Amber Portwood Unit: Tennis Grade: 7 Model: Peer Teaching Length: 2 Weeks

Amber Portwood
Unit: Tennis
Grade: 7th
Model: Peer teaching
Length: 2 weeks
Contextual Analysis
The teacher
1. I know the rules of tennis as well as the skills and tactics
2. I do not have experience teaching this content to this grade level
3. I can use books, the internet, and the tennis coach to gain content knowledge
The Students
1. There will be about 16 students in this class
2. There are no students with special learning needs
3. The students are at their formal operations stage of cognitive learning
4. The students are well motivated and tennis is a popular sport at Westminster
The Content
1. The students will have a range of skills because some may not have played and
tennis is a middle school sport.
2. The students may know what tennis is and a general basis of the skills
3. The students should learn basic skills such as the forehand, backhand, volley,
serve, as well as the rules and scoring
4. The skills should all be learned first followed by the rules and scoring
5. I will not need to modify the content
6. It should take the students 12 days to learn each skill of the unit
7. The students should be able to complete a full game of tennis by the end of the
unit. The students should also be able to selfofficiate a game of tennis.
8. I can assess the learning by using peer assessments, skills tests, and a culminating
event
Available Resources
1. The unit will contain 10 lessons
2. Classes are 55 minutes but time will be taken out from dressing out and walking
to the tennis courts.
3. Students can complete 34 tasks pertaining to one skill in a day
4. I have 6 outside tennis courts available
5. I have enough tennis rackets and tennis balls available for the entire class
6. I do not have to modify the equipment
7. If I need any assistance since the courts are large, my supervising teacher will be
there.
Rational
I am choosing the peer teaching model because the students at Westminster are
able to handle the responsibility of teaching each other. By using the peer teaching
model, I can maximize OTR and the students can get feedback from peers rather than the
teacher. Also, by helping their students learn, the students can then internalize the skills
and knowledge better because they are having to look for correct skills.
Learning Goals
Students will be able to execute serve, forehand, backhand, and volley successfully while
playing in singles and doubles matches
Students will be able to demonstrate knowledge of the rules, strategies, and score keeping
to be able to complete a full game.
Students will be able to cooperate with their peers and teach them their designated skills
to help each other succeed using the peer teaching model.
Unit Plan
Day 1: Introduction Pretest formative assessment, expectations, rules, regulations,
scoring procedure, assignment of group
Day 2: Students learn their skill that they are teaching to their group.
Day 3: Peer teaching: Rotation 1
Day 7: Begin singles tournament
Day 8: Finish Singles tournament, begin doubles tournament
Day 9: Finish doubles tournament
Day 10: Written test, skills test
Lesson Plans
Peer Teaching Lesson Plan
Teacher: Amber Portwood

Date:

Grade(s): 7

Number of students: 16

Lesson content:
Tennis

Lesson # 1 of 10

Skills and knowledge already developed by learners and tutors: unknown

What happened during the last lesson?:
New unit

Lesson objective(s):
Domain Performance Situation Criteria

Psychomotor Students will be To a partner on a 7/10 times
able to teach serve, self toss
forehand, backhand,
and volley
Psychomotor Students will be To a partner on a 7/10 times
able to execute self toss
serve, forehand,
backhand, and
volley
Affective Students will be In groups of 4 Throughout the
able to cooperate class
with their peers
NASPE or state standard targeted. Indicate standard(s) and number(s), and write out standard(s):
Standard 1 The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a healthenhancing level of physical activity and fitness.
Standard 4 The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
Standard 5 The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, selfexpression and/or social interaction.
Assessment for tutors and learners: Pretest cognitive and psychomotor

My goal for improving my teaching in this lesson:

