Unit Plan

7th Grade

Richelle Acain & Courtney Carter

KNES 442
California State Physical Education Standards:
● CS 7.1.4 Demonstrate body management and object-manipulation skills needed for successful
participation in individual and dual physical activities.
● CS 7.5.3 Demonstrate an acceptance of differences in physical development and personal
preferences as they affect participation in physical activity.

California Common Core Standards:

● CCSS ELA L 7.6: Use technology, including the Internet, to produce and publish writing and link
to and cite sources as well as to interact and collaborate with others, including linking to and
citing sources.

English Language Development Standards:

● ELD.P1.7.12.Em: Selecting and applying varied and precise vocabulary and other
language resources to effectively convey ideas

Analysis and Description of Setting:

- California Physical Education Standards for sixth grade involve:
- 6.1.2: Strike a ball continuously against a wall and with a partner, using a
paddle for the forehand stroke and backhand stroke
- 6.1.9: Combine relationships, levels, speed, direction, and pathways in
complex individual and group physical activities.
- 6.2.7: Identify the time necessary to prepare for and begin a forehand
stroke and a backhand stroke.
These standards should have been met in the grade prior, in order for our
seventh grade students to participate in this unit. The skills they learned in
their sixth grade Physical Education class will allow them to transfer their
knowledge of the skills into Pickleball.
- Limiting Factors
- The blacktop is shared with one other Physical Education class. There
are only about 8 Pickleball courts that can be assembled on the
blacktop. The teacher is responsible for coordinating with the other
Physical Education teacher to plan when it would be appropriate to
switch and use the courts. Students with disabilities will need
modifications on the different activities depending on what their needs
are. Another limiting factor is due to COVID-19, students are only
meeting in person once a week which may impact the way student’s
retain knowledge.
- Rationale for Including the Activity
- Although some students have an idea of what Pickleball is, this activity
is being included because it provides students with a non-traditional
way of interacting with a paddle and ball. It also provides more
opportunity for students to enhance their motor skills through the
mature techniques of striking and manipulating an object, in this case
a paddle.

Objectives
- General Unit Objectives
- Psychomotor: SWBAT rally against an opponent at least 10 times while
performing mature techniques of the forehand/ backhand strokes,
serve, lob shot, smash shot, drive shot and drop shot in an official game
of Pickleball.
- Cognitive: SWBAT explain to a partner at least one strategy in which
they can be successful when facing an opponent in an official game of
Pickleball.
- Affective: SWBAT participate in different group activities with integrity,
respect, and responsibility.

- Specific Behavioral Objectives

- Cognitive: SWBAT discuss, in a group of 5, at least 3 things they learned

about the history and basic rules of Pickleball.
- Psychomotor: SWBAT perform 6 different hand-eye coordination drills
to get accustomed with using a paddle to hit a ball at least 5 times for
each drill.
- Affective: SWBAT provide feedback and encouragement within their
groups.

- Cognitive: SWBAT to identify at least 3 out of the 5 critical elements to

correctly perform the forehand stroke.
- Psychomotor: SWBAT perform the forehand stroke using at least 3
critical elements.
- Affective: SWBAT to provide at least one piece of positive and
constructive feedback on their partner’s forehand strike.

- Cognitive: SWBAT to identify the 3 out of the 5 critical elements to

correctly perform the backhand stroke.
- Psychomotor: SWBAT perform the backhand stroke using at least 3
critical elements.
- Affective: SWBAT to provide at least one piece of positive and
constructive feedback on their partner’s backhand stroke.

- Cognitive: SWBAT to identify the 2 critical elements to correctly

perform a serve.
- Psychomotor: SWBAT correctly perform the serve by hitting the correct
service box 2 out of 4 times using the 2 critical elements .
- Affective: SWBAT acknowledge the differences in others’ skills and
accept them.

- Cognitive: SWBAT perform 3 out of 5 critical elements of serving the

ball.
- Psychomotor: SWBAT demonstrate mature technique of volleying the
ball over to their partner at least 5 times consecutively.
- Affective: SWBAT work with their partner and discuss how their
 technique can be improved

- Cognitive: SWBAT to explain 2 strategies to scoring a point and

describe at least 2 ways faults can occur.
- Psychomotor: SWBAT rally the ball over the net to their opponents at
least 5 times.
- Affective: SWBAT to demonstrate good sportsmanship through
teamwork and communication.

- Cognitive: SWBAT perform 3 different locomotor movements while

participating in the activity.
- Psychomotor: SWBAT hit the ball over the net to their partner at least 5
times.
- Affective: SWBAT provide at least 3 pieces of feedback to their partner
each time there is a misstep (ball does not go over the net, missed ball,
etc.).

- Cognitive: SWBAT identify two ways they were able to manipulate

the ball and/or the paddle.
- Psychomotor: SWBAT evaluate their movement and correct them
as needed or instructed
- Affective: SWBAT work with their partner and discuss how their
technique can be improved

- Cognitive: SWBAT identify two ways they were able to manipulate

the ball and/or the paddle.
- Psychomotor: SWBAT perform 3 out of the 4 critical elements of
volleying the ball
- Affective: SWBAT provide at least 3 pieces of feedback to their partner
each time there is a misstep (ball does not go over the net, missed ball,
etc.).

- Cognitive: SWBAT perform at least 2 different types of shots

during the game.
- Psychomotor: SWBAT perform the necessary skills to play a successful
game in a team setting.
- Affective: SWBAT perform the knowledge they learned (grip,
hitting, lobs, drives, smash, etc.) with at least 4 new opponents.

Organization
 - Time: 90 minute classes, 1st period, 2 weeks long (block schedule, total of 4
classes), 4 lessons
- Space: The blacktop will allow for Pickleball play and practice There are a total
of approximately 7 pickleball courts.
- Equipment & Supplies: Each student will receive one paddle and ball.
- Grouping: When grouping students, we will use various ways such as same
colored masks, same colored shoes, same birth month, odd numbers with an
even number, or the Magic Hat app where we input students’ names and
have the app create partner groups.
- Number of Groups: The number of groups will vary by each activity however,
activities that include pairs will have 15 groups of 2. There will be a total of 4
students at each court.

Introduction to Pickleball:
- History
- Pickleball today

Rules:
- Serve
- Volleys
- Double-Bounce Back Rule
- Non-Volley Zone
- Fault
- Scoring

Skills:
- Forehand Strike
- Backhand Strike
- Serving
- Lob Shot
- Drop Shot
- Smash Shot
- Drive Shot
- Offensive/ Defensive Skills

Lesson PLan Activities:

Day 1
Eye-Hand Coordination drill + Eye-Hand Coordination drill-dribbling
Goal: control the ball
Equipment: 1 ball 1 paddle
Eye-Hand Coordination drill
-Students will bounce the ball on the paddle and try to keep it up in the air for as
long as possible
-Challenges:
-Use your right hand to bounce the ball with your paddle.
-Use your left hand to bounce the ball with your paddle.
 -Choose a locomotor skill (walking or fast walking) and try to keep control of
the ball.
-How long can you keep the ball up in the air?
-Right Hand
-Left Hand
-How many times can you bounce the ball before it drops?
-Right Hand
-Left Hand
Eye-Hand Coordination drill-dribbling
-Students will bounce the ball against the ground using the paddle.
-Challenges:
-Use your right hand to bounce the ball with your paddle.
-Use your left hand to bounce the ball with your paddle.
-Choose a locomotor skill (walking or fast walking) and try to keep control of
the ball.
-How long can you keep the ball up in the air?
-Right Hand
-Left Hand
-How many times can you bounce the ball before it drops?
-Right Hand
-Left Hand

Day 2
Backhand Passing Opposite Court
https://primetimepickleball.com/pickleball-backhand-dink-drill/
Separate students into groups. Have groups on opposite sides of the net and court.
Each group stands on the service line. Using the backhand swing. Gently hit the ball
over the net. Goal is to have the ball hit the service line next to the opposing group.
Day 3
4 Corner Target
https://www.youtube.com/watch?v=sYJSzSf5tzQ
Make a square on the wall. Make sure each big square has four little ones (with
numbers) inside of it. Separate students into groups. One at a time they get behind
the serving line. Teacher will call out a number. Student(s) all try to serve and hit the
number on the wall

Day 4
Alternating Forehand Lobs
https://www.youtube.com/watch?v=ihKuoy8YfrU
Separate students into groups of two. They should be on opposite sides of the net. As
one students moves forward. Opposite student moves backward. Only using the
forehand swing. THe ball should make it over the net to each partner.
Day 5
Cone Smash
https://www.youtube.com/watch?v=PPXfE9ufl44
Keeps students into one group. Place cones on the opposite side of the court from
students. Teacher will toss the ball high. Students try to smash the ball to hit cones.
After the student smashes all cones they then go and shag. After shagging 10 balls
they then get back in line
Day 6

Goal: to expose the class to many other students for the purpose of grouping players
into similar groups for regulation games played in the upcoming days.
How to play:
1. Groups class into 4 players per court
2. Each 4-person court plays regulation Pickleball, including all serve rotations
3. Every 2 minutes, players will rotate accordingly, outside players rotate
clockwise while inside players will rotate 2 spaces counter-clockwise

Day 7
Duo Lob to Smash
http://applecountrypickleball.blogspot.com/2016/01/overhead-drills-with-lobs.html
Separate students into groups of two. One student will lob the ball high into the air,
while the other student will try to smash the ball. Alternating between students on
who lobs and who smashes

Day 8
Mini speed round game

Day 9
Champion of the Court
http://www.tennisoncampus.com/Assets/USTA+Tennis+On+Campus+2017+1/USTA+T
ennis+on+Campus+2012+Redesign/Documents/TOC.com+Resource+Page+Docume
nts/Top+10+Games+Every+Coach+Should+Know.pdf
Two (or 4) students start on the court and 1 or 2 students wait on the side. The two
teams on the court play for a point and the winner stays on the court while the loser
switches with the third team. THis continues and the goal is to see who can stay on
the court the longest.
Progression: The team has to get two points to be the champion or win the round.

