Lesson #: 1 of 1 / Grade & Class: 3rd and 4th grade mixed / # of students: 10-15
Unit Topic (ST and or MC) : Striking with shorthanded implements and Relationships / Lesson Topic: Forehand and Upward Striking with Shorthanded Implements with partners/groups
Student Learning Outcomes/Objectives with corresponding Standards (National NS and Pennslyvania PAS)
Psychomotor (with critical elements) / Cognitive / Affective
- The students will consistently demonstrate the proper grip of a shorthanded implement by using the handshake grip with a stiff wrist.
- NS:
- PAS:
- The students will consistently apply a level swing when striking with shorthanded implements.
- NS:
#2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
- PAS:
- The students will respect the safety rules by always using the “ABCs” when striking with partners and groups to ensure everyone’s safety.
- NS:
- PAS:
My teaching strategy focus associated with above objectives
Psychomotor (with critical elements) / Cognitive / Affective
I will encourage all students to use the proper grip and form when striking. I will use demonstrations and checking for understanding to be sure that students are performing the grip and stiff wrist correctly. I will have students working in partners and using a partner checklist (from Hopple’s assessment book) to practice relationships with others when practicing certain skills. Students will learn from their partners and also have the opportunity to help “coach” their partner when practicing level swings. / I will try to get the students to understand how practicing the level swing will help them to control where their object will land. I will use targets and demonstrations to prove that a level swing will help them to control their accuracy. I will let the students practice level swings with partners. I will also continuously use cues such as “open the door and close the door” to help students visualize a level swing when working with their partners or in groups. / I plan to emphasize safety throughout my entire lesson. It is extremely important that students are aware of their peers when working in partners and groups. It is important that no one accidentally gets hit when striking. Therefore, I plan to repeat the ABCs throughout the lesson and repeatedly check for understanding of the ABCs. I will also write the ABCs on the board for the students or on posters around the gymnasium so that they will be able to see and remember the safety procedures.
Equipment Needs
- poly spots, music, music player, foam paddles, beanbags, tape for the floor and wall, balloons, hula hoops, foam balls, nets, tennis balls, tennis rackets, white board to write the safety ABCs on
Content Development
- Instant Activity
- Choose approximately 4 students to be taggers. Each tagger will use a tennis ball to tag with. There will be a hula-hoop on the ground in each corner of the gymnasium and two other hoops along the side of the gym. Inside each hula hoop will be a foam paddle and a balloon. If a student is tagged, he or she must run to a hula-hoop, stand inside the hoop, and keep the balloon in the air with their paddle for three strikes. Then, the student may rejoin the game of tag.
- Play music during this game. Approximately every minute, pause the music and switch taggers. Continue this until every student has had at least one chance to be the tagger.
- Warn students who are the taggers to tag softly when using the tennis ball. Do not throw the tennis ball. If a student is seen not using a gentle tag, his or her tagger privileges will be revoked.
- If a student gets to a hula-hoop that is already occupied, he or she should patiently wait until the student already in the hoop is finished doing their three strikes with the balloon and paddle. Or, the student waiting may run to a different unoccupied hoop instead.
B. Set Induction /
- Today we will be using paddles and we will be working on striking. Can anyone think of any sports that use paddles, rackets, or striking? (Tennis, table tennis, badminton, racquetball, etc.)
- There are many sports that involve striking so it is an important skill that we learn. We are going to play some fun games today and first we are going to start out with a tag game to warm us up! But this tag game is special because were using tennis balls to tag since tennis is a sport that involves striking!
- After Instant Activity game, review the safety ABCs with the students and refer to the poster.
C. TASKS
TASKS/CHALLENGES CUES Set-Up/Organization Safety Notes
1.Set Induction
- See instruction above
- See instruction
- Poly spots will be spread out throughout the gymnasium. Instruct each student to take a racket and find a poly spot. Students should put their paddle in their “garage” (between their feet) once they get to their poly spot and wait for further instruction.
- Once all students are at a poly spot, demonstrate the ready position (see ready position cues below) and handshake grip for all students. Hold the paddle waist high, with the head vertical to the ground, and the handle pointing toward your belly button. Grip the paddle as if you were shaking hands with it. There should be a v shape between the thumb and index finger running alongside the paddle. Keep your wrist and elbow firm. Use whatever hand is your “favorite” hand.
- Ask students if they can show you what they think a good ready position looks like (should be a review from other sports). In the ready position, feet should be shoulder width apart, knees bent, and head up. Check to make sure students are in god ready positions and have the correct grip.
- Practice the ready position by having students run anywhere in the gym while playing music. When they hear the whistle (or when the music stops) students must stand on a poly spot as quickly as possible and face the teacher in the ready position. When the music starts again, they run around again. Continue this a few times until students look comfortable with the ready position.
- Instruct all students to pick up a beanbag and return to their poly spots and place the beanbag in their “beanbag garage.”
- Place your beanbag on your paddle. Balance your beanbag on your paddle in the center of the paddle. Try to always keep it in the center of the paddle.
- Now walk around with your beanbag on your paddle. Look for open spaces. Try to run, skip, gallop, side-step, etc. You may choose whatever locomotor pattern you want to!
- Return to your poly spot with your beanbag still in the center of your paddle. Try to sit down with your bean on your paddle. Then, stand up again without dropping your beanbag.
- Can you stand still and move the paddle all around your body-from hand to hand and from high to low?
- Can you toss your beanbag up off your paddle and catch it in your free hand? Can you catch your beanbag between the paddle and your free hand? Now switch hands and try this!