Equipment and resources needed: Tennis rackets and tennis balls

Time Class Segments (add more if needed—start typing below the first line) Notes
Instant Activity (If planned): Students will walk at a moderate pace up the hill to the tennis courts
Opening Management: Students will stand on the base line of the middle courts facing me
Set Induction: Good morning class! Who here has ever played tennis? Did you all know it is a school
sport? Is anyone actually on the school team? Awesome! So today we are going to start our tennis
unit. This unit is going to be a little different because you all are going to teach each other how to play
tennis. It’s going to be different but I know you all are smart enough and skilled enough to be able to
do it. Today, we are going to start off by having a little pretest to see your level of tennis skill and
knowledge now and then we will be able to see how much you’ve improved over the next few weeks.
Task Presentation 1: Demonstration, Cues for Tutors, and CFU (what will learners be doing?)
First, I am going to ask you to take a written pretest. Do not worry if you do not know the answers
because this will not count toward your grade. This is only to let me know your beginning level of
knowledge.
Learning Task 1: Structure (w/diagram) and CFU
Students will be in self space
Transition
Line up on the base line
Next, we are going to have a preskills test. We are going to start off with the forehand, I will give you
each 5 attempts to successfully complete a forehand stroke off of a selfbounce. Do not worry, this
grade will not affect your grade. Again, it is to let me see where your skill level is.
CFU: What are we doing in this test? How many attempts will you get?
See forehand task card
Transition
Line up on the baseline
Now, we are going to do a backhand stroke, I will give you each 5 attempts to successfully complete a
backhand stroke off of a selfbounce.
See backhand task card
Transition
Next, you will get 5 attempts to successfully complete a serve.
See serve task card
Transition
Next, you will get 5 attempts to complete a volley shot. You will have a partner in front of you tossing
the ball and you are to perform a volley.
See serve task card
Transition
Review and closure: Great work today class! I think I have a good gauge on where your skill level is.
Tomorrow, we will split you all up into 4 groups of 4 and you will learn the skill you are going to
teach your classmates.

Date:

Grade(s): 7


Lesson content: Tennis

Lesson # 2 of 10

Skills and knowledge already developed by learners and tutors:
none

What happened during the last lesson?: pretest, pre skill check


Psychomotor Students will be To a partner on a self 7/10 times
able to teach serve, toss
forehand, backhand,
and volley
able to execute toss
serve, forehand,
backhand, and
volley
Affective Students will be able In groups of 4 Throughout the class
to cooperate with their
peers
Standard 1 The physically literate individual demonstrates competency in a variety of motor skills
and movement patterns.
Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve and
maintain a healthenhancing level of physical activity and fitness.
Standard 4 The physically literate individual exhibits responsible personal and social behavior that
respects self and others.
Standard 5 The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, selfexpression and/or social interaction.



Set Induction: Good morning class! How are you all today? Is everyone ready to dive into the tennis
unit? Today, you are going to learn a skill that you will teach some of your classmates! First, I am
going to split you all up into groups of 4. These are going to be your teaching groups. Today, one
person in each group is going to be assigned a skill and you will go to that court and learn the skill
with other classmates.
You will follow the task cards given in your binder for that skill. Once you finish all of the tasks, you
will then complete the peer assessment to make sure you are all masters in that skill. Once you are
finished, you will let me know, and I will give you something else to do.
Split students up into groups
Assign students a skill
CFU: Does everyone know what skill they have? What are you doing when you get to that
skill binder?
Follow task cards
Transition
Students will discuss with peer teachers of the same skill how they can best teach the skill to other
students.
CFU: Who are you discussing with?
In the skill group
Transition
Review and closure:. Great day today everyone! Everyone seems to have learned their skill today. Be
thinking about how you can use those tasks to help teach your skill to your group. Tomorrow, one
person is going to be teaching your group so come ready to teach or learn!

Date:

Grade(s): 7



Lesson # 3 of 10

depends on task cards

What happened during the last lesson?: learn skills to teach


forehand, backhand,
and volley

serve, forehand,
backhand, and
volley
peers



Set Induction: Good morning! I hope everyone is having a great morning! Today, your classmates are
going to teach you a skill! I have assigned each group a certain skill they will learn today. If you are
the group member that is teaching the skill, use the binder to help them go through their tasks. Once
you finish your tasks, you will have a peer assessment to complete on that skill and then fill out an
evaluation on the peer teacher.
CFU: What do you do when you finish your task?
Have peer teachers teach their skill using the skill binders in the rotation.
Group 1: Forehand
Group 2: Backhand
Group 3: Volley
Group 4: Serve
CFU: What skill is your group today?
Follow task cards
Transition
Students will discuss with peer teachers of the same skill how they can best teach the skill to other
students.
CFU: Who are you discussing with?
In the skill group
Transition
Review and closure:. Great day today everyone! Everyone seems to have learned their skill today. Be
thinking about how you can use those tasks to help teach your skill to your group. Tomorrow, one
person is going to be teaching your group so come ready to teach or learn!