Day 10
PickleBall

Skill Assessments:
- Partner Checklist Assessment
- Think-Pair-Share
Written Assessments:
- Group Quiz
- Exit Slip
- Reflection
- Summative Quiz

Tentative Unit Block Plan

M Tu W Th F

Day 1 Day 2 Day 3 Day 4 Day 5

Focus: History, Focus: Hitting Focus: Serve, Focus: Volley, Focus:
Grip, Stance, the ball back Volley, Forehand/ Accuracy &
Footwork, and forth, Forehand/ Backhand Smash
Control, Safety Forehand & Backhand Lobs
Backhand Drives Game: Cone
Game: Eye- Game: Smash
Hand Game: Game: 4 Alternating
Coordination Backhand Corner Target Forehand Lobs Formal
drill + Eye- Passing & Box Volley Assessment:
Hand Opposite Partner
Coordination Court checklist for
drill-dribbling CS: critical
Formal CS: 1.4: elements:
Formal Assessment: 1.1: Demonstrate Grips
Assessment: Exit slip: Demonstrate body (forehand/
Group quiz: students will mature management backhand),
will be done at list the cues techniques for and object- Serves (drive/
the end of the for the striking and manipulation lob)
jigsaw activity forehand/ volleying. skills needed
This will show backhand for successful CS:
that students grips. They will 2.1: Identify participation 1.1:
paid attention also describe and describe in individual Demonstrate
in their expert how to serve key elements and dual mature
stations and the ball and in the mature physical techniques for
were able to provide an performance activities. striking and
effectively explanation of of striking and volleying.
teach their the double- volleying. 2.2: Analyze
groups what bounce rule. 2.2: Analyze movement 2.3: Use
they learned. CS: movement patterns and principles of
Quizzes will be 1.4: patterns and correct errors. motor learning
turned in at Demonstrate correct errors to establish,
5.2: Accept
the end of the body monitor, and
responsibility
activity. management 5.2: Accept meet goals for
for individual
and object- responsibility motor skill
improvement.
CS: manipulation for individual development.
1.5:Demonstrat skills needed improvement.
e body for successful 5.1: Identify
management participation COG: SWBAT COG: SWBAT appropriate
and locomotor in individual perform 3 out successfully and
skills needed and dual of the 4 critical volley the ball inappropriate
for successful physical elements of risks involved
participation activities. serving the 8 times using in adventure,
in individual ball the forehand individual, and
and dual 2.2: Analyze PSY: SWBAT and backhand dual physical
physical movement demonstrate lobs activities.
activities patterns and mature PSY: SWBAT
correct errors. technique of volley the ball
2.3: Use volleying the to their SWBAT set
5.3:
principles of ball over to partner over two goals
Demonstrate
motor learning their partner the net at least based on what
an acceptance
to establish, at least 5 times 10 times they want to
of differences
monitor, and consecutively consecutively achieve
in physical
meet goals for AFF: SWBAT AFF: SWBAT performance
development
motor skill work with work with wise and
and personal
development. their partner their partner recognise the
preferences as
and discuss and discuss safety and
they affect
5.2: Accept how their how their injury
participation
responsibility technique can technique can precautions
in physical
for individual be improved be improved needed for the
activity.
improvement. lesson.

COG: SWBAT
COG: SWBAT
perform 3
keep the ball
different
in the air for at
locomotor
least 5 seconds
movements
and at least 5
while
times while
participating
dribbling.
in the activity.
PSY: SWBAT
PSY: SWBAT
create goals in
hit the ball
which they
over the net to
decide at least
their partner
3 different
at least 5
locomotor
times.
skills (walk,
AFF: SWBAT
skip, jump,
provide at
hop, jog, etc.)
least 3 pieces
they would
of feedback to
like to dribble
their partner
with and work
each time
towards
meeting them. there is a
AFF: SWBAT misstep (ball
discuss with does not go
their over the net,
classmates missed ball,
how many etc.).
times they
were able to
dribble the ball
and explain
why they think
which motor
skill of their
choosing had
more success
over the other

Day 6 Day 7 Day 8 Day 9 Day 10

Focus: Rules, Focus: Focus: Focus: Focus:

Etiquette, and Strategies Gameplay Gameplay Gameplay
Scoring
Game: Duo Game: mini Game: Game:
Game: Rubik’s Lob to Smash speed round Champion of pickleball
Cube game the court game
Assessment: (tactics)
Informal Assessment: Formal
Assessment: CS: Formal Assessment:
Think, Pair, 1.3: Combine CS: Assessment: Quiz
Share: What is manipulative, 1.3: Combine Reflection:
something you locomotor, manipulative, Students will CS:
learned about and locomotor, answer two 1.4:
Pickleball from nonlocomotor and questions Demonstrate
last week? skills into nonlocomotor regarding body
What are movement skills into their management
some things to patterns. movement performance and object-
remember patterns. in today’s manipulation
about serving? 2.6: Diagram lesson. skills needed
and 2.3: Use CS: for successful
CS: demonstrate principles of 1.4: participation
1.4: basic offensive motor learning Demonstrate in individual
Demonstrate and defensive to establish, body and dual
body strategies for monitor, and management physical
management individual and meet goals for and object- activities
and object- dual physical motor skill manipulation
manipulation activities development. skills needed 2.3: Use
skills needed for successful principles of
for successful 5.2: Accept 5.4: Evaluate participation motor learning
participation responsibility the effect of in individual to establish,
in individual for individual expressing and dual monitor, and
and dual improvement. encourageme physical meet goals for
physical nt to others activities motor skill
activities. SWBAT while development.
perform 2 participating 2.2: Analyze
5.4: Evaluate
2.2: Analyze offensive and 2 in a group movement
physical patterns and the effect of
movement defensive
activity correct errors. expressing
patterns and strategies
encourageme
correct errors with a partner.
SWBAT 5.4: Evaluate nt to others
discuss with the effect of while
5.3:
their partner expressing participating
Demonstrate
at least 3 encourageme in a group
an acceptance
things that nt to others physical
of differences
worked and 3 while activity
in physical
things that did participating
development
not work in a group SWBAT set
and personal
during the physical three (3) goals
preferences as
game. activity before the
they affect
game and
participation
SWBAT work to meet
in physical
perform the them or adjust
activity.
necessary them as
skills to play a needed.
COG: SWBAT
successful
identify two
game in a
ways they
team setting.
were able to
manipulate
the ball and/or Cognitive: SWBAT
the paddle. observe and fix at
PSY: SWBAT least 2 issues from
evaluate their their stroke or
movement serve. They will
and correct also be able to
them as explain to their
needed or partner why they
instructed. made a mistake in
the first place.
AFF: SWBAT
perform the
knowledge
they learned Psychomotor:
(grip, hitting, SWBAT
lobs, drives, demonstrate
mature techniques
smash, etc.)
of the 2 strokes
with at least 4
(forehand/
new
backhand) and
opponents.
serves (lob/ drive)
by completing 5
successful strokes
and serves over
the net.

Affective: SWBAT
understand and
accept their
classmates’
varying skill levels.
 Physical Education Lesson Plan Day 1
Needed Equipment: Instructor: Richelle Acain Major Content: Pickleball
30 paddles Date: Intro/Instant Activity: Dynamic Warm-up/ Stretch
15-30 whiffle balls Grade Level: 7 Fitness: n/a
Pencil Lesson Focus: History & Basics
Index Cards Game: Hand-Eye Coordination + Volley Drills
Assessment: Group Quiz

Time Lesson Content Organization/Management/Teaching • Student Learning Objectives

Allotted (Include Tasks, Hints (Cognitive, Psychomotor, Affective)
refinements, extensions, (Include routines, safety issues, grouping • California Content Standards
critical elements, checks techniques, transitions, etc…) • References
for understanding)
• ELD Strategies
Closure Questions
• Common Core State Standards
30 sec. Check area for safety Ensure there is no trash or puddles in the Student Learning Objectives:
playing area. Cognitive: SWBAT discuss, in a group of 5, at least 3 things
Cones are placed where students should be they learned about the history and basic rules of Pickleball.
aware of any construction or holes
Pennies/ flags are placed on side of nets for Psychomotor: SWBAT perform 6 different hand-eye
students to avoid running into the net coordination drills to get accustomed with using a paddle to
2 mins. Take attendance hit a ball at least 5 times for each drill.
Students get some time to chat with the
people around them. Affective: SWBAT provide feedback and encouragement
within their groups.
5 mins. Dynamic Warm-Up/ Students will stay in their lines according to
Stretch the numbers on the ground. When prompted,
• Jog
California Content Standards:
students will perform the exercise to the other CS 7.1.4 Demonstrate body management and object-
• High Knees side of the blacktop. At the end, students will manipulation skills needed for successful participation in
• Butt kickers go back to their numbers and stretch. individual and dual physical activities.
• Toy Soldiers
• Side Shuffle CS 7.5.3 Demonstrate an acceptance of differences in physical
• Karaokes development and personal preferences as they affect
• Super Marios participation in physical activity.
• Skip
 • Side Lunge
• Reach & Fold ELD Strategies:
• Arm across chest A whiteboard will be presented at the front of the class for students
• Self-hugs to read what the plan is for the day.
• Arm Circles The teacher will include visuals on the PowerPoint in order for
students to get a better idea of what is expected of them in class.
The teacher will also demonstrate in person how to perform each
skill.
1 min.
Students will listen to the teacher talk after
they finish stretching on their numbers. Common Core State Standards:
Anticipatory Set: CCSS ELA SL 7.1 Engage effectively in a range of collaborative
“Today we will be introduced to discussions (one-on-one, in groups, and teacher-led) with
a game called Pickelball but
diverse partners on grade 7 topics, texts, and issues, building
before we get into that, we will
be doing a Think-Pair-Share, on others’ ideas and expressing their own clearly.
learn about the history and
basics of the game by doing a References:
Jigsaw teaching activity, some Mrs. Morris’s Jigsaw Activity
2 mins. hand-eye coordination drills Students will think about the answers to these
with the paddles and whiffle questions. When prompted, they will talk to
balls, and finally, we’ll get a the person across from them. If students do Hand-Eye Coordination:
chance to practice hitting the https://blog.pickleballcentral.com/2019/04/16/easy-and-
not have a partner, the teacher will pair them
ball with the paddles.” effective-pickleball-hand-eye-coordination-drills/
up with someone.
Think-Pair-Share
I want you to think about these
Forehand/ Backhand Stroke Partner Practice:
3 mins. After students answer, the teacher will group https://www.youtube.com/watch?v=HeWKlvDEwSc
questions:
• Have you heard of
tell students their letter and number. Students
racket sports? What are required to remember their letter and
are some examples? their numbers. The teacher will use the
• Have you heard of numbers on the ground to group students.
2 mins. Pickleball? Have you Vertically, students will get letters (A,B,C,D,E)
ever played it? and horizontally, students will get their expert
• What are you most
looking forward to
numbers (1,2,3,4,5).
doing in this unit? *In the case that there are more students, it is
25-30 okay to have two experts.
mins. Now to talk to the person
across from you and talk about Jigsaw Teaching Activity:
your experience with racket Students will find their home base and then find
sports. I will be calling on their respective “expert” stations. One person from
 groups later to see what your each group will go into a station and write down
answers are. what they learn. When time is up, they will go back
to their original groups and teach them what they
Teacher will group students by learned. At the end of the activity, students will
splitting them up by 5. The turn in their notecards.
teacher will then ask them to
number themselves 1-5.

