Tennis Unit Plan

11th and 12th Grade

Minnechaug Regional High School
Wilbraham, MA
September 25 – October 6, 2017
Matthew McBride
 Springfield College Physical Education Health Education Department
PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level: 11/12

Unit Outcomes Reference Content to be taught Assessment

MA CF &
(By the end of the unit, NASPE
(include rubrics, quizzes,
students will be able to…) Standards etc. in “written materials”
by # section)
Psychomotor: National:  Grip  Check list
Students will be able to S1.H1.L1  Forehand  Teacher
execute the following  Backhand Observation
tennis skills: forehand, MCHCF:  Serving  Peer
backhand, serve, and 2.17  Lob Shot Assessment
volley. Use the ability to  Drop Shot
strike the ball into open
space using different
types of shots.

Cognitive: National:  Rules of tennis  Exit Slip

SWBAT list the rules S2.H1.L1  Positioning  Pre-test
and positions of tennis, S2.H2.L1  Proper Skill cues  Post-test
explain the scoring  Different types of
system, and know the MCHCF: shots and the
strategies of tennis. situations to best
utilize them

Affective: National:  Rules of tennis  Self-

SWBAT work with their S4.H2.L1  How to respect each Assessment
teammate(s) in modified S4.H3.L1 other and the
game play, and respect equipment
the rules, opponents, MCHCF:
teammates, and
equipment in game play
Domains Reference Content to be taught Assessment
MA CF &
NASPE
Standards
by #

Psychomotor: National: Day 1: Grip, Volleying,

Students will be able S1.H1.L1 Forehand
to execute the
following tennis skills: MCHCF:
Day 2: Review grip and Checklist
forehand, backhand, 2.17, 2.25
forehand, backhand, scoring
serve, and volley. Use
the ability to strike the
ball into open space Day 3: Rules, Serving, Teacher observation
using different types Positioning, Types of spin
of shots. Day 4: Volleying, use of the drop
shot and lob shot in game play.
Day 5: Game play, talk to groups Self Assesment
who are developmentally ready
about the smash shot.
Day 6-10: Review skills, Round Teacher Observation
robin tournament, Playoffs
Cognitive: National: Day 1: Boundaries of tennis Pre-test
SWBAT list the rules S2.H1.L1 court, skill cues of forehand, how
and positions of S2.H2.L1 a volley works
tennis, explain the Day 2: Skill cues of the
scoring system, and MCHCF: backhand, the scoring system of
know the strategies of 2.17, 2.25, tennis
tennis. 2.26 Day 3: Rules of tennis, how to Rules Handout
serve in tennis, positioning for
serving team and returning team,
use of spins of serves
Day 4: Strategies for using drop
shots and lob shots during game
play
Day 5: Using all the skills Exit Slip
learned in game play
Day 6-10: Know the rules of
tennis and the skills cues of the
different strokes. Day 10: Post-test
Affective: National: Day 1: Follow instructions, Teacher observation
SWBAT work with S4.H2.L1 attempt the skills
their teammate(s) in S4.H3.L1 Day 2: Students will use follow Closure questions
modified game play, the rules and play safely
and respect the rules, MCHCF:
opponents, teammates, 2.26 Day 3: Students will use safe
and equipment in behavior and listen to the teacher
while they are instructing
game play Day 4: Students will respect the Turn and Talk
rules of tennis by playing games
while using the proper rules.
Day 5: Students will respect the Self Assesment
equipment by using it properly.
Day 6-10: Students will respect
the rules, the equipment, and each
other by playing properly in the Day 8: Self-
tournament and demonstrating Assessment
good sportsmanship towards each
other.
 PRE/POST TEST
Name:_________________________ Date:______________

1. Where must the serve land for it to count?

2. How many times is the ball allowed to bounce between hits?

3. What is name of the grip used to hold a tennis racket?

4. Circle the image of a forehand:

5. What is the score after the server scores once in tennis?

a. 1-0
b. 0-1
c. 15-0
d. 15-love
Use the image on the back to answer the following questions. Place the letter of the line next
to the proper label

6. Baseline ____
7. Service Line ____
8. Doubles Sideline _____
9. Singles Sideline _____
10. Center Service Line _____

Total:____/10
A

D
NAME: 2 hands on Shoulder to Step with Follow thru
racket target dominant foot
Caleb
John
Madelyn
Seamus
Caroline
Neko
Lauren
Kyle
Julia
Rae
Ellie
Donovan
Grace
Alec
Ben D
MaCayla
Alan
Cheyne
Bailey T
 Self-Assessment
Name:_____________________

Circle the answer that you feel most closely matches your performance:

1. Am I following the rules of tennis?

Always Most of the Time Sometimes Never

2. Am I respecting my classmates while playing tennis?

Always Most of the Time Sometimes Never

3. Am I using the equipment properly in class and respecting it?

Always Most of the Time Sometimes Never

4. Am I putting effort into class?

Always Most of the Time Sometimes Never

5. Am I using the skills that have been taught in class?

Always Most of the Time Sometimes Never

Please leave any other comments you would like for Mr. McBride:
 Exit Slip
Name:_____________________

Write in the most appropriate answer:

1. Which foot do you step with when using a forehand?

2. Where must the serve land for it to count?

3. How many faults are you allowed per serve?

4. What kind of grip is used to hold the racket?

5. When serving, what is the term used to describe the wind up?
 Result of Assessment
I feel that over the 10-day unit, most students were able to develop a much higher level of
tennis skills. Throughout the unit I used different types of assessments in all three domains, some
formal and some informal. The assessment used most often was teacher observation. This
allowed me to see what skills students were using and how well they were using them. I would
also check for understanding frequently by having students verbally tell me what the skill cues
were to different tennis skills. I would then have them spread out and show me how to do
different skills on air. This allowed me to go around and critique them. It also allowed the
students to feel more comfortable with what the motion of the skill feels like. I created a
checklist for the backhand and walked around to observe the students and how well they could
complete the skill. Due to the size of my class I could not observe and record every student in
one class so I observed them throughout the unit. I noticed that the students I observed closer to
the end of the unit had perfected their backhands and were following the skill cues more.

To start the unit, I gave students a pre-assessment to get a baseline of what students’ prior
knowledge was. Most students did not know much about tennis or the skills involved in it. Based
off this assessment I was able to incorporate what the students really needed to work on into my
lessons. One thing that students struggled with was the name of different lines on the court, so
every time I taught I would make a point of saying as many names of the lines that I could.
Everything that students struggles with on the assessment I would try to work into my lessons
daily. When I gave the post-assessment at the end of the unit, all but two students showed
improvement on the assessment, and one of the two students who did not improve had scored a
10 out of 10 on both the pre- and post-assessments. Many of the students who scored in the low
improvement category were due to scoring too high on the pre-assessment so they couldn’t
improve beyond 1 point.

