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Central CT State University Physical Education Lesson Plan

Created by: Ronald Black Date: 4/20/17


Unit topic: Striking

Key skill(s) or concept(s) for this lesson:


- Hand/implement eye coordination
- Dribbling
- Striking upward
Grade level: 7

Lesson #:2

Specific provisions for safety:


- Set boundaries for the class
- Be respectful to others
- Wait until directions are given
- Keep eyes up
Equipment needed: scarves/flags, tennis balls/wiffle balls, paddles/racquets

References: http://homepages.gac.edu/~astadthe/PADDLES%20AND%20RACQUETS%20Unit%20Plan.pdf

Learning Nat'l Objectives Assessment Strategies When?


Domain Stand.
1 SWBAT demonstrate hand/implement eye Teacher Observation
Psychomotor

IA
coordination by consecutively hitting the ball up - Students should
in the air 10 times as noted by teacher have paddle flat like LF
observation. pancake and stiff
wrist to hit the ball. CA

2 SWBAT explain the importance of Teacher questioning


IA
hand/implement eye coordination as noted by - Why is it important
Cognitive

questioning and answering throughout the lesson to keep your eye on LF


the ball
- What happens if you CA
take eyes of the
ball?
4 SWBAT be respectful of all classmates by Teacher Observation
IA
providing positive compliments to them while - Apologize if you
learning and performing the movements and be impede others LF
Affective

respectful of others self space, during the personal space


lessons, as noted by teacher observation - Keep hands to CA
themselves
- Compliment when
they see students
doing a good job

Initiation:
Hello class how is everyone doing today? Before we get started I would like for everyone to walk to the center
circle as if they are walking on marshmallows. If you stepped on marshmallows how would you walk? Soft or

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Central CT State University Physical Education Lesson Plan

hard? Now that we crossed the marshmallow bridge I want to let you know we are continuing our striking unit.
Today we are going to be learning about hand eye coordination and its importance. Also we will be trying our
best to hit a ball in the air 10 times in a row. Raise your hand if you think you can hit a ball ten times in a row?
Ok lets get started.

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Central CT State University Physical Education Lesson Plan

Introductory Activity
(Time allotted- 5 mins )

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


Conveyor Belt
Students will work on racquet control in combination
with speed. Team members must work together in
order to be successful.
Each student will have a tennis racquet
Students will break into teams of four
Teams will line up in single file lines behind
the designated starting lines Student
The back person in line for each team will
balance a tennis ball on their racquet.
Ball
On teacher command (GO), students will Direction
move the ball from racquet to racquet up the
line to the front. Immediately after passing the
ball to the person in front of them , they then 2) Instructional cues:
run to the front of the line.
Team wins when the entire team crosses the - Balance
finish line. - Soft hands
Hands can touch racquet only. No hands on
tennis ball
If ball hits the ground, team starts over. 3) Questions to ask:
All teams finish

Smartboard activity
Students will sit in front of the smartboard and
interact with the board.
Students will learn which sports involve
striking
What order the proper form is
When serving where should the ball be served
in?

Differentiated Instruction:
Simplified
-
Challenge

- Have students hit the ball to the next person

Accommodation: Adapting for Special Needs

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Central CT State University Physical Education Lesson Plan

- Visually impaired student could have a partner guide their paddle to the next
person

Lesson Focus
(Time allotted- 15 mins )

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


Today students will be working on implement-eye
coordination.
- Students will all have a tennis racquet
- In their own personal space around the
gym students will strike the ball
continuously in the air without the ball
hitting the floor while stationary if
possible.
- After a few rounds have students move
around the gym while hitting the ball in
the air. Students can keep count to see
how many they can get.
- Next have students strike the ball down to Student
the ground (dribble) continuously while
stationary. 2) Instructional cues:
- After a few rounds have students strike - keep your eye on the ball
the ball on the ground (dribble) while - soft hands
moving. - bend knees
- Remind students to watch where they are - firm wrist
going and to be aware of other students - flat like pancake
because everyone is moving around the -strike
gym
- Students should use racquets and ball the
way they were intended. 3) Questions to ask:

- Which way of striking is harder? In


the air or on the ground? Why

Differentiated Instruction:
Simplified
- When striking the ball in the air they can strike it in the air once and then let the
ball drop to the ground.
- When striking the ball to the ground only strike the ball once and then catch it.

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Central CT State University Physical Education Lesson Plan

Challenge
- When trying to keep the ball in the air students can try to strike the ball against the
wall continuously
- Students will strike the ball back and forth with a partner having the ball bounce in
between them. Students will stand facing each other behind lines marked on the
floor
Accommodation: Adapting for Special Needs
- Students with a chair can do stationary air skills and dribbling skills might be hard
to complete the moving skills if they are not proficient with their chair.

Culminating Activity
(Time allotted- 20-30 mins )

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


Survivor
Students will practice their control over the ball, while
trying to keep possession of their flags. They will also 2) Instructional cues:
try to eliminate others by snatching their flags. - keep your eye on the ball
- Each student will begin with one racquet, one - soft hands
tennis ball, and two flags on their waist. - bend knees
- Once the game begins, students will bounce - firm wrist
ball up on their racquet while trying to snatch - flat like pancake
a class mates flags. - -strike
- Students are knocked out of game by losing
control of their ball or losing a flag to their
classmate. 3) Questions to ask:
- Once the student is out, they must perform
three pushups and three consecutive upward - How do you think you can keep both
strikes in order to rejoin the game of your flags

Differentiated Instruction:
Simplified
- Students if they dont display proper control they can strike the ball once and then
catch it.
Challenge
- Students will only have one flag instead of two.
Accommodation: Adapting for Special Needs
- Students that have a lower limb impairment still can play game the flags would be on
their chair.
-

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Central CT State University Physical Education Lesson Plan

Closure:
So class can any one tell me which striking skill was harder, striking the ball up or striking the ball down? Why
was this harder? Why is it important to keep your eyes on the ball? I want everyone to stand up and remind me
what ready position looks like. Ok well that is all the time we have for today. We will continue striking next
class

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Reflective lesson analysis:

Revised: June 2014

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