Jigsaw Teaching Activity:

Teacher will direct groups
where their “home base” will
be located. Home base will
have notecards and pencils for
each student. The teacher will
then call out each student’s
number and have them move Coordination Drills:
to the respective station. After Students will practice each drill individually at the
about 10 mins. The teacher will teacher’s discretion.
tell students to go back to their
home base. The teacher will
10 mins. then give students about 15-20
minutes to each talk about
what they learned in their
station.
The teacher will set up 5
different “expert” stations.
Each station will have a
different Pickleball topic.
1. History of Pickleball +
What is the double
bounce rule?
2. How to Serve + Health
Benefits
5 mins. 3. What is a Fault
4. Lines + Areas of the
Court
5. Types of Shots

Teacher will ask students to go

back to their letter groups and
 work on the quiz based on what
they learned for the day. Practice serving the ball over the net and volleying.

Coordination Drills
Teacher will demonstrate at
least 5 different drills for
students to practice their hand-
eye coordination skills. The
teacher will then let students
know when to practice each
drill.
1. Bounce the ball in the
air with the paddle
- Right hand
- Left hand
2. Dribble the ball on
the ground with the
paddle
3 mins. - Right hand
- Left hand
3. Walk and bounce the
ball in the air
- Right hand
- Left hand
4. Bounce the ball in the
air with the paddle
while walking
- Right hand
- Left hand
5. Bounce the ball on Safety:
the paddle while Remind students not to jump over, step over, etc.
walking and flipping the net. If they need to retrieve a ball, they must go
the paddle around the net.
Remind students not to run through two people
Teacher will go through the who are playing a game. Students should go around
20 mins. different ways to hit the ball the playing area in order to retrieve their ball.
and serve the ball.
- Forehand: Critical Elements:
paddle is in the *Cues are in bold*
dominant hand Forehand Stroke:
on the dominant
side. When
 swung, the hand 1. Ready stance: feet shoulder width apart,
will go towards knees slightly bent, paddle in dominant
the opposite hand on same side as dominant.
shoulder. 2. Side to target
- Backhand: 3. Step with opposite foot
paddle is in the 4. Swing
dominant hand 5. Follow-through with paddle going
on the towards opposite shoulder
nondominant
side. When Backhand Stroke:
swung, the hand 1. Ready stance: feet shoulder width apart,
will go towards knees slightly bent, paddle in dominant
the opposite hand on opposite side of dominant
shoulder. 2. Side to target
- Serve: When 3. Step with same foot
serving, students 4. Swing
must serve 5. Follow-through with paddle going
underhand and towards the your dominant side.
below the waist.
The serve begins Serve:
in the right 1. Paddle in dominant hand, ball in opposite
service area. The hand
ball must be 2. At least one foot behind the baseline
served to the 3. Underhand
box diagonal 4. Below the waist
from it. Must 5. Must be served diagonally to the
clear the net and opposite service box
not touch the 6. MODIFICATION: For students who can’t
non-volley zone. clear the net, have them bounce the ball
One foot must and serve.
be behind the
line.
- Double Bounce
Rule: the ball
must bounce on
both sides of the
court before you
can volley it.
Volley: you can hit the
ball without it having
touched the ground.
Forehand/ Backhand Partner
Practice
Students will partner up. Each
student will have 1 paddle and
share 1 ball. Students will each
occupy a space on the court
parallel to the net.

One student will underhand

toss the ball towards their
partner’s “forehand side” the
receiving partner will hit the
ball 10x using the forehand
strike. The same will be done
for the backhand stroke.

Switch roles once one student

has finished 20 hits.

When both students are

finished, they may practice
rallying.
Time Lesson Content Organization/Management/Teaching • Student Learning Objectives
Allotted (Include Tasks, Hints (Cognitive, Psychomotor, Affective)
refinements, extensions, (Include routines, safety issues, grouping • California Content Standards
critical elements, checks techniques, transitions, etc…) • References
for understanding)
• ELED Strategies
Closure Questions
• Common Core State Standards

Put away paddles and whiffle Students will answer the questions from the
7 mins balls teacher.
Sit on numbers - the ball must bounce on both sides
of the court before you can volley it.
Closure - Forehand and backhand
Checking for understanding - One foot. You serve from the right
- What is the serve box and hit it towards the
Double Bounce diagonal box (left).
Rule? Waits for the bell to ring
- What are the
two ways we hit
the ball?
- How many feet
are behind the
line when
serving and
where do you
serve from and
to?
Next class, we will learn more
about volleys and drives. We
will also continue practicing
serving.
 Pickleball Day 2

Lesson Focus: Hitting the ball back and forth, Forehand & Backhand Instant Activity: Health-Related Fitness Grade: 7th-8th
Class Time: 90 minutes # of Students: 30

Teaching Style: Command

Goal of the Lesson: By the end of the lesson students will be able to demonstrate how to do the backhand and forehand swing. They
will also be able to identify why we use a neutral grip to hold the paddle.

CA Content Standards:

1.4: Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical
activities.

2.2: Analyze movement patterns and correct errors.

5.3: Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in
physical activity.

ELD Standards: ELD.P1.7.12.a.Ex. Use a growing set of academic words (e.g., cycle, alternative, indicate, process), domain-
specific words (e.g., scene, solilo- quy, sonnet, friction, monarchy, fraction), synonyms, and antonyms to create preci- sion and shades
of meaning while speaking and writing.

Common Core Standards: W.7.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Instructional Objectives:

Cognitive: SWBAT perform 3 different locomotor movements while participating in the activity.

Affective: SWBAT provide at least 3 pieces of feedback to their partner each time there is a misstep (ball does not go over the net,
missed ball, etc.).
Psychomotor: SWBAT hit the ball over the net to their partner at least 5 times.

Teaching Cues: Step, swing, cross body, handshake, follow-through

Safety Considerations: Spread students out to limit the chances of someone getting hit by a ball or paddle. Tell students to be aware
of their surroundings and always follow directions. Nets have pennies that indicate the ropes holding the net. Trash and extra
equipment are not left in the group or in the activity area.

TIME CONTENT/ACTIVITY (Lesson Plan ORGANIZATION/DIAGRAMS MATERIALS

ALLOTMENT Segments) (Student formations and AND
*see attached for content/activity descriptions transitions) EQUIPMENT
NEEDED

30sec Check Area for Safety

Routine: students form a semi-circle
Gather students and have them sit facing the while instructor discusses the activity
instructor.

Literacy

Words that will be discussed: Backhand and Teaching Cues:

Neutral Grip Use the think-pair-share strategy and
15 min -Ask students to provide their own definition of let students try to figure out the
Backhand and Neutral Grip. meaning of the two words.
“What does Backhand mean?” Be informative and energetic.
“What does Neutral Grip mean?”
“What does Forehand mean?”
-Provide a definition
● Backhand: Used when a ball is
approaching the side opposite the paddle
 arm (source:
https://usapickleball.org/what-is-
pickleball/how-to-
play/basics/groundstrokes/)
● Neutral Grip: Will look similar to you
10- 15min shaking hands with someone. This grip
allows you to hand control over the paddle
and full range of motion.
● Forehand: from the same side of your body
as your dominant hand, and a backhand is
hit from the opposite side. (source:
https://hes.dasa.ncsu.edu/wp-
content/uploads/sites/62/2016/08/HESR-
255-Course-Pack.pdf)
-Discuss the importance of using the backhand
and when to use it.
-Discuss the importance of using a neutral grip.
-Discuss the importance of using the forehand
swing.

Critical Elements of Backhand

A. Start in ready position

B. Step with dominant foot
C. Cross body with dominant hand and paddle
D. Bend wrist and elbow to pull the paddle close to
body
E. Bring arm back with wrist
F. Transfer weight between feet
G. Swing arm with paddle forward
H. Flick wrist with paddle outward towards the ball
I. Aim ball towards the center of the paddle
 J. Follow through with swing

Critical Elements of Forehand

A. Line up with ball
B. Stand with legs shoulder width apart
C. stewiest shoulders (keep inline with torso)
D. Bend arm with paddle about 900 at the elbow
E. Bring arm and paddle back past the hip line
F. Swing paddle forward
G. Line center of the paddle up with the ball
H. Transfer weight between feet
I. Follow Through with ball and swing
J. Return to ready position

Healthy-Related Physical Fitness Flexibility

- Three toe touches (hold for 10 sec.)