Date:

Grade(s): 7



Lesson # 4 of 10

Various skills depending on card

What happened during the last lesson?: peer teaching in groups


forehand, backhand,
and volley

serve, forehand,
backhand, and
volley
peers



Group 1: Serve
Group 2: Forehand
Group 3: Backhand
Group 4: Volley
Follow task cards
Transition
Transition

Date:

Grade(s): 7



Lesson # 5 of 10

Skills and knowledge already developed by learners and tutors: Various skills



forehand, backhand,
and volley

serve, forehand,
backhand, and
volley
peers



Group 1: Volley
Group 2: Serve
Group 3: Forehand
Group 4: Backhand
Follow task cards
Transition
Transition

Date:

Grade(s): 7



Lesson # 6 of 10

Skills and knowledge already developed by learners and tutors: Various skills



Psychomotor Students will be To a partner on a self 7/10 times from
forehand, backhand,
and volley

serve, forehand,
backhand, and
volley
peers



Group 1: Backhand
Group 2: Volley
Group 3: Serve
Group 4: Forehand
Follow task cards
Transition
Transition

Date:

Grade(s): 7



Lesson # 7 of 10

Various skills



Psychomotor Students will be In a singles game. Using the correct
able to execute Best 2/3 games strokes during
serve, forehand, gameplay
backhand, and
volley successfully
Cognitive Students will be In a singles game Using the correct
able to demonstrate terminology and
knowledge of the score keeping
rules, strategies,
and score keeping.
Affective Students will be During a singles No arguing,
able to show good game congratulating the
sportsmanship. other player,
sportsmanship rules
Standard 1 The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Standard 2 The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3 The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a healthenhancing level of physical activity and fitness.
Standard 4 The physically literate individual exhibits responsible personal and social
behavior that respects self and others.



Set Induction: Good morning class! Today we are going to start our singles tennis tournament!
I have randomly drawn your names out of a hat to see who will face who in this tournament. I
will call your names to play a match and then call 2 more names to be line judge and help
keep score. You will play best of 3 games. Once you finish your game, come report the score
to me and another match will begin. If you lose, I will still allow you to practice with
someone else who has lost unless you are required to keep score for another game.
CFU: How do you know who wins the match? What are you doing if you are not
playing?
Use attached bracket for a 16 person singles tournament
Follow task cards
Transition
Transition

Date:

Grade(s): 7



Lesson # 8 of 10

Various skills

What happened during the last lesson?: singles tournament


backhand, and
volley successfully
rules, strategies,
and score keeping.
sportsmanship other player,
sportsmanship rules



Set Induction: Good morning class! Today we are going to continue with our singles
tournament. If you have already lost, you may practice with another person unless you are
supposed to help be a line judge for another match. After we finish the singles tournament, I
have randomly selected teams for a doubles tournament and we will start that today and finish
tomorrow.
playing?
Use attached bracket for a 16 person singles tournament
Singles tournament
Transition
Use attached bracket for a 8 team doubles tournament
Doubles tournament
Transition

Date:

Grade(s): 7



Lesson # 9 of 10

Various skills



backhand, and
volley successfully
rules, strategies,
and score keeping.

sportsmanship. other player,
sportsmanship rules



Review and closure:. Good job today class, the tournament is going smoothly. There seems
to be some good matchups. We will finish the tournament tomorrow and find out who the
singles champion is! Once we finish, we will try to start our doubles tournament.
Set Induction: Good morning class! Today we are going to finish our sinclges s tennis
tournament! Remember, you will play best of 3 games. Once you finish your game, come
report the score to me and another match will begin. If you lose, I will still allow you to
practice with someone else who has lost unless you are required to keep score for another
game.
playing?
Use attached bracket for a 8 team doubles tournament
Transition
Transition

Date:

Grade(s): 7

Number of students:

16

Lesson # 10 of 10

Skills and knowledge already developed by learners and tutors: various skills



1 Psychomotor Students will be able To a partner on a self 7/10 times
to teach serve, toss during a skills
forehand, backhand, test
and volley
2 Cognitive Students will be able On a written test Score an 80% or