I also administered a self-assessment in the affective domain and had a peer assessment
incase students were unprepared however this was not required. The self-assessment focused on
how well students respect the game, the equipment, their peers, and themselves. Most students
answered the questions truthfully. It is obvious from teacher observation for the ones who did
not. The class did not do well on the exit slip. This was passed out earlier in the unit. I felt we
had covered the information on the exit slip however most of the students only answered 2 or 3
out of the five questions correctly. If I could give this assessment again I would make it later in
the unit, either the day before the tournament or on the first day of the tournament. Something
else I could’ve done differently is make it specific to the skills that were done in class that day.

Overall, I feel that the assessments were completed well. On the post-test, 13 students
received 4 or more points higher than they did on the pre-test, 10 scored 2 or 3 more points, and
6 scored 1 more point or less. The majority of the students who scored in the lowest category
were because they scored 9 or 10 points out of 10 on the pre-test. I feel I would keep this
assessment the same. One thing I might change about the self-assessment is that I would remove
the circling answers and have them write their own. I’m curious to see what students would have
written in for answers and if it would’ve changed how truthful some of them were. I feel that
most of the students did learn more about the sport of tennis, the skills required for it, and how to
play it. At the start of the unit, close to no one could play a full game, but by the end there were
some very competitive games happening with students playing properly.
 Rules of Tennis
 Scoring for 1 set:
o No points ~ “Love”
o First point ~ “15”
o Second point ~ “30”
o Third point ~ “40”
o Fourth point ~ “Game”
 If both teams have a score of 30, then the score becomes “Deuce”. The
score becomes “Advantage” for the team that scores first following
“Deuce”. If a team scores two consecutive points following Deuce, they
win. If the opposing team scores following an Advantage, then the score
goes back to Deuce until a team scores consecutively after a deuce.
 If a ball lands on a line it is considers “in play”.
 If a ball lands out of play on the first bounce, the team who was returning
the ball scores a point.
 If a ball bounces twice, the team who hit the ball scores a point.
 If the ball fails to be returned over the net, the returning team receives a
point.
 Scoring for 1 match:
o Matches are a best of three sets. The first team to win 2 sets wins a match.
 Serving and Receiving:
o Teams must be on opposite sides of the net.
o The server must serve from behind the baseline. The first serve must come from
the right side. Switch sides after each point.
o The ball must land in the box diagonal from the server on the other side of the net.
o The serving is allowed 1 fault where the ball fails to land in the correct box. If the
ball fails to land in the box on the second point, the serving team surrenders the
point.
o If the ball hits the net and goes over on a serve, it is considered a “let” which does
not count against the server, and the server can try again unless it is already the
second fault.
o After each set, the serve changes teams.
 Doubles game:
o In a doubles game, the doubles sidelines are used.
o The returning team alternates who receives the serve on each point.
o The server remains the same for the entire set.
o The server changes each set that a team serves.
 Singles game:
o Uses the singles sidelines.
o Serving team changes each set.
o Server changes sides after each point.
 Lines of court are labeled on back.
 Grading System
Everyday students have a possible 5 points to earn in class.

5 points ~ The student changes, participates in the warm up by jogging the corners
and stretching, puts in effort towards class, listens to the teacher when talking.

4 points ~ The student changes, participates in the stretching, puts effort into the
class, listens to the teacher, does not jog the corners.

3 points ~ The student changes, listens to the teacher, puts effort into class, does
not participate in warm up and stretching.

OR

3 points ~ The student does not change, participates in all parts of class and the
warm up.

2 points ~ The student changes, participates in the warm up, listens to the teacher
most of the time, does not put effort into the class.

1 point ~ The student changes, does not participate in the warm up, puts minimal
effort into class, must be consistently spoken to about listening to the teacher.

0 points ~ The student does not change or participate in class.

 References

Cooper, J. (2016, August 22). Step-by-Step How to Hit the Forehand Drop Shot.
[Link]

ITF. (2009). Rules of Tennis. White Plains, NY: United States Tennis Association.

Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).

Mencinger, T. (2016, December 12). Tennis Serve Technique – 7 Steps To Correct Serve.
Retrieved from [Link]

Richey, N., & Hovis, F. (1980). Tennis for women. New York: Doubleday.

Tennis Forehand and Backhand. (2007). Retrieved September 14, 2017, from
[Link]

Tennis Lob Shot Technique. (2009, June 22). Retrieved September 16, 2017, from
[Link]

Tennis Two Handed Backhand- 3 Steps to a Perfect Double Handed Backhand. (2013,
September 04). Retrieved September 16, 2017, from
[Link]
 Springfield College – Daily Lesson Plan
Name: Matt McBride Date: 9/25/17 Time: 10:35 – 12:00

School: Minnechaug Lesson #: 1 Facilities: 6 Tennis Courts Class Size: 38

Grade: 11/12 Unit/Theme: Tennis Generic Level: Utilization/Proficiency

Equipment: 25 tennis rackets, 25 tennis balls, 40 pre-tests, 40 pens/pencils

Focus of Lesson: Grip, Volleying, Forehand

Student Performance Objectives (SPO): National # ; MA CF #)

By the end of the lesson, students should be able to:
(P) successfully execute the tennis forehand by using 4 out of the 5 skill cues by the end of the
lesson. (National # S1.H1.L1; MA CF 2.17)

(C) list the 5 skill cues of the tennis forehand and define the term “volleying” by answering
closure questions. (National # S2.H1.L1; MA CF 2.17)

(A) respect the equipment by using it only for its intended purpose throughout the entire lesson.
(National # S4.H2.L1, S4.H3.L1; MA CF 2.26)
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
1. Do not use the words “all right” and “okay” as filler words throughout the lesson.
2. Use student demonstrations
Special Considerations – What are the safety concerns? What is unique about the students
in this class?
1. There are more students in this class then there are spots available on the tennis courts so
some students will have to walk around the outside of the tennis courts while not playing.
2. Be aware of the weather because we will be outside.
References: (include page # and/or actual web site address)
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 56-59)
 Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).
[Link]/DotNetNuke/[Link]?fileticket=bfzqDKTAqoo=&abid=4265
&mid=7432
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999
 Tennis Forehand and Backhand. (2007). Retrieved September 14, 2017, from
[Link]

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

10:35 Attendance. Send to locker room to change Key:

T=Teacher
10:45 Transition to track for warm up S= Student
N=net
10:50 Warm up:
 complete 2 laps on track walking the
straights and jogging the corners
followed by static stretching. S
Stretches used: S S
 Right arm across, left arm across, S T S
Right arm over the head, left arm over S S
the head. Spread legs and reach down
S
the right, followed by down to the left,
then straight down the middle. Sit
down for hurdlers stretch, switch
sides. Spread legs and reach to the
right, followed by left, followed by
down the middle. Hold each stretch
11:10 for about 30 seconds.