- Arm stretches (left crossing over to right) (right

crossing over to left)

- Hamstring (right and left)

- Butterfly stretch

Muscle Strength and Endurance

- Fifteen jumping jacks

- Fifteen scissor jumps
- Ten curl ups
- Ten push ups
 - 2 sets of 20 sit-ups
- 2 sets of 20 second planks
- 10 squats

Cardiorespiratory Endurance:

- Students will run a lap around the field if

weather permits or they will walk a lap around the
field.

Cognitive –
5 min Begin with students on their numbers and practice Teaching Hint SWBAT perform 3
doing the forehand and backhand swing without a -Discuss Rules before dismissing different locomotor
ball. This allows students to get the feel of the students to activities movements while
move(s) and allows the teacher to correct form -Have students get equipment after participating in the
early. rules and instructions are provided to activity.
Introduce the Activity limit distractions
Psychomotor –
Backhand Passing Opposite Court SWBAT hit the ball
over the net to their
https://primetimepickleball.com/pickleball-backhand-
partner at least 5
15 mins dink-drill/ times.
Rules / How to Play:
Affective – provide
1. Separate students into groups of 2. at least 3 pieces of
2. Have groups on opposite sides of the net feedback to their
and court. partner each time
3. Each group stands on the service line. there is a misstep
(ball does not go
4. One partner will toss the ball to the person over the net,
hitting. missed ball, etc.).
 5. The student hitting will gently hit the ball
15 mins over the net using the backhand swing.
6. Goal is to have the ball hit the service line Equipment: 30
paddles, 30 tennis
next to the opposing group
balls, paddleball
7. After each hit students will get back in line courts/nets
Forehand Partner Passing
15 minutes
https://www.youtube.com/watch?v=ihKuoy8YfrU
Rules/How to Play:
1. Separate students into groups of two
2. They should be on opposite sides of the net
3. As one student moves forward
4. Opposite student moves backward
5. Only using the forehand swing
6. The ball should make it over the net to
each partner

Team Rally
1. Students will get into a group of 4 (find
another pair of partners to make 4)
2. Each pair will be on opposite sides of the
net
3. They will rally back and forth using the
forehand and backhand swing
4. After 2-3 minutes switch groups so the
pairs have someone new to play against

Closure: Teaching Hint

3-5 minutes 1. What is backhand swing? Students should raise their hand and
2. What is a Neutral Grip? wait to be called on to answer or
3. What is a forehand swing? demonstrate the answer. The students
can also use think-pair-share to
4. Why is the backhand important in Pickleball?
discuss the questions and then share
5. Why is the forehand important in Pickleball? with the class.
6. Why do we use the Neutral Grip?

Teaching Hint:
Assessment – Exit Slip Do this the last 5 minutes of class
● Students will list the cues for the forehand/ after the closure. Students will need a
backhand grips. piece of paper and a writing utensil.
● They will also describe how to serve the
ball and provide an explanation of the
double-bounce rule.
 Physical Education Lesson Plan Day 3
Needed Equipment Instructor:Richelle Acain Major Content: Pickleball
30 paddles Date: Intro/Instant Activity: Everybody’s It Tag
15-30 whiffle balls Grade Level: 7th Fitness:
Lesson Focus: Volley, Serve, Forehand, and Backhand drives
Game:4 Corner Tag & Box Volley

Time Lesson Content Organization/Management/Teaching Hints • Student Learning Objectives

Allotted (Include Tasks, refinements, (Include routines, safety issues, grouping (Cognitive, Psychomotor, Affective)
extensions, critical elements, techniques, transitions, etc…) • California Content Standards
checks for understanding)
Closure Questions • References
• ELD Strategies
• Common Core State Standards

30 Check area for safety Ensure there is no trash or puddles in the Student Learning Objectives:
seconds playing area. Cognitive: SWBAT perform 3 out of 5
Cones are places where students should be critical elements of serving the ball.
aware of any construction or holes
Pennies/ flags are placed on side of nets for Psychomotor: SWBAT demonstrate
students to avoid running into the net mature technique of volleying the ball
over to their partner at least 5 times
Students get some time to chat with the people consecutively.
around them.
1 min. Anticipatory Set: Affective: SWBAT work with their partner
“Today we will be continuing our Transitions: and discuss how their technique can be
Pickleball lesson. Specifically, we Beginning: improved
are going to learn more about Music will play and students will have until the
volleys, the forehand/ backhand end of the second song to dress out, lock up California Content Standards:
drive and when to use them, and their lockers, and sit on their numbers. CS 1.1 Demonstrate mature techniques
we will also continue practicing for striking and volleying.
our serves. We’ll go through our During:
warm-up, some quick drills, a Begin: “Go”
 short demonstration of what I Stop: “Eyes” CS 2.1 Identify and describe key elements
want you to do, and some lead- - Students will stop whatever they are in the mature performance of striking
up games to help you better doing and look at the teacher. and volleying.
practice your skills. By the end,
we will be playing a game called 4 CS 2.2 Analyze movement patterns and
Corner tag where we can bring all End: “Bring it in” correct errors.
the skills we learned together.” - Students will clean up their stations, put
everything away, and regroup with the CS 5.2 Accept responsibility for individual
Review: teacher. improvement.
Students will think-pair-share
what they remember from ELD Strategies:
3 mins. previous lessons. Grouping: A whiteboard will be presented at the
Questions to facilitate learning: Teacher will randomize groups using an app on front of the class for students to read
- What is a forehand grip? the phone (Team Shake) while students are what the plan is for the day.
Backhand grip? Neutral playing tag. These groups will be used The teacher will include visuals on the
grip? throughout the rest of the day. PowerPoint in order for students to get a
• Changes may be made to groups better idea of what is expected of them
- When do we use each
in class.
grip? depending on how well groups are
The teacher will also demonstrate in
working together.
person how to perform each skill.
Warm-Up:
Common Core State Standards:
Everybody’s It Tag:
CCSS ELA
Students will be notified of the
5 mins.
boundaries (this can be a whole
References:
basketball court on the blacktop).
As the name suggests, every
student is it. Students will be
asked to perform different
locomotor skills such as fast
walking, skipping, hopping,
jumping, etc. and try to tag
another person on the shoulder
using two fingers. When tagged,
 students will perform 10 jumping
jacks and go back to playing the
game.
Safety:
• remind students to be
aware of their
surroundings
• remind students of the
two-finger touch on the
shoulder

Hand-Eye Coordination Drills:

1. Bounce the ball
10 mins in the air with the paddle
- Right hand Link to 4 Corner Target
- Left hand
2. Dribble the ball
on the ground with the Safety:
paddle Remind students to be aware of their
- Right hand surroundings.
- Left hand No running
3. Walk and bounce Try to stay on numbers
the ball in the air Watch out for loose balls
- Right hand
- Left hand
4. Bounce the ball
in the air with the paddle
while walking
- Right hand Reference for Volley:
5 mins. - Left hand Mrs. Morris’s Week 12 In-Person Lesson
Link to Box Volley
How to Serve
 5. Bounce the ball on the Drive shot
paddle while walking and flipping How to perform the drive shot
the paddle

How to Serve:
Critical Elements:
1. Paddle in dominant hand,
ball in opposite hand
2. At least one foot behind
the baseline
2 mins.
3. Underhand
4. Below the waist
5. Must be served
diagonally to the
opposite service box
6. MODIFICATION: for
15 mins.
students who can’t clear
the net, have them
bounce the ball and
serve.

Double Bounce Rule:

the ball must bounce on both
sides of the court before you can
volley it.

Check for Understanding:

Have students show you without
the ball the proper technique of Teacher will set up diagrams as shown in this
serving the ball. picture on walls (racquetball wall, handball wall,
 etc.) and have students practice their serves
4 Corner Target: from three different distances.
A square will be drawn on the
wall. Each square will have four Distances can be marked using cones, chalk,
little ones with numbers 1-4 on pollispots, etc.
each box. Students will be
separated into groups and one at
a time, they will serve towards a
number that the teacher calls
out.

5 mins

What is a Volley?
- Playing the ball before it
bounces and from
position behind the non-
volley zone.

Where is the Non-Volley Zone?

- The area by the two
sidelines, the non volley
line, and the net.

What is the Non-Volley Zone?

- This is the area where
you cannot volley the
ball. Your serve should
also clear this area.
 Drive shots:
These types of shots are fast and
low to the ground. These shots
are relatively flat and is aimed
deeper in the court. These types
35 mins. of shots are meant for the
opponent to make an error

Box Volley Activity:

Students will partner up and each
have 1 paddle and 1 ball.

Teacher will choose a court and

students will place themselves
either inside of the court or
outside. One student will have 2
balls and stand inside the box
while the other student will have
their paddle and be outside of
the box facing their partner.

The partner with the ball will

underhand toss the ball towards
their partner to have them
complete a forehand volley. This
will also happen for the
backhand.

Have each student practice about

10 times on each side.

When ready, the teacher will tell

students “go.” At this command,
those on the outside will slide to
the left and return the ball using
the forehand stroke. Those on
the inside will underhand toss the
ball and catch the ball that is
returned.

Players will continue all the way

around the square, returning
each ball back to the tosser.

Once done, reverse direction

using the backhand return of
each ball tossed.

Once students finish, they will

switch sides.

Teacher will control the speed

and return skill while the
movement is in progress.

One student will underhand toss

the
Time Lesson Content Organization/Management/Teaching Hints • Student Learning Objectives
Allotted (Include Tasks, refinements, (Include routines, safety issues, grouping (Cognitive, Psychomotor, Affective)
extensions, critical elements, techniques, transitions, etc…) • California Content Standards
checks for understanding)
Closure Questions • References
• ELED Strategies
• Common Core State Standards

Put away paddles and whiffle

8 mins balls
Sit on numbers
Closure Students will answer the questions from the
Checking for understanding teacher.
How do we serve? What’s a - Critical Elements:
modification if we can’t get the 1. Paddle in dominant hand, ball in
ball over the net? opposite hand
What is a Volley?
2. At least one foot behind the baseline
Where is the Non-Volley Zone?
What is the Non-Volley Zone? 3. Underhand
4. Below the waist
Next class, we will learn more 5. Must be served diagonally to the
about volleys practice our opposite service box
forehand/ backhand strokes, and 6. MODIFICATION: for students who can’t
talk about lobs. clear the net, have them bounce the
ball and serve.

