William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name John Gallucci Date Lesson # 1 of 4

Unit Pickle Ball Grade 12 Duration of Class 40

Central Focus of lesson Serving

Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domain (Formal
(P,C,A) SHAPE NJSLS Objective(s) Assessment tool(s)
Informal)
SWBAT demonstrate proper technique when serving during the serving
(S2.H 2.2.12.
P challenge by contacting the ball using an underhand swing by scoring a 3 F Teacher Rubric
5.L1) MSC.1
out of 4 on at least 3of the rubric criteria
SWBAT explain the rules of a legal serve during a game (underhand serve,
(S2.H 2.2.12.
C standing by the baseline) and the double bounce rule during the class I End of Class Discussion
5.L1) MSC.4
discussions.
2.12.2.C SWBAT display recognition for the value of physical activity through
A S4.H1 I Teacher Observation
.2 cooperation and interaction with peers.

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☐ CRP 1 ☐ CRP 2 ☒ CRP 3 ☐ CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 7 ☒ CRP 8 ☐ CRP 9 ☐ CRP 10 ☐ CRP 11 ☐ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Explain
Vocabulary ☐ Underhand serve, service box, Double Bounce
Syntax ☐ Pictures posted around the room showing techniques of the serve
The proper rules on how to serve in a game (underhand serve, hitting the ball out of the air, and standing by the baseline when
Discourse ☐
serving).

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
 Make sure to be aware of personal space to avoid any collisions pickle balls, paddles, courts, and nets
 with rackets and each other
 Students will be asked to use a gentle touch during modified
games
 No Swinging the paddle at other students

Task Development Teaching Points Planned Supports

Describe each task in detail. Include, organization (drawing or Cues, critical questions, talk phrases Include supports for whole group
Time
in writing), transitions, modifications, technology use as needed. used to support instruction and/or individual and/or specific
(min) (Indicate instructional strategies in parentheses) learning groups

Introduction (includes instant/fitness activity; create new rows as needed)

Positioning for forehand stroke- Use larger, lighter, softer, or
Rally it- Students are situated in 1v1 games, on half of a Back swing with side turned to brighter ball (balloons, beach balls,
tennis court. The object of the game is to keep a rally going target pivot on non-racket foot, etc)
for as long as possible. Students are allowed to use a bring racket back, move whole arm Place more or less students in a
forehand and backhand shot. On start signal, student count (wrist is locked), weight on back group
3-5 how many consecutive rallies are accomplished and once foot.
minutes stopped, typically after 2-3 minutes, compare with the other
team on the court to see who rallied the most. Weight transfer: back foot to front
Progression: Competitive game, now aiming for open foot, racket moves from low to high
spaces in opponent’s court to try and score. Start gameplay
anyway possible

Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
Modified 1 v1- 4 students to a court. The court will be . Allow the students to use the
played within the service boxes only 1 student on each side Contact point - contact ball at waist doubles boundary.
of the net. There will be no overhand serves. The game level.
starts with an underhand or forehand hit. Scoring will be the Play doubles
same as a regular tennis match. 3 points wins the match. Follow through - racket continues
5-8 While the 2 students play the other group plays ally tennis to rise across the body, up towards Allow multiple bounces between
minutes on the side. opposite shoulder, pivot back and hits
return to ready position.
Who kept a rally? What made it
easier to keep the rally going? Do
we want to do this in a game? Why
or why not?
8-10 The Serving Challenge- 4 to 5 students to a court. 2 students The overhand serve- “scratch your Allow the students to serve into just
minutes compete to get 3 serves within the service box. 5 tennis back with the racket” while Ball half the court rather than within the
balls are lined at each service box in front of the servers. held in non-dominant hand, toss service box.
 The servers run up to the service box to retrieve one ball at ball into air, and dominates hand
a time before serving. behind head. When contacting the Stationary serves instead of running
The remaining students on the court are the retrievers. They ball: 23full arm extension when back and forth from the service box.
do not have a racket but are supposed to “attack” the ball as contacting ball, contact above head,
if they were going to return it. Once the servers complete 3 transfer body weight forward.
proper serves or hit all the 5 balls the students switch
positions. Serve into opposite service box (ex.
If you are serving from the right
side, you hit the ball to the left side
on the opponent’s side of the court).
Champion of the Court- A designated champion competes Returning the ball to where the Use larger, lighter, softer, or
against a line of opponent is not. For example, if the brighter ball (balloons, beach balls,
at least 3 challengers. The champion opponent is on the right and close etc)
assumes a baseline position on one side of the to the net, the student hits it to the
court. Other players (the challengers) wait at the back of the back-left side. Allow the students to use the
opposite side of the court (Playing “Rally it”). The first doubles boundary.
8-10
challenger assumes opposite base line position. Champion
minutes
drop-hits or serves the ball to Challenger, and a point is
played using the singles court boundaries. If Challenger
wins, he is the new champion and runs to the other side of
the court (the Champion’s side). If Champion wins, she
stays and plays a point against new challenger.