- Who can toss the beanbag up with your free hand and catch it on your paddle? Can you toss it higher and still catch it? Can you switch hands and still do this?
- Now, can you toss the beanbag up off your paddle and catch it with your paddle? How many times can you toss your beanbag up and catch it with your paddle?
- Try tossing your beanbag up off your paddle as you hold it palm up (forehand) and catching it on your paddle as you hold it palm down (backhand).
- Next, allow all students to get a foam ball to use with their foam paddles. Stand on your poly spot and strike the ball upward and catch it. Now try continuously striking the ball up. How many hits in a row can you get? Can you keep it going for 30 seconds?
- Now try striking it down against the ground. Hit it against the ground once, and then catch it. Try continuously striking the ball against the ground. How many downward hits in a row can you get?
- Now try hitting one up and one down. Trying making up a sequence. For example, two hits up, one hit down, two hits up, one hit down.
- Instruct the students to find a partner. Use another student to demonstrate this activity first. Partners will stand facing each about one giant step apart. One partner will place the beanbag on his or her paddle. Partners will toss the beanbag back and forth and catch it with the paddle and the hand. Then, they will try to catch it on the paddle only. Introduce the cue of side to target.
- After students have a chance to practice, use Teaching By Invitation to allow them to choose whether or not they would like to continue using a beanbag for this activity or try to use a foam ball instead. If students wish to use the foam ball, they must allow the foam ball to bounce once before hitting it to their partner, and then their partner will catch the ball. If students use the foam ball, explain that they must keep their paddle flat and facing their target.
- Eventually encourage all students to use the foam ball. Introduce the cue of using a level swing (open the door, close the door). Have students repeat “open the door, close the door” as they complete that movement when hitting the foam ball back and forth with their partner.
- Students will remain with their same partners. However, they will change equipment. Partners will get one foam ball. Each student will be allowed to choose whether they want to use a racket or a foam paddle. Partners will go to a wall target area. One partner will practice using a level swing while the other partner coaches the striking partner.
- The partner that is striking should let the ball bounce once, then strike it against the wall, and then catch it. That sequence is one swing.
- The partner who is not swinging should help to catch the balls if they get past the striker. They should also count out their partner’s swings. Their racket or paddle should be on the ground and out of the way.
- After 10 swings, the students will switch roles.
- Try to hit the target at least 5 times. Can you use a level swing every time you strike the foam ball?
- After students all have ample time to practice, they will perform a peer assessment on each other. (See assessment instructions below).
- Divide the gym into four miniature tennis courts using one tennis net at each court. The court will be divided in half by a tape line. There will be 4 students at each court, the students will be with their partner from the previous activity. The students should stand on opposite sides of the net as their partner, facing each other. There will be a poly spot target in front of each student. The students will not use their rackets/paddles for the first part of this activity so they should place them under the net where they will not be in the way.
- Each group of two students should have one foam ball and every student should have a racket or foam paddle.
- The students will practice using the over hand throw or underhand toss to get the ball over the net to their partner’s side. The student throwing the foam ball with be trying to get the foam ball to land on the poly spot target on the other side of the net. After the bounce, the partner on the other side of the net will catch the ball. And throw the ball back over the net to their partner, trying to get it to bounce on their partner’s poly spot target. Allow students adequate time to practice this toss.
- Next, students will pick up their rackets and paddles. This time, when the ball is thrown over the net, the partner will let it bounce once on the target and return the ball to their partner by striking it over the net. One student will be the tosser and one will be the striker.
- If students are successfully they may try to continuously hit the foam ball back and forth to each other with catching it or having a designated tosser/striker.
- Remind students to use stiff wrists and elbows, to hit with the paddle facing their target, and to use a level swing.
- See instruction on closure below.
- Gentle Tags!
- Holding the Racket:
- Shake hands with the racket!
- Handle points to the bellybutton!
- Stiff wrist!
- Ready Position:
- Feet apart with bent knees!
- Eyes Up!
- Stiff wrist!
- Keep the beanbag in the center!
- Watch the beanbag!
- Shake hands with the paddle.
- Watch the ball!
- Stiff wrist!
- Flat paddle!
- Flat paddle face to target!
- Open the door, close the door (level swing)!
- Side to the target!
- Open the door, close the door (level swing)!
- Stiff wrist!
- Shake hands with the paddle!
- Stiff wrist!
- Level swing (open the door, close the door)
- Side to the target!
- Equipment for all activities will either be set up or set off to the side of the gymnasium and easily set up when needed. The IA equipment will be set up ahead of time (the hula hoops and paddles). The poly spots will also be set up at the beginning of class, prior to the instant activity. All balloons will be blown up ahead of time. The tape lines on the ground will also be set up ahead of time.
- Students will help clean up equipment between activities for smooth transitions.
- For Instant Activity, the students will be seated in front of teacher for quick directions, and then they will spread throughout the gym and begin “Tennis Tag.”
- Instruct students to try not to move the poly spots that are already on the ground because they are for our next activity.
- Poly spots will be distributed throughout the gymnasium (in random formation) allowing adequate personal space for each student.
- Students will use the poly spots again. The poly spots are distributed throughout the gymnasium allowing each student adequate personal space.
- Partners will all be facing the same direction. A cone will be placed on both ends of the lines of students to show students where each student should be lined up. Below, the X’s and O’s represent the different sets of partners.
X O X O X O X
- Targets will be marked on the wall with tape for each set of partners. Poly spots will be used to mark the area where each partner should stand.
- Targets will be spaced out safely and evenly.