- Playing the ball before it bounces and

from position behind the non-volley
zone.
- The area by the two sidelines, the non-
volley line, and the net.
 - This is the area where you cannot volley
the ball. Your serve should also clear
this area.

Waits for the bell to ring

 Pickleball Day 4

Lesson Focus: Volley, Forehand/ Backhand Lobs Instant Activity: Health-Related Fitness Grade: 7th-8th Class Time: Class Time: 90
minutes # of Students: 30

Teaching Style: Command

Goal of the Lesson: Students will be able to volley the ball to the opponent as well as lob the ball in two different ways (backhand lob
and forehand lob).

CA Content Standards:

1.1: Demonstrate mature techniques for striking and volleying.

2.1: Identify and describe key elements in the mature performance of striking and volleying.
2.2: Analyze movement patterns and correct errors
5.2: Accept responsibility for individual improvement.

ELD Standards: ELD.PII.7.2.a.Ex. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g.,
how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.

Common Core Standards: SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.

Instructional Objectives:

Cognitive: SWBAT perform 3 out of the 4 critical elements of serving the ball

Affective: SWBAT demonstrate mature technique of volleying the ball over to their partner at least 5 times consecutively

Psychomotor: SWBAT work with their partner and discuss how their technique can be improved

Teaching Cues: Step, Swing, Cross body, Power

Safety Considerations: Spread students out to limit the chances of someone getting hit by a ball or paddle. Tell students to be aware
of their surroundings and always follow directions. Nets have pennies that indicate the ropes holding the net. Trash and extra
equipment is not left on the group or in activity area.

TIME CONTENT/ACTIVITY (Lesson Plan ORGANIZATION/DIAGRAMS MATERIALS

ALLOTMEN Segments) (Student formations and AND
T *see attached for content/activity transitions) EQUIPMENT
descriptions NEEDED

30sec Check Area for Safety

Routine: students form a semi-circle
Gather students and have them sit facing the while instructor discusses the
instructor. activity

Literacy

Word that will be discussed:

● Volley
15 min ● Lob
Teaching Cues:
-Ask students to provide their own definition Be enthusiastic and encouraging
of Volley: Have students discuss with a partner
“What does Volley mean?” what the various terms mean to them
Ask students to provide their own definition
of Lob:
“What does Lob mean?”
-Provide a definition
Volley: action at the net when the ball does
NOT bounce. (source:
https://thevolleyllama.com/pickleball-volley-
strategy/)
Lob: A lofted [soft hit] shot that sends the ball
high overhead and deep (source:
https://usapickleball.org/what-is-
pickleball/learning-to-play/basics/lobs/)
-Discuss the importance of Volleys in
Pickleball.
Discuss the importance of Lobs in Pickleball.

Critical Elements of Lobs

A. Get close to net

B. Slightly bend knees
C. Keep weight on balls of feet
D. Hold paddle in dominant hand
E. Rest hand and paddle in the middle of the
chest
F. Bend knees to a squat
G. Line paddle up with the ball
H. Let ball hit center of the paddle
I. Fully swing paddle to make contact with ball
J. Follow through fully after hitting the ball
K. High slow hit of the ball
L. Intended to move opponent to the back of the
court

Critical Elements of Volley

A. Get close to net

B. Slightly bend knees
C. Keep weight on balls of feet
D. Hold paddle in dominant hand
E. Rest hand and paddle inline with the middle of
the chest
F. Bend knees to a squat
 G. Line paddle up with the ball
H. Let ball hit center of the paddle
I. Slightly swing paddle to make contact with
ball
J. Follow through lightly with swing
K. Do not let the ball touch the ground before
you hit it

Healthy-Related Physical Fitness

Flexibility

- Three toe touches (hold for 10 sec.)

- Arm stretches (left crossing over to right)

10- 15min
(right crossing over to left)

- Hamstring (right and left)

- Butterfly stretch


Muscle Strength and Endurance

– Fifteen jumping jacks

- Fifteen scissor jumps
- Ten curl

ups
- Ten push ups

- 2 sets of 20 sit-ups
- 2 sets of 20 second planks
- 10 squats

Cardiorespiratory Endurance:
- Students

 run a lap around the field.

Introduce the Activity Teaching Hint

-Discuss Rules Cognitive –
4 Corner Target -Have students spread out on a wall Students will be
https://www.youtube.com/watch?v=sYJSzSf5tzQ for the 4-corner target activity able to hit a target
Rules / How to Play: in 5 out of 10
20 min 1. Make a square on the wall attempts.
2. Make sure each big square has four Psychomotor –
little ones (with numbers) inside of it Students will be
3. Separate students into groups able to hit the
tennis ball into/at
4. One at a time they get behind the
the target.
serving line Affective:
5. Teacher will call out a number Students will be
6. Student(s) all try to serve and hit the able to have a
number on the wall positive attitude in
improving their lob
Hula Target and volleys.
http://www.pickleballchannel.com/Skills-and-
Drills-Scott-Moore-Return-of-Serve
1. Set two to three targets (hula-hoops) Equipment: 30
20 min on opposite side on court paddles, 30 tennis
2. Have one student in each service area balls, paddleball
3. Hit the ball to the students courts/nets
4. They should hit the ball so that it lands
(bounces) in a specific target
 5. Students should alternate between
service areas as well as aiming for
targets

Closure: Teaching Hint

10 mins 1. What is a Volley? Students should raise their hand
2. What is a Lob? and wait to be called on to answer or
8. Why is a Volley important in demonstrate the answer. The
students can also use think-pair-
Pickleball?
share to discuss the questions and
9. Why is the Lob important in then share with the class.
Pickleball?

Assessment
● What did you learn about Pickleball
last class?
● What are 2 main things in performing
a volley?
 Physical Education Lesson Plan Day 5
Needed Equipment Instructor: Richelle Acain Major Content: Pickleball
Cones, hula hoops, paddles, Date: Intro/Instant Activity: Dynamic Warm-up/ Stretch
whiffle balls Grade Level: 7 Fitness: n/a
Lesson Focus: Accuracy & Smash
Game: Cone Smash
Assessment: Partner Checklist

Time Lesson Content Organization/Management/Teaching • Student Learning Objectives

Allotted (Include Tasks, refinements, Hints (Cognitive, Psychomotor, Affective)
extensions, critical elements, (Include routines, safety issues, grouping • California Content Standards
checks for understanding) techniques, transitions, etc…) • References
Closure Questions • ELD Strategies
• Common Core State Standards
30 sec. Check area for safety Ensure there is no trash or puddles in the playing Student Learning Objectives:
area. Cognitive: SWBAT explain 4/6 critical elements
Cones are places where students should be of the overhead smash with a partner.
aware of any construction or holes
Pennies/ flags are placed on side of nets for Psychomotor: SWBAT smash a ball onto at least
students to avoid running into the net 2 cones using at least 3/6 critical elements of the
2 min. Anticipatory Set: overhead smash.
Today we are going to practice Students get some time to chat with the people
our accuracy and learn what a around them. Affective: SWBAT encourage and provide
smash is. First thing, we are going feedback to their partner throughout the lesson.
to do is our warm-up. Then we’ll Transitions:
go ahead and practice skills that Begin: “go ahead and start” SWBAT set two goals based on what
we learned in the previous classes Stop: “hold the ball” they want to achieve performance wise
by doing a partner skill Close: “bring it in” and recognize the safety and injury
assessment. The activities we do precautions needed for the lesson.
today will help you really practice
your accuracy. Then we’ll talk
California Content Standards:
 about smashes, finally we’ll end CS 1.1 Demonstrate mature techniques for
up with some games! striking and volleying.
8 mins. CS 2.3 Use principles of motor learning to
establish, monitor, and meet goals for motor
skill development.
Warm-Up
- Jog in place CS 5.1 Identify appropriate and inappropriate
- High knees risks involved in adventure, individual and dual
- Butt kickers physical activities.
- Shuffles
- 10 Pop-ups ELD Strategies:
A whiteboard will be presented at the front of the
- 10 Dribbles class for students to read what the plan is for the day.
- Walking pop-ups up The teacher will include visuals on the PowerPoint in
and down the court order for students to get a better idea of what is
20 mins expected of them in class.
The teacher will also demonstrate in person how to
perform each skill.

Partner Skill Assessment: Common Core State Standards:

Each student will receive a partner CCSS ELA
-Lob/Drive Serves
assessment sheet. Students will find a
-Forehand/Backhand strokes
partner and assess their partner based References:
on the checklist provided.
“Today we will do the partner
skill assessment. On this sheet, CHECK FOR UNDERSTANDING:
make sure you write your -Who is marking down the critical elements? Link to Rally Hoop
name and your partner’s name. -what are we writing at the end of the
Your partner will mark down assessment?
the critical elements you did -What do you do when you finish?
for each skill that’s on here.
Each of you will take turns Teacher will go around and ensure students
showing off your skill. At the are staying on task and are checking to see if
students are filling out the assessment
end, you will count how many
correctly.
marks you have on each skill
 and see where you need more
improvement. Add in at least
one piece of feedback on the
comment section. If you are
still confused, take a look at
the example or ask your
teacher. When you are done, HOLD THE BALL
turn in your paper to the
teacher and find another group
of two, and rally.” Partners will find another group of two and
grab 1 2 hula-hoops, 2 balls and 4 paddles
15 mins Students will listen to the amongst them.
teacher’s directions for the
next activity.
HOLD THE BALL: have students place the hula-
hoops to the side while the teacher walks around
and collects them to put away. Have students
Rally Hoop: transition into the next drill.
Equipment: hula hoops,
paddles, whiffle balls

This will work on lob

serve/drop shot accuracy.
Students will be in pairs and
grab a hula hoop and find a
spot on their half of the court
(4 people on court). Hula-
hoops will be set down in
between the two students. The Drop Shot Serve Drill
goal of the game is to drop-hit
the ball and have it land in the
hoop. The other person must
 hit the ball after it bounces in Remind students that dinks are short,
10 mins the hoop. Students can play up soft shots that land in the non-volley
to 4 points. Teacher can switch zone.
students out every 2-3
minutes.
Teacher will set up one court with cones for
students to smash the ball into.

