Revised November 2017
Kenanow Bachelor of Education Program
Lesson Planning Format – The Pas Campus
Student Teacher: Sandreka
Date: September 27, 2022
Grades: 6-7
Subject: Physical Education
Duration of Lesson: 65 minutes
Unit/Topic/Theme: Tennis
Title of Lesson: Doubles Tennis Baseball
Lesson Overview: Provide a brief overview of the lesson. Summarize the content, focus for learning and
instructional approaches.
Review:
Prerequisites: Students should already be able to perform forehand or backhand stroke while
hitting a ball.
Purpose of Event: This is an alternative way for students to practice accuracy of their tennis
strokes. The purpose is to hit the ball away from your opponents, but within the lines.
Description of Idea
1. At each court there should be 4 students (2 on each side of the net), 1 racket and 1 ball.
2. Team A is the offensive team, with the racquet.
3. Team B is the fielding team, with the ball.
4. The student with the racquet stands between the service line and the baseline. His/her teammate
stands behind the baseline, and acts as a catcher.
5. The students on the fielding team stand on the opposite side of the net. It would be good to have
the defense spread out so they can cover the entire court.
6. The pitcher, from the defensive team, tosses the ball so that it bounces in front of the batter. The
batter hits a groundstroke over the net. The fielders try to catch the ball before it bounces.
7. It is an out if:
The batter doesn't hit the ball over the net.
The ball does not fall within the tennis court lines.
The fielding team catches the ball before it bounces.
Revised November 2017
8. The offense scores a run when the ball bounces within the tennis court lines, on the other side of
the net.
9. Switch offense and defense after 3 outs or use a 3-pitch limit rule. (Each batter receives 3
pitches, then they rotate regardless of the outcome).
Variations:
You can make the game more challenging by awarding extra points (runs) if:
a. The ball bounces in the alley.
b. The ball bounces behind the service line.
c. The batter uses backhand stroke to hit the ball.
Essential Question(s)
Enduring Understanding(s)
This is an alternative way for students to
practice accuracy of their tennis strokes. The
purpose is to hit the ball away from your
opponents, but within the lines.
Learning Outcomes (taken from curriculum documents):
S.1.6.A.1 Perform extensions and/or variations of transport skills (e.g., sprinting, jumping,
springing, rotating...), applying mechanical principles (e.g., speed is affected by the weight of
body, range of motion, number of involved body segments, application of force...) for speed,
height, and/or distance
K.2.7.A.1 Sort and classify physical activities/ exercises (e.g., jogging, cycling, weight training,
gymnastics...) that are best suited to developing each of the health-related fitness components (e.g.,
cardiovascular endurance, muscular endurance, muscular strength, flexibility, body composition).
K.2.7.C.4 Identify personal factors and preferences for choosing physical activities (e.g., personal
interests, influence of friends, appreciation of the outdoors, affiliation, competition, cooperation,
fun...) for fitness and health.
Activating Strategies:
Duration: ____ mins.
(hook students, link to prior knowledge or build from prior knowledge, begin to make connections, preparing for learning)
There will be a review of what they should already know in performing a forehand and backhand
stroke while hitting a ball.
Acquiring Strategies:
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Duration: ____ mins.
(Integrating and processing learning, content is presented and students process new information, What specific teaching strategies,
will you use to engage students in their learning? How will you provide instruction and/or specific learning experiences which lead
students to the understandings? What will be the sequence of these learning experiences?)
Students will get in groups of two, a total of four pupils on the court, their peers will be grading
them for fun.
Applying Strategies:
Duration: ____ mins.
(Consolidating learning, students may reformulate and extend their learning)
Students will form groups of four and carry out the proper forehand, backhand technique in a
competitive game. The students will write a journal entry later about how they think their peers
did, how they could improve, and what they could have done to improve.
Assessment
Formative: (on-going, for learning)
A discussion will be had about how they feel about the topic, and how they are acquiring the
knowledge.
Summative: (final evaluation after learning has occurred, of learning)
Based on the discussion between the students and I, it is easy to determine who needs more practice on
forehand, backhand strokes, before the next game.
As learning: (metacognition, students reflecting on their learning and level of understanding)
Students will discuss in groups what their favorite part of the lesson was and what they would
have loved to incorporate into it.
Learning Resources and Materials: (books/articles, websites, technology, supplies, other)
Materials needed: Tennis courts with the appropriate lines or teacher designed courts including
lines, 2-4 tennis balls per court, 1 tennis racquet per court.
Revised November 2017
Student specific accommodations, adaptations, and/or modifications prepared
Change the court dimensions to suit the needs of the students.
The batter may stand closer to the net.
The pitcher may stand closer and toss the ball softer.
The batter may self-toss the ball and hit it.
If students cannot write, they will be encouraged to type out their opinions and understandings of
the lesson learnt. If they cannot type, they can tell their findings orally.
Lesson will be kept indoors if it rains.
Cross-Curricular Connections: (provide subject specific curricular linkages)
ELA
Assessment Ideas:
Use a written response or a verbal discussion on the topic of hitting a ball accurately. One of the
main objectives in tennis is to hit the ball away from the opponents, so the opponent has difficulty
returning the ball.
Questions to be addressed:
1. Where do you want to hit the ball during a tennis game?
2. What is likely to happen when you hit the ball directly at your opponent?
3. What is likely to happen when you hit the ball away from your opponent?
4. Is it more likely that your team will score a point if you hit the ball directly at your
opponents or if you hit the ball away from your opponents?
Teacher Reflection:
(Areas of success, potential changes/improvements, reasoning and support)
Students will be enticed to write in their journals after the lesson about what they liked about the
game techniques and what they need further help with technique-wise to being a better competitor