Transition: Walk to the tennis courts from the

track.

Introduction:
Focus of Day: Tennis grip, volleying, and
forehand SSS
Signals: Start signal is one long whistle, stop S
signal is three short whistles S T
Safety: Be aware of other players around you
SSS
when swinging the racket.
11:15 Boundaries: the fence of the tennis courts and
the lines on the courts.
Give pretest inside
Pre-Test: pass out the pre-test that is attached before doing the warm
11:20 to the bottom and have students complete it to up because of how hot
the best of their abilities. outside it was. It also
would’ve been easier
11:24 Intro: Welcome to tennis! Today we will be On a tennis court: to keep track of
learning the grip, the forehand, and how to s students and make
volley. s sure they are properly
spread out
Grip: To grip the racket, hold the handle nnnnnnnnnnnnnnnnnnnnn
towards yourself and shake hands with it.
(demonstrate)
s Have all students stand
Forehand:
s and demonstrate these
Skill Cues:
 Knees bent - ready to move to ball
skills on air before
 Side to target going and trying them
  Racket pulled way back - reach to the wall against a partner.
 Step with opposite foot when contacting the
ball
 Follow through - reach to the sky on other
side of body
11:29 Have two students demonstrate.
Practice the forehand while volleying with partner.

Volleying: Volleying is when players On a tennis court:

continuously hit the ball back and forth until a s
point is scored. Partner up, find another set of s
partners to volley with, pick up 1 racket per
person and 1 tennis ball per court, and find a
nnnnnnnnnnnnnnnnnnnnn
court. Practice volleying back and forth using
the forehand. If a ball is hit over the fence, the
person who hit it over the fence must go and Give clearer
pick it up. s instructions about who
11:43 s they will be volleying
Transition: Leave all rackets and tennis balls with. Only one partner.
on your court. The walking group and playing Some were in groups
11:45 group will switch rolls so all have an of 4.
opportunity to play. Have all students
trying skills if
Transition: Walk towards the teacher carrying your equipment allows for it
equipment and place it on the cart. Pick up any
tennis balls left near your court. instead of having
11:47
students walk around
Closure: the fence. If there is a
12:00
How do we hold our racket? SSS lack of equipment,
What is a volley? S have students pass
Who can tell me the skill cues of a forehand? S T Frisbees and give them
SSS a motivational
Transition: Walk inside from the track to get objective.
changed.

End of Class: Students will go to their next

Closure was good.
class.
Students were
responsive to the
questions and
attentive to
explanations. Gave
correct answers.
 Springfield College – Daily Lesson Plan
Name: Matt McBride Date: 9/26/17 Time: 10:35 – 12:00

School: Minnechaug Lesson #: 2 Facilities: 6 Tennis Courts Class Size: 38

Grade: 11/12 Unit/Theme: Tennis Generic Level: Utilization/Proficiency

Equipment: 25 tennis rackets, 25 tennis balls, Teacher checklist

Focus of Lesson: Backhand and tennis scoring

Student Performance Objectives (SPO): National # ; MA CF #)

By the end of the lesson, students should be able to:
(P) demonstrate 4 out of the 5 skill cues of the backhand in gameplay by the end of the lesson.
(National # S1.H1.L1; MA CF 2.17)

(C) explain the scoring system of tennis by answering questions during the closure. (National #
S2.H1.L1; MA CF 2.17)

(A) demonstrate sportsmanship and respect for the equipment and their peers by using it properly
throughout the lesson. (National # S4.H2.L1, S4.H3.L1; MA CF 2.26)
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
3. Do not use the words “all right” and “okay” as filler words throughout the lesson.
4. Use student demonstrations
Special Considerations – What are the safety concerns? What is unique about the students
in this class?
3. There are more students in this class then there are spots available on the tennis courts so
some students will have to walk around the outside of the tennis courts while not playing.
4. Be aware of the weather because we will be outside.
References: (include page # and/or actual web site address)
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 56-59)
 Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999
 Tennis Forehand and Backhand. (2007). Retrieved September 14, 2017, from
[Link]

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

10:35 Attendance. Send to locker room to change Key:

T=Teacher
10:45 Transition to track for warm up S= Student
N=net
10:50 Warm up:
  complete 2 laps on track walking the
straights and jogging the corners
followed by static stretching.
Stretches used: S
 Right arm across, left arm across, S S
Right arm over the head, left arm over S T S
the head. Spread legs and reach down S S
the right, followed by down to the left, S
then straight down the middle. Sit
down for hurdlers stretch, switch
sides. Spread legs and reach to the
right, followed by left, followed by
down the middle. Hold each stretch
11:10 for about 30 seconds.

Transition: Walk to the tennis courts from the

track.

Introduction:
Focus of Day: Backhand and scoring.
Signals: Start signal is one long whistle, stop
signal is three short whistles SSS
Safety: Be aware of other players around you S
when swinging the racket. S T
11:15 Boundaries: the fence of the tennis courts and SSS
the lines on the courts.

Review: Review the grip, the forehand, and

volleying for the alternating day students.

Grip: To grip the racket, hold the handle

towards yourself and shake hands with it.
(demonstrate) Review was quick but
still covered the
Forehand: information needed.
Skill Cues: Used everyday
 Knees bent - ready to move to ball students to help
 Side to target explain the skills.
 Racket pulled way back - reach to the wall
 Step with opposite foot when contacting the
ball
 Follow through - reach to the sky on other
side of body
11:20 Have two students demonstrate.
Practice the forehand while volleying with partner.