Drop Shot Serve Drill

Students will practice serving
with precision. This means that
they will each have a chance to
practice a long drop or drive
serve/ return, and a dink. The
goal of the game is for students
to serve the ball in the correct
service box, hit a long return,
and hit a dink. A pair can get a HOLD THE BALL: teacher will ask students to sit
total of 3 points. 4 students by her so she can introduce the new skill, the
maximum on each court. One overhead smash.
pair will watch the other group
and wait until it is their turn to
play.
Time Lesson Content Organization/Management/Teaching • Student Learning Objectives
Allotted (Include Tasks, refinements, Hints (Cognitive, Psychomotor, Affective)
extensions, critical elements, (Include routines, safety issues, grouping • California Content Standards
checks for understanding) techniques, transitions, etc…) • References
Closure Questions • ELED Strategies
• Common Core State Standards
 A smash is an aggressive way Smash
for you to score a point in a
game of pickleball. This is Link to Cone Smash
typically done when the ball is
high and can be hit at a
downward angle and can land
on your opponent’s side of the
net.

Critical Elements of the

Overhead Smash:
1. Ready position
2. Extend paddle arm all
the way
3. Use non-paddle hand to
Teacher begins the drill by tossing the
track ball ball high into the air.
4. Contact the high ball
5. Shift weight forward Ask one student to collect the balls.
6. Follow through down Once they collect 10, they are able to get
10 mins back in line to hit again.
Cone Smash
Students will be in one group.
Cones will be placed on the
opposite side of the court away
from the students. The teacher
will toss the ball high and the
students will try to smash the
ball to hit the cones. Each
student will get a chance to hit
the ball onto at least 3 cones.
After the student smashes
 their 3 cones, they can go and
collect the balls. After
collecting 10 balls, they can get
back in line. Safety:
20 mins - Students cannot go over the nets.
- Be aware of your surroundings
Modified Pickleball game - To avoid getting hit by a ball and
Students will play with the disrupting a game, go around a
people on their court. They will court
get a chance to rally the ball
over the net. Ensure that
students are playing with 4
people and have each team on
one side of the court. Reiterate
the double-bounce rule and
the non-volley zone.
Rules:
1. Double bounce rule is in
effect
2. 1 point each time a
fault is made
3. 2 points for an
overhead smash

A smash is an overhand shot that is

usually hit from a high point in the air
5 mins and is aggressively directed down the
opponent’s side of the court.
Closure Critical Elements of the Overhead
“So today we went over some Smash:
accuracy activities and smash. 1. Ready position
Talk with a partner and explain 2. Extend paddle arm all the way
what a smash in pickleball is.” 3. Use non-paddle hand to track ball
4. Contact the high ball
“What is a smash and what are 5. Shift weight forward
the critical elements to do it?” 6. Follow through down

Tomorrow we will go over the

proper rules and etiquette of
Pickleball.
 Pickleball Day 6

Lesson Focus: Rules, Etiquette, and Scoring Instant Activity: Health Related Fitness Grade: 7th-8th Class Time: 90 minutes # of
Students: 30

Teaching Style: Command

Goal of the Lesson: By the end of the lesson students will be able to list the rules of Pickleball, how to properly keep score of the
game, and the proper etiquette to have when playing.

CA Content Standards:

1.4: Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical
activities.
2.2: Analyze movement patterns and correct errors
5.3: Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in
physical activity.

ELD Standards: ELD.PII.7.2.a.Ex. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g.,
how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.

Common Core Standards: W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating
additional related, focused questions for further research and investigation.

Instructional Objectives:

Cognitive: SWBAT identify two ways they were able to manipulate the ball and/or the paddle.
Affective: SWBAT perform the knowledge they learned (grip, hitting, lobs, drives, smash, etc.) with at least 4 new opponents.
Psychomotor: SWBAT evaluate their movement and correct them as needed or instructed
Teaching Cues: Point, sportsmanship, etiquette, rules, score

Safety Considerations: Spread students out to limit the chances of someone getting hit by a ball or paddle. Tell students to be aware
of their surroundings and always follow directions. Nets have pennies that indicate the ropes holding the net. Trash and extra
equipment is not left on the group or in activity area.

TIME CONTENT/ACTIVITY (Lesson Plan ORGANIZATION/DIAGRAMS MATERIALS AND

ALLOTMENT Segments) (Student formations and transitions) EQUIPMENT
*see attached for content/activity NEEDED
descriptions

30sec Check Area for Safety

Gather students and have them sit facing the Routine: students form a semi-circle
instructor. while instructor discusses the activity

Literacy

Words that will be discussed: Rules, Etiquette,

Scoring Teaching Cues:
-Ask students to provide their own definition Use the think-pair-share strategy and
15 min of Etiquette let students try to figure out the
“What does Etiquette mean? " meaning of the two words.
-Provide a definition Double check with students that they
● Etiquette: conventional requirements as understand by having them repeat the
to social behavior; proprieties of definition back to you.
conduct as established in any class or
community or for any occasion (source:
Dictionary.com)
 -Ask students what they think the scoring for
Pickleball is like

-Have students discuss what rules they think

are involved in Pickleball
-Discuss the importance of rules in Pickleball.
-Discuss the importance of Scoring in
Pickleball.

Rules
1. The serve begins on the right side of
the court and goes diagonally across the
court. The ball must land outside of the
“No Volley Zone”.
2. Double Bounce Rule: “When the ball is
served the player on the receiving side
must let the ball bounce once before
hitting it. When the ball is returned to
the serving side the ball must again
bounce once before being hit. After the
ball has bounced once on each side the
ball can be hit without bouncing as
long as you aren't in the no-volley zone
7 feet from the net.” (source:
https://www.paddleballgalaxy.com/pick
leball-rules.html)
3. The “No Volley Zone” is on both sides
of the net. It is a 7 foot box that touches
the net. In this area the ball must
bounce before it can be hit. A volley is
10- 15min when the ball does not hit the ground
before it is hit, hence the name “No
 Volley Zone”. On the serve the ball
cannot touch the “No Volley Zone” and
if it does then the serving team loses
the point.
Etiquette
1. Play fairly and show sportsmanship at
all times
2. Call when the ball is out on your side
of the court
3. Do not throw equipment if the play
does not work in your favor.
4. Use kind words and be supportive of
the people on the court.
Scoring
1. Pickleball is played to 11 points.
2. To win you have to have 2 more points
than the opposing team.
3. You can only score a point when you
are serving
4. Score is spoken before the serve is
performed

Healthy-Related Physical Fitness Flexibility

- Three toe touches (hold for 10 sec.)

- Arm stretches (left crossing over to right)

(right crossing over to left)

- Hamstring (right and left)

 - Butterfly stretch


Muscle Strength and Endurance

– Fifteen jumping jacks

- Fifteen scissor jumps
- Ten curl

ups
- Ten push ups

- 2 sets of 20 sit-ups
- 2 sets of 20 second planks
- 10 squats

Cardiorespiratory Endurance:
- Students

run a lap around the field.

Introduce the Activity Teaching Hint

-Discuss Rules Cognitive – Partners
Rubik’s Cube -Instruct students on how to rotate will work together to
Richelle Acain before dismissing them knock off the tennis
Rules / How to Play: -Remind them of rotations as they ball. They will
1. Groups class into 4 players per court occur understand accuracy.
25 min a. Two groups will have 5 people Psychomotor –
2. Each 4-person court plays regulation Students will be able
to kick the soccer ball
Pickleball, including all serve rotations
at the target.
3. Every 5 minutes, players will rotate Affective: Students
accordingly, outside players rotate will be able to have a
clockwise while inside players will positive attitude
rotate 2 spaces counterclockwise participating in the
 team building
Volley to hit targets activity.
http://www.pickleballchannel.com/Skills-
and-Drills-Scott-Moore-Return-of-Serve Equipment: 30
paddles, 30 tennis
balls, paddleball
Rules / How to Play:
courts/nets
15 mins ● Set two to three targets (hula-hoops) on
opposite side on court
● Have one student in each service area
● Hit the ball to the students
● They should hit the ball so that it lands
(bounces) in a specific target
● Students should alternate between
service areas as well as aiming for
targets

Closure: Teaching Hint

5-8 mins 1. What is Pickleball Etiquette? Students should raise their hand and
2. What is the scoring in Pickleball? wait to be called on to answer or
demonstrate the answer.
3. When can you score a point?
4. What are 2 of the rules for Pickleball?
 Physical Education Lesson Plan Day 7
Needed Equipment Instructor: Richelle Acain Major Content: Pickleball
30 Paddles Date: Intro/Instant Activity: Toilet Tag
15-20 Whiffle Balls Grade Level: 7 Fitness: n/a
Lesson Focus: Strategies
Game: Duo Lob to Smash

