Make a lesson plan on the graphic novel information

Select a Class:

Tennis High school 10 GRADE

Central Focus:

To enlighten students on the Tactical set-up, Technicalwork, and necessary tools needed to successfully play tennis.

NASPE Standards:

S4.H3.L1: Demonstrate knowledge of basic tennis Tactical/Technical by scoring at least 65 percent on written assessment.

Date of Lesson:

Learning Objective:

Students should demonstrate key knowledge of basic tennis play through written assessments

Students should demonstrate the basic knowledge learned in class when practicing in the tennis courts

The students should demonstrate tennis Tactical/Technical skills that have been learnt

“I can” statement for students.

I can demonstrate basic tennis knowledge through written assessment

Essential Question(s) for the Lesson:

What are the basic tools and rules of tennis needed to help students understand the concepts with ease?

Academic Language Demand (Language Function and Vocabulary):

Vocabulary:

Baseline : the line at the end of the court

Break: a winning serve by a player

Break point: a point that could easily result in the player serving to win the game

Throw-in: player throws the ball back into the court after it has crossed one of the side lines

Function:

Students should demonstrate the ability to identify and apply basic tennis rules and concepts.

Students should define different tennis vocabularies with ease.

The students should be in a position to communicate with others to ease learning tennis

Syntax:

Prior Knowledge:

Students have a clear view of what tennis is as a game from the video clips to complete their tasks and homework.

List Key Instructional Materials and Technology for Students and Teacher.

Tennis rackets, tennis courts, boards, board pins, clocks, pens, exams, assessments

Activity

Description of Activities and Setting (Instructional Strategies and Learning Tasks-Discuss what you and the students will be doing) that supports diverse student needs.

1. Focus and review

The students will have ten minutes to complete their assessment work. They will also use this opportunity to review what they have learnt concerning the game and the activities that they will be undertaking in the tennis courts. They will also have a chance to communicate with the teacher concerning the day’s activities.

The teacher will assign the students with an assessment work. The teacher will also coordinate the review of the day’s activities with the students.

2. Warm up

Warm-up strokes, beginning with short-court tennis and progressing to the baseline. Because the athletes are still chilly, aggressive and lunging motions warm up should be avoided.

The teacher will be responsible in coordinating the warm up while instructing the students on the activities they should avoid.

3. Stretch

The students will undergo a dynamic stretch before the start of the practice. They will avoid static stretch as it is not recommended mostly for the tennis players.

The teacher will guide the students through the stretching session

4. Practice review

The students will review the learned skills (theory) that they have study during the class sessions

The teacher will help the students to review learned skills.

5. Tactical set-up

The student will examine a singles or doubles technique that they will see in matches and practice it for 5 minutes to assess how they can handle this circumstance. The one-up/one-back dynamic is prevalent in doubles, with two players rallying from the baseline and two players watching at their net positions. Playing a short ball into the mid-court is frequent in singles.

The teacher will guide the students on one-up/one-back dynamic.

6. Tactical Solutions Discussion

Discuss alternatives to this circumstance once the players have performed the drill for five minutes while playing actual points.  Deep balls, for example, often cause a poor reaction that the net person may pick off, a short ball that the baseliner can attack, or an outright mistake in a one-up/one-back situation. A short ball causes a baseline player to move forward, which results in a poor reaction when they have a two-handed backhand. The lob is a third alternative in this circumstance.

The teacher will guide the students throughout the discussion.

7. Tactical Solutions Practice

Now that the students have various options for dealing with this circumstance, teacher will group them in pairs and have them play for another five minutes attempting to implement this tactical approach.

The teacher will supervise the students during their practices.

8. Technical Work

After attempting this technique, students can work on technical modifications to assist them acquire depth on their groundstrokes, hit short and crosscourt, or putting lobs in play deep. Dead-ball drills are currently beneficial if they are designed to simulate a tactical scenario. To make this form of training helpful from a motor learning standpoint and to create improved body balance and footwork, players should always hit 3 balls while proceeding to the end of the line.

The teacher will instract the students on the technical modifications to assist them in acquire depth on their groundstrokes, hit short and crosscourt, or putting lobs in play deep

9. Tactical/Technical Work

Students will return to the original exercise, attempting to solve it using their newly acquired tactical and technical skills, since they've focused on their strokes particularly to aid them with a specific playing circumstance.

The teacher will oversee the progress of the students by assessing whether they have understand the tactical and technical work

10. Cool Down

The students will have a cool down session where they will undergo static stretch

The student will guide the students throughout the cool down session.

11. Assessment

Students will have 30 minutes to complete assessments on their ability to identify and apply different concepts by scoring more than 65 percent in the assessments.

The teacher will sign supervise the assessments and award marks.

IEP/504 Accommodations

Both Low-skilled and high skilled students will be provided with the same assessment but the grading of low skilled students will be standardized.

Closure

The teacher will provide the answers to the assessments and discuss different corrections and how best to apply theoretical concepts in the tennis court.

The teacher will ask questions to guide students as they discuss what they have learned about team tennis so far as a means of review and informal assessment.

Type of assessment (Informal or Formal)

Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Informal-Psychomotor, Affective

Observation

The teacher will observe students as they undertake their assessments. This will help them in identifying the students understanding on the basic knowledge that they have learned concerning the passing and scoring techniques.

The teacher will standardize IEP students’ results.

This assessment provides evidence of whether or not students are able to demonstrate the ability to grasp different concepts discussed herein.

Informal-Cognitive

The students will discuss their knowledge on tennis concerning the Tactical/Technical of the game

The teacher will provide the students with more assessments in form of questions

The assessment will help to proof if weather the students are in a position to answer and define the terms used in the tennis ball game.

Targeted Students Accommodations

As demonstrated in “IEP/504 Accommodations.”

No groupings will be done for the assessment.

Research & Theory:

Constructivism

Students will learn to internalize and apply the theoretical tennis concepts in real time play.

Sources:

Darst, Paul W., and Robert P. Pangrazi. Dynamic Physical Education: for Secondary School Students. 6th ed., Pearson Education, 2015.