to demonstrate higher
knowledge of the
rules, strategies, and
score keeping



Review and closure: Great work today class! I think we had a successful tennis unit. You all
improved a lot from day 1! Since Tennis is a lifetime sport, you can enjoy playing for many
years. I hoped you’ve enjoyed having me as your teacher for this unit. If you would help me
gather up all of the equipment and we can walk back up to the gym. Thank you for your
cooperation!
Set Induction: Good morning class! Today we are going to finish our doubles tennis
tournament! Remember, you will play best of 3 games. Once you finish your game, come
report the score to me and another match will begin. If you lose, I will still allow you to
practice with someone else who has lost unless you are required to keep score for another
game.
First, I am going to ask you to take a written pretest. Do not worry if you do not know the
answers because this will not count toward your grade. This is only to let me know your
beginning level of knowledge.
Students will be in self space
Transition
Next, we are going to have a preskills test. We are going to start off with the forehand, I will
give you each 5 attempts to successfully complete a forehand stroke off of a selfbounce. Do
not worry, this grade will not affect your grade. Again, it is to let me see where your skill
level is.
See forehand task card
Transition
Now, we are going to do a backhand stroke, I will give you each 5 attempts to successfully
complete a backhand stroke off of a selfbounce.
See backhand task card
Transition
Next, you will get 5 attempts to successfully complete a serve.
See serve task card
Transition
Next, you will get 5 attempts to complete a volley shot. You will have a partner in front of
you tossing the ball and you are to perform a volley.
See serve task card
Transition
Task Cards
Forehand
Forehand
Critical Elements:
 Feet and body position
 Back/take away swing
 Follow through
 Completed pointover net and in
Task 1: For this task, student will practice their forehand form. They will start by getting their correct forehand grip which is the
handshake grip. Then they will get in their ready position in self space. They will then go through the cues step by step and say them
out loud. They will do this 10 times before this task is over.
Task 2: Students will be in partners hitting it back and forth to each other nonconsecutively. One student selfbounce it and perform a
forehand hit to the other student. Students will work on their critical elements during this time. Students will catch the ball and self
bounce it to hit it back. This drill will be 5 minutes