Volleying: Volleying is when players

continuously hit the ball back and forth until a
 point is scored. Split into partners and begin
warming up by volleying back and forth
across the net using the forehand. On a tennis court:
11:25 s
Transition: s
Return equipment to the cart and walk
towards the teacher. nnnnnnnnnnnnnnnnnnnnn
Backhand:

 Knees bent - ready to move to ball s

 Racket pulled way back - reach to the wall s
 Step with same foot towards target
 Level swing with racket face pointed at
target
 Follow through - reach to the sky on other
side of body

Scoring: Concise explanation

No point - “Love” with a good teacher
First point - “15” demo. Need to use a
Second point - “30” student demo.
Third point - “40”
Fourth point - “Game”
11:30 If both teams reach the third point, then there
is a “deuce”. Scoring for deuce is “advantage”
for the team that that wins the first point. If
they win the next point, game is over. If they
lose the next point it goes back to deuce. Asked students to
explain scoring. Most
Partner up, find another set of partners to play
answered correctly,
a game with, pick up 1 racket per person and
1 tennis ball per court, and find a court. those with wrong
11:37 Practice using the scoring system we just answers were
talked about. Also practice using the corrected.
backhand in game play and continue to
practice using the forehand. If a ball is hit
11:44 over the fence, the person who hit it over the On a tennis court:
fence must go and pick it up. s
s Plenty of activity on
11:45 Transition: Leave all rackets and tennis balls the courts. Some
on your court. The walking group and playing nnnnnnnnnnnnnnnnnnnnn students had to walk
group will switch rolls so all have an due to lack of
opportunity to play. equipment. Should
s have brought Frisbees
11:47 Transition: Walk towards the teacher carrying your
equipment and place it on the cart. Pick up any s instead of having
tennis balls left near your court. students walk.
12:00 Closure:
How do we hold our racket?
What are the skill cues of the backhand?
What is the order of scoring in tennis?
What happens during “deuce”?

Transition: Walk inside from the track to get

changed.
SSS Need to make sure
End of Class: Students will go to their next
class. S students do a better
S T job of retrieving balls
SSS that are shot over the
fence. Need to make
sure students pick up
all the tennis balls
around them at the
end of class. Students
the answer to all of the
questions asked during
the closure.
 Springfield College – Daily Lesson Plan
Name: Matt McBride Date: 9/26/17 Time: 10:35 – 12:00

School: Minnechaug Lesson #: 3 Facilities: 6 Tennis Courts Class Size: 38

Grade: 11/12 Unit/Theme: Tennis Generic Level: Utilization/Proficiency

Equipment: 40 tennis rackets, 25 tennis balls, 40 rules hand outs

Focus of Lesson: Rules, Serving, Types of Spin

Student Performance Objectives (SPO): National # ; MA CF #)

By the end of the lesson, students should be able to:
(P) demonstrate serving a tennis ball 4 times into the service box by using 3 out of the 4 skill
cues learned in class. (National # S1.H1.L1; MA CF 2.17)
(C) explain the rules of tennis by telling the teacher at least 4 different rules during the closure.
(National # S2.H1.L1; MA CF 2.17)
(A) follow the rules of tennis by successfully playing a game of tennis against an opponent and
fairly making their own calls on every play. (National # S4.H2.L1, S4.H3.L1; MA CF 2.26)
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
5. Do not use the words “all right” and “okay” as filler words throughout the lesson.
6. Use student demonstrations
Special Considerations – What are the safety concerns? What is unique about the students
in this class?
5. There are more students in this class then there are spots available on the tennis courts so
some students might have to play pass with a Frisbee outside the courts
6. Be aware of the weather because we will be outside.
References: (include page # and/or actual web site address)
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 56-59)
 ITF. (2009). Rules of Tennis. White Plains, NY: United States Tennis Association.
[Link]
 Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).
[Link]/DotNetNuke/[Link]?fileticket=bfzqDKTAqoo=&abid=4265
&mid=7432
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999
 Mencinger, T. (2016, December 12). Tennis Serve Technique – 7 Steps To Correct Serve.
Retrieved from [Link]

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

10:35 Attendance. Send to locker room to change Key:

T=Teacher
10:45 Transition to track for warm up S= Student
 N=net
Warm up:
 complete 2 laps on track walking the
straights and jogging the corners
followed by static stretching. S
Stretches used: S S
 Right arm across, left arm across, S T S
Right arm over the head, left arm over S S
the head. Spread legs and reach down S
the right, followed by down to the left,
then straight down the middle. Sit
down for hurdlers stretch, switch
sides. Spread legs and reach to the
right, followed by left, followed by
down the middle. Hold each stretch
11:10 for about 30 seconds.

Transition: Walk to the tennis courts from the

track.

Introduction:
Focus of Day: Rules, Serving, Types of spin
Signals: Start signal is one long whistle, stop SSS
signal is three short whistles S
Safety: Be aware of other players around you S T
when swinging the racket. SSS
Boundaries: the fence of the tennis courts and
11:15 the lines on the courts.

Review: Review the backhand and scoring for

the alternating day students.
Review was quick and
Backhand: students who were not
here for the initial
 Knees bent - ready to move to ball explanation were able
 Racket pulled way back - reach to the wall to quickly pick up the
 Step with same foot towards target new skills and
 Level swing with racket face pointed at
target
implement them into
 Follow through - reach to the sky on other class.
side of body

Scoring:
No point - “Love”
First point - “15”
Second point - “30”
Third point - “40”
Fourth point - “Game”
 If both teams reach the third point, then there
is a “deuce”. Scoring for deuce is “advantage”
for the team that that wins the first point. If
they win the next point, game is over. If they On a tennis court:
lose the next point it goes back to deuce. s
s
Serving:
 “Scratch back” nnnnnnnnnnnnnnnnnnnnn
11:20  Toss up and out in front at racquet
height
 Follow through
s
 Must land in the opposite service box.
s Explained the rules and
Split into groups of four and practice serving
the serve at the same
and returning with 2 players on one side of
11:25 the net and the other 2 on the other side of the time instead of
net. Volley back and forth while focusing on breaking them up. The
the serve, the forehand, and the backhand. explanation was a little
lengthy but when we
Rules: Pass out the rules hand out and review went to gameplay
it with the class. after, I saw many good
serves and students
Game Play: Partner up, find another set of were following the
partners to play a game with, pick up 1 racket rules that were talked
per person and 1 tennis ball per court, and about.
find a court. Play a full game using the On a tennis court:
scoring system, rules, serving, forehand, and s
11:44 backhand. Teacher will walk around and s
begin to talk to the students who are ready to
learn how to put spin on the ball.
11:45 nnnnnnnnnnnnnnnnnnnnn

Transition: Walk towards the teacher carrying your

equipment and place it on the cart. Pick up any s
tennis balls left near your court. s
11:47
Closure:
Who can tell me 3 different rules of tennis?
12:00 Where must the serve land?
What is the order of scoring in tennis?

