need to get to the
other side more too. I felt like my lesson was affective. The progressions were very good. I
could make them more fun for the next time I teach it by putting targets near the back of each
court so the students can try and hit them. All in all I think I did a god job teaching this lesson.