Task 3: Students will be in pairs again for this task. They will try to volley consecutive forehand drives to each other. This will help
them aim their shots a little better and hit practice hitting another drive from the opponent. It does not matter how students being the
rally. This drill will go for about 3 minutes.
Game: Students will be in group of 8 per team. Teams will split up evenly on each side of the net. Teams will be competing with each
other to see who can have the longest rally in 5 minutes. The teams can begin the rally however they wish but the first return is when
the teams start counting. If the team messes up, they may start over as long as there is time. After each hit, they will return to the back
of their line.
Forehand Peer Assessment
Repeat task 2, and have a partner look to see if you are performing the correct critical
elements. If they complete the element consistently (5 times in a row) then place a check
mark in the box. After 10 attempts, switch with the partner watching you.
Critical Elements
Name Feet and body Arm take Follow through Completed point
position back/swing over net and in
Forehand Peer Assessment
Critical Elements
Backhand
Backhand
Critical Elements:
 Follow through
Task 1: For this task, student will practice their backhand form. They will start by getting their correct forehand grip which is the
handshake grip but then slightly move knuckles more on top. Then they will get in their ready position in self space. They will then go
through the cues step by step and say them out loud. They will do this 10 times before this task is over.
Task 2: Students will be in partners hitting it back and forth to each other nonconsecutively. One student selfbounce it and perform a
backhand hit to the other student. Students will work on their critical elements during this time. Students will catch the ball and self
bounce it to hit it back. This drill will be 5 minutes
Task 3: Students will be in pairs again for this task. They will try to volley consecutive backhand drives to each other. This will help
them aim their shots a little better and hit practice hitting another drive from the opponent. It does not matter how students being the
rally. This drill will go for about 3 minutes.
Game: Ruler of the court: Students will be grouped to 4 people per court. One will start out as ruler of the court. The students will play
a series of 1v1 rallies. If the ruler wins the rally, they will receive a point. If they win on a backhand stroke, they will get 2 points. If
the challenger wins the rally, they will become the new ruler. Students will play for 10 minutes and the person with the most points at
the end wins.
Backhand Peer Assessment
Critical Elements
Backhand Peer Assessment
Critical Elements
Serve
Serve
Critical Elements:
 Toss and contact
 Follow through
Task 1: For this task, they will work on the toss for the serve. The toss is a very important part of the serve. They will be standing
behind the line and toss the ball up about 4 feet. When they toss the ball up, they are trying to get it to land
Task 2: For this task, students will practice serving from a closer distance. They will be standing inside the boundary of the court and
attempting to serve to the regulation service court. They will be serving to a partner who will try to return it as well so they can get
some practice. Students will serve 10 times and then switch roles.
Task 3: Students will practice serving from the regulation serving line into the regulation service court. Students will have a partner
who will attempt to return their serve in order to get some practice. Students will serve 10 times and then switch roles.
Game: Students will play a game like scenario. One student will start out serving. If the student serves it correctly, they get 2 points.
If the other player returns it successfully whether the serve was good or bad, they get 1 point. Students will switch roles every 5
serves.
Serve Peer Assessment
Critical Elements
Name Feet and body Arm take Toss and Follow Completed
position back/swing Contact through pointover net
and in
Serve Peer Assessment
Critical Elements
and in
Volley
Volley
Critical Elements:
 Feet and body positionsplit step
 Racquet position out in front of body
 Pivot and turnstep with opposite foot
 Contact away from bodynot a swing
Task 1: For this task, students will practice volleying against a fence. In a volley, you do not put your arm back and swing. So they
will be standing with their back to the fence with a partner tossing them a ball that they will hit back to them using the key elements.
After 10 hits, students will switch places.
Task 2: For this task, students will not be against the fence. They will be standing about 5 feet away from the net with a partner on the
other side of the net. The partner will toss the ball and the student will hit the ball back over the net using the cues for a volley.
Task 3: For this task, students will have a partner. Both partners will stand on opposing sides of the net. They will volley the ball back
and forth consecutively. They will try to volley back and forth as many times in a row as they can, with 20 being the goal. This task
will last for about 5 minutes.
Game: Students will be competing with another team at the same net. The goal of this game is to volley as many in a row as they can
in 2 minutes. After 2 minutes, the team who has the most consecutive volleys without the ball hitting the ground will win.
Volley Peer Assessment
Critical Elements
Name Feet and body Racquet Pivot and turn Contact Completed
position split position out in step with away from pointover net
step front of body opposite foot bodynot a and in
swing
Volley Peer Assessment
Critical Elements
and in
Peer teaching Evaluation
What skill did your classmate teach you?
What was the quality of teaching your classmate 1 2 3 4 5
provided you with?
Written Pre/Post test
Tennis Test
Name______________ Date__________ Period______
Part IMatching (2 points each)
___1. Advantage Court A. Hitting the ball from the Deuce court to the opposite ad
court.
___2. Deuce Court B. Hitting the ball from the Deuce court to the opposite
Deuce court.
___3. Service Court C. When the serve hits the net and goes in. Replaying of a
point.
___4. Deuce D. A shot that is hit with high arc over an opponents head.
___5. Tiebreaker E. A serve that does not go in.
___6. Down the line F. Where the ball must go when serving. Which box?
___7. Cross Court G. Hitting the ball from the dominate side with one hand.
___8. Fault H. When a game is tied at 40
___9. Forehand I. The shot that begins each point.
___10.Backhand J. The right side of the court.
___11. Let K. The left side of the court.
___12.Lob L Shot which a player hits the ball before the ball hits the
ground.
___13. Volley M. A method of determining the winner of a set when tied
6 games all.
___14. Serve N. Hitting the ball from the nondominate side with two
hands.
Short Answer (4 points each)
15. How many points win a game? _________
16. How many games win a set? _________
17. How many points are in a tiebreaker? _________
18. How many sets win a match for women? _________ For Men? _________
19. Which side of the court would you be serving on if there had been 5 points
played? _________
20. Which side of the court would you be serving on if there had been 4 points
played? _________
What’s the Score? (2 points each)
21. You are serving and have won zero points and your opponent has one point?
22. What is the score if you have won 3 points and your opponent has won 3 points?
23. What is the score if you have won 5 points and your opponent has won 4 points?
Label the court (3 points each)
1) __________ A) Doubles Lines
2) __________ B) Singles Lines
3) __________ C) Deuce Service Side
4) __________ D) Ad Service Side
5) __________ E) Deuce Service Court
6) __________ F) Ad Service Court
7) __________ G) Center Service Line
8) __________ H) Net
9) __________ I) Alley
10) __________ J) Sideline
11) __________ K) Baseline
12) __________ L) Service Line
13) __________ M) Fore Court
14) __________ N) Back Court
15) __________ O) Center Mark
Skills test
Tennis Skills Test Rubric
5 Point Scale for eachTotal of 20 Serve
Points  Feet and body position
Rubric #1  Toss and contact
 Follow through
20 – 100  Completed pointover net and in
19 – 98
18 – 96 Forehand
17 – 94  Feet and body position
16 – 92  Back/take away swing
15 – 90  Follow through
13 – 86
12 – 84 Volley
11 – 82  Feet and body positionsplit step
10 – 80  Racquet position out in front of
9 – 78 body
8 – 76  Pivot and turnstep with
7 – 74 opposite foot
6 – 72  Contact away from bodynot a
5 – 70 swing
3 – 66
2 – 64 Forehand
1 – 62  Feet and body position
0 – 60  Back/take away swing
 Follow through
Forehand Skills test recording sheet
Critical Elements
Name Feet and body Arm take Follow through Completed
position back/swing pointover net
and in
Backhand skills test recording sheet
Critical Elements
Name Feet and body Arm take Follow through Completed
position back/swing pointover net
and in
Serve skills test recording sheet
Critical Elements
Name Feet and Arm take Toss and Follow Completed
body back/swing Contact through pointover
position net and in
Volley Skills test recording sheet
Critical Elements
Name Feet and Racquet Pivot and Contact Completed
body position out turnstep away pointover
position in front of with from net and in
split step body opposite bodynot
foot a swing
Test Data
Cognitive Test Raw Data (Out of 103 points)
Student Number Pretest Post test