Transition: Walk inside from the track to get Need to make sure
changed. students pick up all the
equipment around
End of Class: Students will go to their next them and pick up the
class. SSS ones that went over
S the fence during the
S T lesson right after it
SSS happens.
Ran out of time to do
the closure. Need to be
more aware of the
clock.
 Springfield College – Daily Lesson Plan
Name: Matt McBride Date: 9/28/17 Time: 10:35 – 12:00

School: Minnechaug Lesson #: 4 Facilities: 6 Tennis Courts Class Size: 38

Grade: 11/12 Unit/Theme: Tennis Generic Level: Utilization/Proficiency

Equipment: 40 tennis rackets, 25 tennis balls, 20 rule handouts

Focus of Lesson: Game play, Lob and Drop shots

Student Performance Objectives (SPO): National # ; MA CF #)

By the end of the lesson, students should be able to:
(P) play an entire game of tennis while using the skills learned in class (backhand, forehand, and
serve) using all the skill cues. (National # S1.H1.L1; MA CF 2.17)
(C) explain the rules of tennis during the closure by telling the teacher at least 3 rules. (National
# S2.H1.L1; MA CF 2.17)
(A) respect their peers and the equipment by showing proper sportsmanship and using the
equipment correctly at all times. (National # S4.H2.L1, S4.H3.L1; MA CF 2.26)
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
7. Give concise instructions while the same detail.
8. Use student demonstrations
Special Considerations – What are the safety concerns? What is unique about the students
in this class?
7. There are more students in this class then there are spots available on the tennis courts so
some students might have to play pass with a Frisbee outside the courts
8. Be aware of the weather because we will be outside.
References: (include page # and/or actual web site address)
 Cooper, J. (2016, August 22). Step-by-Step How to Hit the Forehand Drop Shot.
[Link]
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 56-59)
 Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).
[Link]/DotNetNuke/[Link]?fileticket=bfzqDKTAqoo=&abid=4265
&mid=7432
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999
 Tennis Lob Shot Technique. (2009, June 22). Retrieved September 16, 2017, from
[Link]

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

10:35 Attendance. Send to locker room to change Key:

T=Teacher
10:45 Transition to track for warm up S= Student
 N=net
Warm up:
 complete 2 laps on track walking the
straights and jogging the corners
followed by static stretching. S
Stretches used: S S
 Right arm across, left arm across, S T S
Right arm over the head, left arm over S S
the head. Spread legs and reach down S
the right, followed by down to the left,
then straight down the middle. Sit
down for hurdlers stretch, switch
sides. Spread legs and reach to the
right, followed by left, followed by
down the middle. Hold each stretch
11:10 for about 30 seconds.

Transition: Walk to the tennis courts from the

track.

Introduction:
Focus of Day: Game play, Lob and Drop
shots SSS
Signals: Start signal is one long whistle, stop S
signal is three short whistles S T
Safety: Be aware of other players around you SSS
when swinging the racket.
11:15 Boundaries: the fence of the tennis courts and
the lines on the courts.

Review: Review the serve and rules of tennis

for alternating day students

Serving:
 “Scratch back”
 Toss up and out in front at racquet
height On a tennis court: Students were
 Follow through s attentive and asking
 Must land in the opposite service box. s good questions during
11:20 explanation. Could’ve
Rules: Pass out the rules hand out to students nnnnnnnnnnnnnnnnnnnnn used a better student
who were not here the previous day and to demonstrate the
review it with the class. skill.
s Students didn’t look at
Split into groups of four and practice serving s the rules hand out
and returning with 2 players on one side of once. Most left it on
11:25 the net and the other 2 on the other side of the
 net. Volley back and forth while focusing on the courts.
the serve, the forehand, and the backhand.

Game Play: Partner up, find another set of

partners to play a game with, pick up 1 racket
per person and 1 tennis ball per court, and
find a court. Play a full game using the
scoring system, rules, serving, forehand, and
11:30 backhand.

Lob and Drop shot: Walk around the groups Students were able to
who are more advanced and teach them the On a tennis court: play competitive
lob and drop shots. s games while using all
Lob Shot: s the skills we had
 Normal stance learned up to this
 Low-to-high swinging motion nnnnnnnnnnnnnnnnnnnnn point.
 Follow thru and sweep across body
11:44 Drop Shot:
 Compact back swing s
 Racket at 45-degree angle s
11:45  Contact in front of oyu
 Follow through No students were
ready to learn the lob
shot or drop shot.
Transition: Walk towards the teacher carrying your
11:47 equipment and place it on the cart. Pick up any
tennis balls left near your court.

12:00 Closure:
Who can tell me 3 different rules of tennis?
Where must the serve land? SSS
What are the skill cues of the forehand? S
S T
Transition: Walk inside from the track to get SSS
changed.

End of Class: Students will go to their next Students were able to

class. correctly answer all of
the closure questions
correctly.
 Springfield College – Daily Lesson Plan
Name: Matt McBride Date: 10/2/17 Time: 10:35 – 12:00

School: Minnechaug Lesson #: 5 Facilities: 6 Tennis Courts Class Size: 38

Grade: 11/12 Unit/Theme: Tennis Generic Level: Utilization/Proficiency

Equipment: 40 tennis rackets, 25 tennis balls

Focus of Lesson: Game play

Student Performance Objectives (SPO): National # ; MA CF #)

By the end of the lesson, students should be able to:
(P) execute the skills of tennis in gameplay by using all the proper skill cues during at least 3
games. (National # S1.H1.L1; MA CF 2.17)
(C) analyze their own play in class and how they can improve it by answering questions or
leaving comments on the self-assessment during the closure. (National # S2.H1.L1; MA CF
2.17)
(A) reflect on their own behavior and how well they follow the rules by answering every
question on the self-assessment at the end of class. (National # S4.H1.L1, S4.H3.L1; MA CF
2.26)
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
9. Be more aware of the clock to make sure games are equal length.
10. Have proper teacher positioning throughout the entire lesson while circling and keeping
track of teams both on and off the courts.
Special Considerations – What are the safety concerns? What is unique about the students
in this class?
9. There are more students in this class then there are spots available on the tennis courts so
some students might have to play pass with a Frisbee outside the courts
10. Be aware of the weather because we will be outside.
References: (include page # and/or actual web site address)
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 56-59)
 ITF. (2009). Rules of Tennis. White Plains, NY: United States Tennis Association.
 Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).
[Link]/DotNetNuke/[Link]?fileticket=bfzqDKTAqoo=&abid=4265
&mid=7432
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

10:35 Attendance. Send to locker room to change Key:

T=Teacher
10:45 Transition to track for warm up S= Student
N=net
 Warm up:
 complete 2 laps on track walking the
straights and jogging the corners
followed by static stretching. S
Stretches used: S S
 Right arm across, left arm across, S T S
Right arm over the head, left arm over S S
the head. Spread legs and reach down S
the right, followed by down to the left,
then straight down the middle. Sit
down for hurdlers stretch, switch
sides. Spread legs and reach to the
right, followed by left, followed by
down the middle. Hold each stretch
11:10 for about 30 seconds.