Time Lesson Content Organization/Management/Teaching Hints • Student Learning

Allotted (Include Tasks, refinements, (Include routines, safety issues, grouping techniques, Objectives
extensions, critical elements, transitions, etc…) (Cognitive, Psychomotor,
checks for understanding) Affective)
Closure Questions • California Content
Standards
• References
• ELD Strategies
• Common Core State
Standards
30 sec. Check area for safety Ensure there is no trash or puddles in the playing area. Student Learning
Cones are places where students should be aware of any Objectives:
construction or holes Cognitive: SWBAT come up with
Pennies/ flags are placed on side of nets for students to avoid at least 2 offensive and
running into the net defensive strategies that would
earn them a point in a modified
game of Pickleball with a
30 sec. Anticipatory Set partner.
“Today we will learn some
strategies to be successful in Psychomotor: SWBAT perform 2
successful smashes over the net
Pickleball. First thing we are with the help of a partner.
going to do though, is
discuss what we learned last
class, then we’ll do a quick
 warm-up, and go into some Affective: SWBAT encourage
games where you get a each other when participating in
the lesson.
chance to showcase your Students will sit on numbers and think-pair-share the question that is
skills.” asked by the teacher. While students are sharing, teacher will take California Content
5 mins. attendance.
Standards:
Think-Pair-Share CS 7.1.3 Combine manipulative,
So Last class we learned - Points to hit: locomotor, and non-locomotor
about the rules of pickleball - Etiquette is the way we act in Pickleball. We need skills into movement patterns.
and how to properly keep to play fairly, show sportsmanship, respect the
score of the game. We also equipment, and use kind and supportive words CS 7.2.6 Diagram and
towards the people on court. demonstrate basic offensive and
learned about the proper defensive strategies for
etiquette to play the game. - Rules: the serve begins on the right side of the individual and dual physical
Talk to a partner and share court and goes diagonally across the court (it activities.
at least 2 things you learned cannot go into the non-volley zone). Double
from last class.” bounce rule. Non-volley zone: the ball must CS 7.5.2 accept responsibility for
bounce in this zone, it cannot be volleyed. individual improvement.
- Scoring: pickleball is played to 11 points. You need
to have 2 more points than the opposing team. ELD Strategies:
A whiteboard will be presented at
You can only score a point when you are serving. the front of the class for students to
Score is spoken before a serve is performed. read what the plan is for the day.
The teacher will include visuals on
Safety: the PowerPoint in order for students
5 mins. -Remind students to be aware of their surroundings to get a better idea of what is
expected of them in class.
- only tag with 2 fingers on the shoulder The teacher will also demonstrate in
person how to perform each skill.
Toilet Tag: Locomotor skills that may be used:
Three students will be “it” NO RUNNING
Common Core State
while the others will avoid *Fast walking can take the place of running
Skipping Standards:
getting tagged. Those who Walking CCSS ELA SL 7.1 Engage
are “it” will tag someone on Jumping effectively in a range of
their shoulder with two Hopping collaborative discussions (one-
Galloping on-one, in groups, and teacher-
fingers. When a student gets
Leaping led) with diverse partners on
 tagged, they will have to grade 7 topics, texts, and issues,
maintain a squat position building on others’ ideas and
expressing their own clearly
with their arm bent to the
side (replicating a flush). References:
Someone who is not “it” will How to Play Toilet Tag
go up their classmate and Safety:
“flush” by high fiving/ Remind students to be aware of their surroundings and to NOT jump
over or go over nets.
shaking their hand on their Remind students to not go through courts to retrieve anything, they
bent arm. After this, must go around.
students will be free again.
The teacher can choose
different locomotor skills for
the students who are “it”
and those who are not.

Time Lesson Content Organization/Management/Teaching Hints • Student Learning

Allotted (Include Tasks, refinements, (Include routines, safety issues, grouping techniques, Objectives
extensions, critical elements, transitions, etc…) (Cognitive, Psychomotor,
checks for understanding) Affective)
Closure Questions • California Content
Standards
 • References
• ELED Strategies
• Common Core State
Standards
10 mins. Duo Lob to Smash: Link to Duo Lob Smash
Separate students into
groups of two. One student
will lob the ball high into the
air, while the other student
will try to smash the ball.
Strategies for Pickleball
Alternating between
students on who lobs and
who smashes. One way to
be successful in this, is to
15 mins. get close to the net. Allowing
your team to get close to
your net will make the other
team stay back, this way,
when ready, you can smash
and the other team won’t get
to the net on time.
- How can this drill
relate to what you will
be doing when
playing an actual
game?

A really good strategy to

ensure a successful game is Link to Alternate Shot
to communicate with your Pickleball
partner. When playing with
another person, it is called
playing “doubles.”
 Sometimes it can be
confusing on who will get
the ball, so this game will
help in better
communicating with your
partner to hit the ball. When
25 mins. playing doubles, it is also
beneficial to “close the
gaps” on the court. This
means making sure you
don’t leave a big gap
between you and your
partner. Decide where you
and your partner will stand
to avoid missing the ball.
Alternate Shot Pickleball:
Students will find a partner.
Once in a pair, they will
challenge another pair to a
doubles game. The goal of
the game is to communicate
with their partner on who
will get the ball. The players
must alternate hits no
matter where the ball is hit
on the court. Every dead ball
must be put in play by a
serve.

Modified Pickleball Game:

25 mins. Students will play with the
people on their court. They
will get a chance to rally the
ball over the net. Ensure
that students are playing
with 4 people and have each
team on one side of the
court. Reiterate the double-
bounce rule and the non-
volley zone.
Rules:
4. Double bounce rule
is in effect
5. Can serve up to the
non-volley zone line
(if needed)
6. 1 point each time a
fault is made
7. 2 points for an
overhead smash
5 mins.

Rubik’s Cube
1. Groups class into 4
players per court
2. Each 4-person court
plays regulation
Pickleball, including
all serve rotations
 3. Every 5 minutes,
players will rotate Students will answer the question posed by the teacher.
accordingly. Outside - Communication
players rotate - Get close to the net will make the other team stay
clockwise, while back, this way, when ready, you can smash and
inside players will the other team won’t get to the net on time.
rotate 2 spaces - Seeing where the gaps are on the court
counterclockwise.

Closure
What is one of the best ways
to strategize a better
gameplay?
 Pickleball Day 8

Lesson Focus: Gameplay Instant Activity: Health Related Fitness Grade: 7th-8th Class Time: 90 minutes # of Students: 30

Teaching Style: Command

Goal of the Lesson: By the end of this lesson students will have an idea of team tactics that will work for them in a Pickleball game
and how to properly play it.

CA Content Standards:

1.3: Combine manipulative, locomotor, and nonlocomotor skills into movement patterns.

2.3: Use principles of motor learning to establish, monitor, and meet goals for motor skill development.

5.4: Evaluate the effect of expressing encouragement to others while participating in a group physical activity

ELD Standards: ELD.PII.7.2.a.Ex. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g.,
how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.

Common Core Standards: SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.

Instructional Objectives:

Cognitive: SWBAT discuss with their partner at least 3 things that worked and 3 things that did not work during the game.
Affective: SWBAT set three (3) goals before the game and work to meet them or adjust them as needed.
Psychomotor: SWBAT perform the necessary skills to play a successful game in a team setting.
Teaching Cues: Score, Rotate, Switch, Swing, Follow-through, Power, Cross Body

Safety Considerations: Spread students out to limit the chances of someone getting hit by a ball or paddle. Tell students to be aware
of their surroundings and always follow directions. Nets have pennies that indicate the ropes holding the net. Trash and extra
equipment is not left on the group or in activity area.

TIME CONTENT/ACTIVITY (Lesson Plan ORGANIZATION/DIAGRAMS MATERIALS AND

ALLOTMENT Segments) (Student formations and transitions) EQUIPMENT
*see attached for content/activity NEEDED
descriptions

30sec Check Area for Safety

Routine: students form a semi-circle
Gather students and have them sit facing the while instructor discusses the activity
instructor.

Literacy

Word that will be discussed: Strategy, Tactics Teaching Cues:

-Ask students to provide their own definition Use the think-pair-share strategy and
15 min of strategy and tactics let students try to figure out the
“What does strategy mean?” meaning of the two words.
“What does tactics mean?”
-Provide a definition
Strategy: a plan of action or policy designed to
achieve a major or overall aim. (source:
https://languages.oup.com/google-dictionary-
en/)
Tactics: an action or strategy carefully planned
to achieve a specific end. (source:
 https://languages.oup.com/google-dictionary-
en/)
-Discuss the importance of strategy in
Pickleball. Relate the word to real life
situations.
-Discuss the importance of tactics in Pickleball

Healthy-Related Physical Fitness Flexibility

- Three toe touches (hold for 10 sec.)

- Arm stretches (left crossing over to right)

(right crossing over to left)

10- 15min - Hamstring (right and left)

- Butterfly stretch


Muscle Strength and Endurance

– Fifteen jumping jacks

- Fifteen scissor jumps
- Ten curl

ups
- Ten push ups

- 2 sets of 20 sit-ups
- 2 sets of 20 second planks
- 10 squats

Cardiorespiratory Endurance:
- Students

run a lap around the field.
 Introduce the Activity Teaching Hint
-Discuss Rules Cognitive – Partners
Speed Game Play - Transition to next court should not will work together to
Rules / How to Play: take more than 1 minute knock off the tennis
1. Place students into groups of 2 ball. They will
45 min 2. Set a timer for 3 minutes understand accuracy.
3. Students will play for 3 minutes and Psychomotor –
Equipment: soccer balls; cones; tennis Students will be able
see which team can get more points.
balls to kick the soccer ball
4. The winning team will rotate to the left at the target.
moving to the next court. Affective: Students
5. This will continue until all students will be able to have a
have played one another. positive attitude
6. Time can be shortened to make the participating in the
rounds faster team building
activity.