1 52 86
2 63 92
3 46 96
4 48 90
5 52 88
6 94 103
7 68 88
8 76 95
9 78 90
10 68 88
11 46 82
12 74 98
13 96 101
14 54 86
15 60 90
16 32 84
Skill pretest
Student Forehand Backhand Serve Volley Total
Number
1 4 3 2 1 10
2 4 2 2 2 10
3 3 3 3 3 12
4 3 2 2 3 11
5 3 2 2 4 11
6 5 5 5 5 20
7 4 2 2 2 10
8 3 3 1 3 10
9 3 3 2 2 10
10 2 3 1 1 7
11 3 3 2 2 10
12 2 3 3 3 11
13 5 5 4 5 19
14 3 2 2 2 9
15 4 2 1 3 10
16 2 2 1 1 6
Skill posttest
Student Number Forehand Backhand Serve Volley Total
1 5 4 4 5 18
2 5 4 4 5 18
3 4 5 4 5 18
4 5 4 3 4 16
5 5 4 4 5 18
6 5 5 5 5 20
7 5 4 5 4 18
8 4 4 3 5 16
9 5 5 3 4 18
10 5 4 4 3 16
11 4 4 3 4 15
12 4 5 4 4 17
13 5 5 5 5 20
14 4 5 4 4 17
15 5 4 4 3 16
16 3 4 2 4 13
The Students improved greatly between their pretest and posttest. There was a
significant increase in scores in both the written test and skills test.
Video Reflection
Video tape reflection
a. Appropriateness of the selected instructional model (based on the specific benchmarks)
I believe choosing the peer teaching model was appropriate for this class. The students at
Westminster can handle responsibility and actually have the desire to learn. They like to
work together and I think giving them the opportunity for leadership is very fitting.
b. Effectiveness of the communication skills
After watching the videotape, I believe that my communication and instructions over the
model were very clear and understandable. Some of the communication between student
teachers and student learners could have been improved a little but overall I feel like the
lesson was a success. I used academic language to ensure students were able to
understand.
c. Effectiveness of the management system
Having the students in groups and giving them responsibility worked really well. The
students were busy learning and teaching each other while I walked around and
supervised the student teachers. They are all highly motivated so this worked to my
benefit with teaching this model.
d. Students learning outcomes
The students stayed on task and were completing the learning objective for the day which
was to learn the skill assigned to their specific group. Each group had a different skill that
was being taught to them and their goal was to be able to successfully execute that skill
during a drill. The students met their learning outcomes for the unit on a day to day and
overall basis.