Transition: Walk to the tennis courts from the

track.

Introduction:
Focus of Day: Game play.
Signals: Start signal is one long whistle, stop SSS
signal is three short whistles S
Safety: Be aware of other players around you S T
when swinging the racket. SSS
11:15 Boundaries: the fence of the tennis courts and
the lines on the courts.

Review: Quickly review all the skills of tennis

that have been taught to this point (Grip,
Forehand, Backhand, Serve, Lob Shot, Drop Students knew the
Shot) and a brief description of rules. skills well and all felt
comfortable with the
Grip: To grip the racket, hold the handle skill cues to them
towards yourself and shake hands with it.
(demonstrate)
Forehand:
Skill Cues:
 Knees bent - ready to move to ball
 Side to target
 Racket pulled way back - reach to the wall
 Step with opposite foot when contacting the SSS
ball S
 Follow through - reach to the sky on other S T
side of body SSS
Backhand:
 Knees bent - ready to move to ball
 Racket pulled way back - reach to the wall
  Step with same foot towards target
 Level swing with racket face pointed at
target
 Follow through - reach to the sky on other
side of body
Serving:
 “Scratch back”
 Toss up and out in front at racquet
height
 Follow through
 Must land in the opposite service box.
Lob Shot:
 Normal stance
 Low-to-high swinging motion
 Follow thru and sweep across body
Drop Shot:
 Compact back swing
 Racket at 45-degree angle
 Contact in front of you
11:20  Follow through

Rules: Pass out the rules hand out to students

who were not here the previous day and
review it with the class.

Bobsled: Students will warm up by playing

Bobsled. Teams will line up in a single file
line at the baseline. The teacher will toss a
s
ball into play on one side of the court. The
player must successfully hit the ball in play s
on the other side. If the ball is successfully s Students loved playing
returned, the player goes to the end of the bobsled. They
11:27 line. If the player is not successful on the constantly asked to
return, they must sit on the center service line nnnnnnnnnnnnnnnnnnnnnnn keep playing it.
near the net. They can return to line if they nn Everyone was very
11:29 reach up and successfully intercept a ball with engaged and the game
their racket and put in play on the other side s forced them to use and
of the net. The goal is to have all members of s refine their forehands
the other team “ride the bobsled”. s and backhands.

Transition: Students will select their own

partner. Once each student has a partner I will
assign them to a court.

Game Play: Games will be 5 minutes long.

After each game, groups will rotate. The team
on with their backs to the middle fence will
 rotate to their left. If there are too many teams
for all players to be on a court, those without
a court will play frisbee outside the fence. At Students were able to
11:47 the end of a round of games those teams will play multiple games
switch in with teams facing the middle fence. against different
I will tell them which teams to sub in for. On a tennis court: opponents. This
12:00 Every team will be rotated to fribee once s allowed students to
before a team is rotated there twice.
s become more
comfortable with the
Transitions: Teams will have 1 minute to
rotate to a new court or to frisbee. Players at nnnnnnnnnnnnnnnnnnnnn rules and using the
frisbee will take the racket of the players they skills.
are switching with.
s
Transition: Walk towards the teacher carrying your s
equipment and place it on the cart. Pick up any
tennis balls left near your court.

Closure:
Have students select a partner for tournament
play and report them to me prior to leaving.
Everyday students must play with other
everyday students, alternating day students
with other alternating day students.
Pass out self-assessment.

Transition: Walk inside from the track to get

changed.
SSS
End of Class: Students will go to their next S Students completed
class. S T the self-assessment on
SSS their own.
 Springfield College – Daily Lesson Plan
Name: Matt McBride Date: 10/3/17 Time: 10:35 – 12:00

School: Minnechaug Lesson #: 6 Facilities: 6 Tennis Courts Class Size: 38

Grade: 11/12 Unit/Theme: Tennis Generic Level: Utilization/Proficiency

Equipment: 40 tennis rackets, 25 tennis balls

Focus of Lesson: Tournament

Student Performance Objectives (SPO): National # ; MA CF #)

By the end of the lesson, students should be able to:
(P) successfully execute the serve by using the all of the proper skill cues and having the ball
land in the proper area in game play at least 4 times (National # S1.H1.L1; MA CF 2.17)
(C) explain the skill cues of the serve by telling the teacher all 4 skill cues during the closure.
(National # S2.H1.L1; MA CF 2.17)
(A) respect their peers throughout the entire class by showing good sportsmanship before,
during, and after each game. (National # S4.H1.L1, S4.H3.L1; MA CF 2.26)
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
11. Be more aware of the clock to make sure games are equal length.
12. Have proper teacher positioning throughout the entire lesson while circling and keeping
track of teams both on and off the courts.
Special Considerations – What are the safety concerns? What is unique about the students
in this class?
11. There are more students in this class then there are spots available on the tennis courts so
some students might have to play pass with a Frisbee outside the courts
12. Be aware of the weather because we will be outside.
References: (include page # and/or actual web site address)
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 56-59)
 ITF. (2009). Rules of Tennis. White Plains, NY: United States Tennis Association.
 Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).
[Link]/DotNetNuke/[Link]?fileticket=bfzqDKTAqoo=&abid=4265
&mid=7432
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

10:35 Attendance. Send to locker room to change Key:

T=Teacher
10:45 Transition to track for warm up S= Student
N=net
Warm up:
 complete 2 laps on track walking the
 straights and jogging the corners
followed by static stretching. S
Stretches used: S S
 Right arm across, left arm across, S T S
Right arm over the head, left arm over S S
the head. Spread legs and reach down S
the right, followed by down to the left,
then straight down the middle. Sit
down for hurdlers stretch, switch
sides. Spread legs and reach to the
right, followed by left, followed by
down the middle. Hold each stretch
11:10 for about 30 seconds.