Equipment: 30
paddles, 30 tennis
balls, paddleball
courts/nets

Closure: Teaching Hint

3-5 mins 1. What was one way you were able to Students should raise their hand and
score a point? wait to be called on to answer or
1. Were you able to get the ball over the demonstrate the answer.
net when serving?
a. Thumbs up = yes
 b. Thumbs down= no
2. What is a strategy or team tactic you
used?
 Physical Education Lesson Plan Day 9
Needed Equipment Instructor: Richelle Acain Major Content: Pickleball
30 Paddles Date: 10/29/20 Intro/Instant Activity: Dynamic Warm-up/ Stretch
15-20 Whiffle Balls Grade Level: 7 Fitness: n/a
Lesson Focus: Gameplay
Game: Champion of the Court

Time Lesson Content Organization/Management/Teaching • Student Learning Objectives

Allotted (Include Tasks, refinements, Hints (Cognitive, Psychomotor, Affective)
extensions, critical elements, (Include routines, safety issues, grouping • California Content Standards
checks for understanding) techniques, transitions, etc…) • References
Closure Questions • ELD Strategies
• Common Core State Standards
30 sec. Check area for safety Ensure there is no trash or puddles in the playing Student Learning Objectives:
area. Cognitive: SWBAT observe and fix at least 2
Cones are places where students should be issues from their stroke or serve. They will also
aware of any construction or holes be able to explain to their partner why they
Pennies/ flags are placed on side of nets for made a mistake in the first place.
students to avoid running into the net
Psychomotor: SWBAT demonstrate mature
1 min Anticipatory Set Students get some time to chat with the people techniques of the 2 strokes (forehand/
around them. backhand) and serves (lob/ drive) by completing
“Last class we learned about
5 successful strokes and serves over the net.
different tactics that would
work in a Pickleball game. Affective: SWBAT understand and accept their
Today, we will play games of classmates’ varying skill levels.
Pickleball and tie in everything
we learned so far into today’s California Content Standards:
lesson. Before we do that, we CS 7.1.4. Demonstrate body management and
will have a dynamic warm-up object manipulation skills needed for successful
participation in individual and dual physical
in addition to this, we will have activities.
a Pickleball warm-up. By the
 end of today, we will be
playing Pickleball.” CS 7.2.2 Analyze movement patterns and
correct errors.

5 mins Students will stay in their lines according to the CS 7.5.4 Evaluate the effect of expressing
numbers on the ground. When prompted, encouragement to others while participating in a
Dynamic Warm-Up/ Stretch students will perform the exercise to the other group physical actitvity.
• Jog side of the blacktop. At the end, students will go
• High Knees back to their numbers and stretch. ELD Strategies:
• Butt kickers A whiteboard will be presented at the front of the
• Toy Soldiers class for students to read what the plan is for the day.
• Side Shuffle Safety: The teacher will include visuals on the PowerPoint in
• Karaokes Remind students to be aware of their order for students to get a better idea of what is
• Super Marios surroundings, to not jump/go over the net, and expected of them in class.
to not run/ walk across courts to retrieve a ball. The teacher will also demonstrate in person how to
• Skip perform each skill.
• Side Lunge
• Reach & Fold
Common Core State Standards:
• Arm across chest CCSS ELA SL 7.1 Engage effectively in a range of
• Self-hugs collaborative discussions (one-on-one, in groups,
• Arm Circles and teacher-led) with diverse partners on grade
7 topics, texts, and issues, building on others’
1 min ideas and expressing their own clearly.
When performing the
following warm-ups and References:
games, I want you to take into Dinking Drill:
account the mistakes you Alternate Shot Pickleball
Students will find a partner and dink the ball to
make. Remember, it’s okay to each other over the net 10 times.
make mistakes, but I want you
to be able to figure out why Forehand/ Backhand Volley Drill:
Students will take turns in underhand tossing a
you made a mistake and how ball to their partner in order to practice their
you could fix it. I’ll be asking forehand and backhand volleys.
you to write a quick reflection
10 mins at the end of class. Serve, Long, Short Drill:
 Pickleball Warm-Up Students will compete against the team on the
-Dinking drill (10 times each) same court as them. The premise of the drill is to
earn points by accurately hitting the ball. The
first hit will be a serve (lob or drive) over to their
-Forehand/ backhand volley partner. The partner will hit a long stroke back to
drill (10 times each stroke) their partner. Lastly, the partner will return the
ball with a short hit. A total of 3 points can be
-Serve, Long, Short drill (first earned if students can get three good hits in.
team to 9 points)
Alternate Shot Pickleball Activity:
-Alternate Shot Pickleball (first Students will find a partner. Once in a pair, they
team to 10 points) will challenge another pair to a doubles game.
The goal of the game is to communicate with
5 mins their partner on who will get the ball. The players
must alternate hits no matter where the ball is
hit on the court. Every dead ball must be put in
play by a serve (anyone can serve).
Inform students that instead of
sitting on their numbers, they “Bring it in”: bring your equipment and sit on
your numbers.
sit with their partners. Have
students discuss with their
partner what they felt worked
and what didn’t work. Have
them come up with solutions
on how they could improve
before going into a game.
Time Lesson Content Organization/Management/Teaching • Student Learning Objectives
Allotted (Include Tasks, refinements, Hints (Cognitive, Psychomotor, Affective)
extensions, critical elements, (Include routines, safety issues, grouping • California Content Standards
checks for understanding) techniques, transitions, etc…) • References
Closure Questions • ELED Strategies
• Common Core State Standards
 Link to Champion of the Court
25 mins Champion of the Court
To play the game, two (max 4)
students start on the court and
the other half of the students
will wait on the side. The two
teams on the court play for a
point and the winner stays on
the court while the loser
switches with the third team.
This continues and the goal is
to see who can stay on the
court the longest.
Progression: the team has to
get to two points to be the
25 mins champion or win the round.

Modified Pickleball Game:

Students will play with the
people on their court. They will
get a chance to rally the ball
over the net. Ensure that
students are playing with 4
people and have each team on
one side of the court. Reiterate
the double-bounce rule and
the non-volley zone.
Rules:
 8. Double bounce rule is
in effect
9. Can serve up to the
non-volley zone line (if
needed)
10. 1 point each time a
fault is made
11. 2 points for an
overhead smash

10 mins

Reflection
- Please provide at least
2 examples of where
you were successful.
Why were you
successful? You may
also draw a picture to
illustrate what you
mean.
- Please provide at least
2 examples of where
you made a mistake
and how you would
5-8 mins correct them. You may
also draw a picture to
illustrate what you
mean.
Closure
What are some of the things
you noticed about yourself
today that you could improve?
What are some things that you
were good at? Talk to partner
and share your answers. I’ll be
asking for you to share with
the class later.

Awesome job today. It’s

important to know where our
weaknesses and strengths are
because it will give us a chance
to better prepare us for when
we play games. Next class,
we’ll spend a lot of time
playing Picklball so think about
what
 Pickleball Day 10

Lesson Focus: Pickleball Game Instant Activity: Health Related Fitness Grade: 7th-8th Class Time: 90 minutes # of Students: 30

Teaching Style: Command

Goal of the Lesson: By the end of this lesson students will have an idea of strategies to use and not use in a Pickleball game; as well
as get a better understanding of how the game flows.

CA Content Standards:

1.4: Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical activities

2.3: Use principles of motor learning to establish, monitor, and meet goals for motor skill development.

5.4: Evaluate the effect of expressing encouragement to others while participating in a group physical activity

ELD Standards: ELD.PII.7.2.a.Ex. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g.,
how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.

Common Core Standards: SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.

Instructional Objectives:

Cognitive: SWBAT perform at least 2 different types of shots during the game.
Affective: SWBAT set three (3) goals before the game and work to meet them or adjust them as needed.
Psychomotor: SWBAT perform the necessary skills to play a successful game in a team setting.

Teaching Cues: Point, Swing, Step, In, Out

Safety Considerations: Spread students out to limit the chances of someone getting hit by a ball or paddle. Tell students to be aware
of their surroundings and always follow directions. Nets have pennies that indicate the ropes holding the net. Trash and extra
equipment is not left on the group or in activity area.

TIME CONTENT/ACTIVITY (Lesson Plan ORGANIZATION/DIAGRAMS MATERIALS AND

ALLOTMENT Segments) (Student formations and transitions) EQUIPMENT
*see attached for content/activity NEEDED
descriptions

30sec Check Area for Safety

Routine: students form a semi-circle
Gather students and have them sit facing the while instructor discusses the activity
instructor.

Literacy

Word that will be discussed: smash Teaching Cues:

-Ask students to provide their own definition of Be enthusiastic and encouraging
15 min smash. Use the think-pair-share strategy and
“What does smash mean?” let students try to figure out the
-Provide a definition meaning of the two words.
Smash: a forceful hit executed as high in the air
as the player can reach and directed downward
at a sharp angle into your opponent's court.
(source: https://hes.dasa.ncsu.edu/wp-
content/uploads/sites/62/2016/08/HESR-255-
Course-Pack.pdf)
-Discuss the importance of smash in Pickleball.
 Healthy-Related Physical Fitness Flexibility

- Three toe touches (hold for 10 sec.)

- Arm stretches (left crossing over to right)

(right crossing over to left)
15min
- Hamstring (right and left)

- Butterfly stretch


Muscle Strength and Endurance

– Fifteen jumping jacks

- Fifteen scissor jumps
- Ten curl

ups
- Ten push ups

- 2 sets of 20 sit-ups
- 2 sets of 20 second planks
- 10 squats

Cardiorespiratory Endurance:
- Students

run a lap around the field.

Introduce the Activity Teaching Hint

-Discuss Rules Cognitive – Partners
Pickleball Game -The teacher will decide which teams will work together to
Rules / How to Play: begin with the ball knock off the tennis
1. Place students into groups of 2 ball. They will
50 min understand accuracy.
 2. There should be 2 pairs (4 total Psychomotor –
students) at each court Students will be able
3. The teacher will indicate which to kick the soccer ball
at the target.
team/side will begin with the ball
Affective: Students
4. Teams will play until someone wins the will be able to have a
game positive attitude
5. Then the teams will switch sides and participating in the
begin again team building
6. Teacher can have teams switch another activity.
group if needed
Equipment: 30
paddles, 30 tennis
balls, paddleball
courts/nets

Closure: Teaching Hint

5-8 mins 1. What is one strategy you and your Students should raise their hand and
teammate used to win a point? wait to be called on to answer or
2. What is one area you need to work on? demonstrate the answer.
a. Examples: swing, moving feet,
calling for the ball, serving