Additional Resources
(scoring, types of shots, etc.)
Scoring:
 Game A contest in which one player or side serves throughout. The first contestant to take four
points wins the game, but the margin of victory must be at least two points. Scoring follows the
sequence, FifteenThirty FortyGame. If both players or sides reach forty, it's called deuce.
 Deuce When players are tied at 40 (three points each), the score is called "deuce." At deuce, a
player must win two consecutive points in a row to win the game. If the players split the
following two points, the score reverts to deuce.
 Love Zero; no points. For example, a score of 40love means that the server has scored three
points and the receiver hasn't scored any. In a set score, it means that the player hasn't won any
games. Probably derived from the old French word for egg, l'ove, because a zero is egg
shaped.
 The server’s score is always announced first. Example, 15 – Love means the server is ahead by
1 point in the game. Each game must be won by 2 points. One person serves the entire game.
Match:
2 out of 3 sets or 3 out of 5 sets. A tennis contest made up of sets, as a set is made up of games.
In major competition, a men's match is made up of five sets and the winner is the player who
first wins three sets. Women usually play bestofthree matches.
Set:
6 games won by one player, but must win by two games. A set is a group of games that is won
by the player or side that first wins at least six games with a twogame margin, unless a tie
breaker is employed. In major tournaments, there are usually five sets in a men's match and three
in a women's match. See scoring system; tiebreaker.
Tiebreaker:
If both players win 6 games, you may play a tie breaker. The first person to 7 points, and ahead
by 2 points, wins the set. A method of determining the winner of a set that's tied. The most
commonly used is the 13point tiebreaker, which is won by the player who first wins 7 points,
provided that the margin of victory is at least 2 points. This is sometimes called a "lingering
death" tiebreaker, on contrast to the sudden death tiebreaker.
Advantage in: Indicates that the server has the advantage; also "ad in"
Advantage out: Indicates that the receiver has the advantage; also "ad out"
Singles: Two people playing each other.
Doubles: Teams of two. Doubles courts include the alleys after the serve.
Faults:
 Fault Serving the ball out of the service area. An invalid service attempt. It is a fault if the serve
fails to land in the receiver's service court; if the server swings and misses the ball entirely; or
if the serve is made from beyond the baseline or from the wrong side of the center mark. See
also double fault; foot fault; serve.
 Double fault Serving the ball out of the service area twice, resulting in a loss of point.
 Foot fault Stepping on or over the service line before the ball is contacted during the serve.
Grips:
 Three commonly used gripsEastern, Continental, Western
 Eastern – also called the “handshake” grip, because it’s like shaking hands with someone.
 Continental – Used by more advanced players. Hold the racket with an eastern grip, then turn
the racket until it’s perpendicular to the ground, wrap your fingers around the handle so that the
V formed by the thumb and the forefinger is slightly to the left on the bevel.
 Western – Hold the racket with an eastern grip. Turn the racket counterclockwise until the top
of the racket points toward 11 o’clock. Now the V formation should point to your right.
 On all grips the player should choke up for more control.
 Never squeeze the racket too hard.
 Always keep your wrist straight.
 The Bevel Method is a way to identify and determine the different types of grips.
Serving:
 Serve The shot that begins each point. Standing behind the baseline, the player must toss the
ball into the air and hit it into the diagonally opposite service court. The server is given two
chances to make a valid serve. A failure is called a fault and a double fault results in loss of the
point. On the first point, the server must be to the right of the center line, and then alternates
sides with each point. In singles, the players alternate service throughout a match. In doubles,
service alternates between the sides, and all four players serve in turn.
 Let A stroke that doesn't count and must be replayed. This most commonly happens when a
serve touches the net before entering the proper service court. The served ball hits the net but
lands in the service court. The next serve is first serve. It's also a let if the serve is delivered
before the receiver is ready, if play is interrupted by some unusual occurrence (such as an
animal running onto the court), or if a linesman's decision that resulted in stoppage of play is
reversed by the umpire
 The alleys are always out for the serve in singles and doubles.
 Advantage Court The left service court, where the receiver takes service when either player
has the advantage.
 Center Service Line A line, extending from the net to the midpoint of the service line, which
marks the boundary for both service courts.
 Deuce Court The receiver's right service court, where he or she receives serve when the score is
deuce. The opposite of advantage court.
 Service Court One of the two rectangles on each side of the net bounded by the service
sideline, the service line, the center service line between them, and the net itself. Each service
court is 21 feet deep and 13 ½ feet wide.
 Service Line The line that marks the back boundary of the service courts on each side of the
net.
 Doubles Court The playing area for a doubles match, which includes the two alleys as well as