Transition: Walk to the tennis courts from the

track.

Introduction:
Focus of Day: Tournament
Signals: Start signal is one long whistle, stop SSS
signal is three short whistles S
Safety: Be aware of other players around you S T
when swinging the racket. SSS
11:15 Boundaries: the fence of the tennis courts and
the lines on the courts.

Review: Quickly review all the skills of tennis

that have been taught to this point (Grip,
Forehand, Backhand, Serve, Lob Shot, Drop
Shot) and a brief description of rules.

Grip: To grip the racket, hold the handle

towards yourself and shake hands with it.
(demonstrate)
Forehand:
Skill Cues:
 Knees bent - ready to move to ball
 Side to target
 Racket pulled way back - reach to the wall
 Step with opposite foot when contacting the
SSS
ball S
 Follow through - reach to the sky on other S T
side of body SSS
Backhand:
 Knees bent - ready to move to ball
 Racket pulled way back - reach to the wall
 Step with same foot towards target
 Level swing with racket face pointed at
target
  Follow through - reach to the sky on other
side of body
Serving:
 “Scratch back”
 Toss up and out in front at racquet
height
 Follow through
 Must land in the opposite service box.
Lob Shot:
 Normal stance
 Low-to-high swinging motion
 Follow thru and sweep across body
Drop Shot:
 Compact back swing
 Racket at 45-degree angle
 Contact in front of you
 Follow through
11:20
Rules: CFU with students about the rules. Ask
them what the name of each line is. Ask them
where the serve needs to land. Ask them
about general rules for tennis.

Tournament: Games will be 6 minutes long.

After each game, groups will rotate based on
the rotation created by the teacher. Students s
will be able to select their own teams the day s
before class. Teacher will have final say on s
teammates. If there are too many teams for all
players to be on a court, those without a court Students were able to
will play frisbee outside the fence. At the end nnnnnnnnnnnnnnnnnnnnnnn play multiple games
of a round of games those teams will switch
nn against different
in with teams facing the middle fence. I will
opponents. They were
tell them which teams to sub in for. Every
s able to work on all of
team will be rotated to frisbee once before a
team is rotated there twice. Report winners of s their skills as well as
each game to teacher. Schedule will be as s grow a better
follows: understanding of the
Round 1: rules. If I ran this again
1v2 I would just watch the
3v4 clock more closely to
5v6 make sure game
7v8 lengths are equal.
9v10
11v12
13+ will be playing frisbee.
Round 2 (depending on number of teams):
 1v13
3v14
11:47 5v15
7v16 On a tennis court:
9v17 s
12:00 18v19 s
Transitions: Teams will have 1 minute to
nnnnnnnnnnnnnnnnnnnnn
rotate to a new court or to frisbee. Players at
frisbee will take the racket of the players they
are switching with.
s
Transition: Walk towards the teacher carrying your s
equipment and place it on the cart. Pick up any
tennis balls left near your court.

Closure:
What are the skill cues to the serve?
Who can demonstrate a forehand?
What is the scoring system?

Transition: Walk inside from the track to get

changed.
Students were able to
End of Class: Students will go to their next answer questions
class. easily and showed a
SSS much improved
S knowledge from the
S T beginning of the unit.
SSS
 Springfield College – Daily Lesson Plan
Name: Matt McBride Date: 10/5/17 Time: 10:35 – 12:00

School: Minnechaug Lesson #: 7 Facilities: 6 Tennis Courts Class Size: 38

Grade: 11/12 Unit/Theme: Tennis Generic Level: Utilization/Proficiency

Equipment: 40 tennis rackets, 25 tennis balls

Focus of Lesson: Tournament

Student Performance Objectives (SPO): National # ; MA CF #)

By the end of the lesson, students should be able to:
(P) successfully execute the backhand by using the all of the proper skill cues and having the ball
land in the proper area in game play at least 4 times (National # S1.H1.L1; MA CF 2.17)
(C) explain the skill cues of the forehand by telling the teacher all 4 skill cues during the closure.
(National # S2.H1.L1; MA CF 2.17)
(A) respect their peers throughout the entire class by showing good sportsmanship before,
during, and after each game. (National # S4.H1.L1, S4.H3.L1; MA CF 2.26)
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
13. Be more aware of the clock to make sure games are equal length.
14. Have proper teacher positioning throughout the entire lesson while circling and keeping
track of teams both on and off the courts.
Special Considerations – What are the safety concerns? What is unique about the students
in this class?
13. There are more students in this class then there are spots available on the tennis courts so
some students might have to play pass with a Frisbee outside the courts
14. Be aware of the weather because we will be outside.
References: (include page # and/or actual web site address)
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 56-59)
 ITF. (2009). Rules of Tennis. White Plains, NY: United States Tennis Association.
 Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).
[Link]/DotNetNuke/[Link]?fileticket=bfzqDKTAqoo=&abid=4265
&mid=7432
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

10:35 Attendance. Send to locker room to change Key:

T=Teacher
10:45 Transition to track for warm up S= Student
N=net
Warm up:
 complete 2 laps on track walking the
 straights and jogging the corners
followed by static stretching. S
Stretches used: S S
 Right arm across, left arm across, S T S
Right arm over the head, left arm over S S
the head. Spread legs and reach down S
the right, followed by down to the left,
then straight down the middle. Sit
down for hurdlers stretch, switch
sides. Spread legs and reach to the
right, followed by left, followed by
down the middle. Hold each stretch
11:10 for about 30 seconds.

Transition: Walk to the tennis courts from the

track.

Introduction:
Focus of Day: Tournament
Signals: Start signal is one long whistle, stop SSS
signal is three short whistles S
Safety: Be aware of other players around you S T
when swinging the racket. SSS
11:15 Boundaries: the fence of the tennis courts and
the lines on the courts.

Review: Quickly review all the skills of tennis

that have been taught to this point (Grip,
Forehand, Backhand, Serve, Lob Shot, Drop Students were able to
Shot) and a brief description of rules. answer all CFU
questions during
Grip: To grip the racket, hold the handle review and were able
towards yourself and shake hands with it. to demonstrate on air
(demonstrate) all of the skills with the
Forehand: correct skill cues.
Skill Cues:
 Knees bent - ready to move to ball
 Side to target
 Racket pulled way back - reach to the wall
 Step with opposite foot when contacting the
SSS
ball S
 Follow through - reach to the sky on other S T
side of body SSS
Backhand:
 Knees bent - ready to move to ball
 Racket pulled way back - reach to the wall
 Step with same foot towards target
 Level swing with racket face pointed at
target
  Follow through - reach to the sky on other
side of body
Serving:
 “Scratch back”
 Toss up and out in front at racquet
height
 Follow through
 Must land in the opposite service box.
Lob Shot:
 Normal stance
 Low-to-high swinging motion
 Follow thru and sweep across body
Drop Shot:
 Compact back swing
 Racket at 45-degree angle
 Contact in front of you
 Follow through
11:20
Rules: CFU with students about the rules. Ask
them what the name of each line is. Ask them
where the serve needs to land. Ask them
about general rules for tennis.

Tournament: Games will be 6 minutes long.

After each game, groups will rotate based on
the rotation created by the teacher. Students s
will be able to select their own teams the day s
before class. Teacher will have final say on s
teammates. If there are too many teams for all
players to be on a court, those without a court
will play frisbee outside the fence. At the end nnnnnnnnnnnnnnnnnnnnnnn The tournament went
of a round of games those teams will switch
nn well. Students were
in with teams facing the middle fence. I will
able to play against all
tell them which teams to sub in for. Every
s different teams and
team will be rotated to frisbee once before a
team is rotated there twice. Report winners of s had competitive
each game to teacher. Schedule will be as s games. Teacher needs
follows: to be more aware of
Round 1: clock. Students playing
1v18 frisbee were not as
2v12 active and only want to
3v13 sit. Gave them a
4v14 second option to take
5v15 any remaining rackets
6v16 and a tennis ball and
All other teams will be playing frisbee. try to keep the ball in
Round 2 (depending on number of teams):
 7v17 the air with a partner
8v11 for as long as possible.
9v19 This kept students
10v1 On a tennis court: entertained for much
3v5 s longer then frisbee did.
4v13 s
Round 3
6v8
nnnnnnnnnnnnnnnnnnnnn
9v16
14v15
2v12
11:43 7v17 s
10v18 s

Transitions: Teams will have 1 minute to

rotate to a new court or to frisbee. Players at
frisbee will take the racket of the players they
11:47 are switching with.

Transition: Walk towards the teacher carrying your

12:00 equipment and place it on the cart. Pick up any
tennis balls left near your court.

Closure:
Hand out post assessment for students to
complete. Once they have completed it have
them wait for the entire class to be done SSS
before walking back. S
S T
Transition: Walk inside from the track to get SSS
changed.

End of Class: Students will go to their next

Students completed
class.
the post-test on their
own and most showed
great improvement
from the pre-
assessment.
 Springfield College – Daily Lesson Plan
Name: Matt McBride Date: RAINY DAY Time: 10:35 – 12:00

School: Minnechaug Lesson #: 7 Facilities: 1/3 of gym Class Size: 38

Grade: 11/12 Unit/Theme: Tennis Generic Level: Utilization/Proficiency

Equipment: 10 ping pong tables, 20 ping pong balls, 40 ping pong paddles

Focus of Lesson: Table Tennis

Student Performance Objectives (SPO): National # ; MA CF #)

By the end of the lesson, students should be able to:
(P) successfully serve ping pong ball by having it bounce on their side, then the opponents side
at least 4 times during gameplay. (National # S1.H1.L1; MA CF 2.17)
(C) explain the rules of tennis by answering closure questions correctly at the end of class.
(National # S2.H1.L1; MA CF 2.17)
(A) respect their peers throughout the entire class by showing good sportsmanship before,
during, and after each game. (National # S4.H1.L1, S4.H3.L1; MA CF 2.26)
Check each objective – is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
15. Be more aware of the clock to make sure games are equal length.
16.
Special Considerations – What are the safety concerns? What is unique about the students
in this class?
15. With this many table tennis tables in a small area make students aware of their
surroundings
16. Make sure no students slip into other parts of the gym to join another class
References: (include page # and/or actual web site address)
 Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes
for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014 (pg. 56-59)
 ITF. (2009). Rules of Tennis. White Plains, NY: United States Tennis Association.
 Lifetime Sports – Tennis Skill Cues. [DOC]. (2015).
[Link]/DotNetNuke/[Link]?fileticket=bfzqDKTAqoo=&abid=4265
&mid=7432
 Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTION

10:35 Attendance. Send to locker room to change Key:

T=Teacher
10:45 Warm up: S= Student
 Students will walk around the p=ping pong table
basketball court. The teacher will
blow the whistle to have them jog for
about a minute. The teacher will blow
 their whistle again to have them walk S
again. Repeat this 3 times. S S
Stretches used: S T S
 Right arm across, left arm across, S S
Right arm over the head, left arm over S
the head. Spread legs and reach down
the right, followed by down to the left,
then straight down the middle. Sit
down for hurdlers stretch, switch
sides. Spread legs and reach to the
right, followed by left, followed by
11:10 down the middle. Hold each stretch
for about 30 seconds.

Transition: Walk to our third of the gym.

Introduction:
Focus of Day: Table Tennis
Signals: Start when ready, stop signal is three SSS
short whistles S
Safety: Be aware of other players around you S T
when swinging the paddle. SSS
Boundaries: the table tennis table.

Rules:
Scoring: Games are played to 21 and you
must win by 1. A point is scored whenever a
ball is put in play. If the ball bounces more
than once on one side, failed to land on the
opponent’s side, or bounces on your side
before clearing the net, then a point is scored.
11:15 Serving: Each player serves 5 times then the
serve switches players. The ball must bounce
on the server’s side of the table then the
opponent’s side.

Gameplay: Students will find a partner.

Games will be played for 5 minutes then s s s s s s ss ss
rotate. Rotation will be teams with their backs p p p p p
to the curtain will rotate clockwise. The teams s s s s s s ss ss
on the ends will move to the next row of s s s s s s ss ss
11:50 tables. Students will play as many games as p p p p p
possible in the allotted time at each table.
s s s s s s ss ss
Teacher will tell students when to rotate.

11:53 Transitions: Teams will have 30 seconds to

move to the next table.
 Transition: Walk towards the teacher carrying your
equipment and place it in the bags. Return the tables
to the equipment closet. Pick up any ping pong balls
11:55 on the ground.

Closure:
12:00 How is table tennis similar to real tennis?
What skills that were used here could we SSS
relate back to the courts? S
What are the rules of table tennis when S T
serving? SSS
Transition: Send students to locker room to
get changed.

End of Class: Students will go to their next

class.