the singles court. The area is 78 feet long by 36 feet wide.
The Toss:
 Lower your arm directly in front of you.
 Raise your arm directly above your head, letting the ball go only when your arm is fully
extended. The Toss should be gentle.
 The toss should be an arm’s length in front of you and 2 to 3 inches above the vertical
reach of your racket.
 Bad tosses often result in bad serves
The Flat Serve:
 Use a continental grip
 Stand near the center mark for hitting down the centerline.
 The racket goes to the “backscratch” position as you toss the ball in front of you.
 Toss the ball slightly further in front of you than you normally would.
 Hit the ball with your arm fully extended.
The Slice Serve:
 Use a continental grip
 Shift 80% of your weight to the back foot.
 Your weight should shift simultaneously with your hands as they go up.
 Toss the ball and throw your racket into the “backscratch’ position.
 Dip your hip toward the net as the upper body rotates.
 Transfer your body weight, uncoiling your upper body, and thrust upward from the legs as
you hit the ball, allowing your feet to come off the ground.
The Return (righthanded players):
 Step into the ball with your left foot on the forehand or your right foot on the backhand.
This will give you more power and let you step across to cover the wideangle serves.
 As the speed of the serve gets faster, your service return will become quicker, and your
swing shorter.
TYPES OF STROKES:
The Forehand:
 A shot hit from the racket side of the player's body; the right side for a righthander.
(Hitting the ball on your dominant side).
 Feet should be kept at shoulder width apart.
 Hold racket at waist level directly in front you, knees bent slightly.
 As the ball is hit toward you, turn your shoulders to the right.
 Swing the racket back while pulling it up from the ground, the racket and your arm should
be perpendicular to the net.
 When swinging it’s important to make contact with the ball slightly in front of your body.
This will enable you to rotate your hips through the swing. Follow through by driving
the racket forward so that it ends above your shoulders.
The Backhand:
 A shot hit from opposite the racket side of the player's body with one or two hands; the left
side for a righthander. (Hitting the ball on your nondominant side).
 Move to a ready position, pulling the racket back with the correct grip. Keep your right
hand loose on the grip.
 Dip the right shoulder in front of you. Swing through so that the racket starts low and
finishes high around the shoulders.
The Overhead:
 Offensive shot, hitting a high ball
 Recognize the lob shot coming.
 Turn the shoulders, and therefore the body and feet sideways immediately. Point the left hand straight up in
the air where the racket will contact the ball.
 Hold the racket in the “backscratch” position. Hit up on the ball and allow the arm to be
totally flexible so your wrist will snap. Finish on your front foot.
The Lob:
 A shot that is hit in a high arc, usually over the opponent's head. (Defensive shot, hitting
the ball high and deep in the court).
 Assume the ready position near the baseline.
 Drop the racket head lower than you would for a regular shot, and attempt to get under
the ball.
 Hit the ball up over your opponent’s head, and finish with the racket over the back
shoulder.
The Approach Shot (Volley):
 Offensive shot, close to the net.
 A shot on which the ball is hit before it bounces. As a verb, to hit such a shot.
 Take the racket back shorter than a normal ground stroke. Move in and keep approaching
the net as you are hitting the ball.
 Hit the ball on the run and hit it flat and low over the net.
 Assume a ready position at the net.
Hit with Topspin:
 Topspin works best when a western grip is used.
 Take the racket back and drop the head down, your stance can be either open or closed.
 Make sure to hit up on the ball, finishing high and out over the opposite shoulder, moving
the racket from low to high.
Down The Line Descriptive of a shot that is hit straight from near the sideline, as opposed to a
crosscourt shot.
Cross Court Hitting the ball from the deuce court to the opposite ad. court, or hitting the ball
from the ad. court to the opposite deuce court.
Court Diagram:
Alley One of the areas outside the singles court that come into play in doubles. The alleys are 4
½ feet wide.
Baseline A line at the end of the court, parallel to the net, that marks the lengthwise boundary of
the playing area.

Amber Portwood Unit: Tennis Grade: 7 Model: Peer Teaching Length: 2 Weeks

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Domain Performance Situation Criteria

Lesson content: Tennis

Domain Performance Situation Criteria

Lesson content: Tennis

Domain Performance Situation Criteria

Psychomotor Students will be To a partner on a self 7/10 times

Lesson content: Tennis

Domain Performance Situation Criteria

Psychomotor Students will be To a partner on a self 7/10 times

Lesson content: Tennis

Domain Performance Situation Criteria

Psychomotor Students will be To a partner on a self 7/10 times

Lesson content: Tennis

Domain Performance Situation Criteria

Psychomotor Students will be To a partner on a self 7/10 times

Lesson content: Tennis

Domain Performance Situation Criteria

Lesson content: Tennis

Domain Performance Situation Criteria

Lesson content: Tennis

Domain Performance Situation Criteria

Affective Students will be During a singles No arguing,

Lesson content: Tennis

Domain Performance Situation Criteria

2 Cognitive Students will be able On a written test Score an 80% or

Student Number Pre­test Post­ test

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