Closure (includes lesson extension, summary, homework; create new rows as needed)

Class Discussion

Where do we serve the ball at the beginning of the game?

Do you serve to the same side as to where you stand or the
opposite?
2-3
minutes
If the opponent is to the right side of the court where do you
want to hit the ball? (vice versa)

If the opponent is up close to the net, where should we hit

the ball? (Vice versa)

William Paterson University

Teacher Certification Program - Daily Lesson Plan Format
Teacher’s Name John Gallucci Date Lesson # 2 of 4
Unit Pickle Ball Grade 12 Duration of Class 40 minutes

Central Focus of lesson Forehand/Backhand

Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domain (Formal
(P,C,A) SHAPE NJSLS Objective(s) Assessment tool(s)
Informal)
SWBAT display proper technique for the forehand/backhand (pointing
(S2.H 2.2.12. shoulder to the target, paddle parallel to the ball) and use of proper force by
P I Peer Assessment
5.L1) MSC.1 staying with in the court boundaries (long and short as well as from side to
side).
(S2.H 2.2.12. SWBAT analyze the different techniques to have a successful forehand and
C I Class Discussion
5.L2) MSC.5 backhand ground stroke during the class discussions.
2.12.2.C SWBAT cooperate, work together, and communicate feedback to peers all
A S4.H2 F Affective Check List
.1 of the time throughout the lesson.

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☒ CRP 1 ☐ CRP 2 ☐ CRP 3 ☐ CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 7 ☐ CRP 8 ☒ CRP 9 ☐ CRP 10 ☐ CRP 11 ☐ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Analyze
Vocabulary ☐ Forehand and Backhand
Syntax ☐ Peer Assessment
Discourse ☐ Discussion at the end of class about the techniques for the different ground strokes

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
 Make sure to be aware of personal space to avoid any collisions Pickle balls, Paddles, courts, and nets
with paddles and each other
 Students will be asked to use a gentle touch during modified
games
  No Swinging the paddles at other students

Task Development Teaching Points Planned Supports

Describe each task in detail. Include, organization (drawing or in Cues, critical questions, talk Include supports for whole group and/or
Time
writing), transitions, modifications, technology use as needed. phrases used to support individual and/or specific learning groups
(min) (Indicate instructional strategies in parentheses) instruction

Introduction (includes instant/fitness activity; create new rows as needed)

Hacky Ball-Students are in groups of 4-5 (depending on class Keep it up Use larger, lighter, softer, or brighter ball
size) positioned in a circle spread out in the teaching space. The Work together (balloons, beach balls, etc)
object is to hit the ball to all teammates without it touching the
ground. If completed successfully, the team gains a point. Allow students to catch and throw instead
3-5 of volleying
minutes Progression: Hit with only one hand
Hit with non-dominant hand only Allow ball to bounce once
Touch the ground after touching the ball
Complete Jumping Jacks after touching the ball Have student circles move closer to each
other
Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
Group Rally- Extension of the intro activity. 4-5 students spread Communication Use larger, lighter, softer, or brighter ball
out in a circle anywhere in the gymnasium and there are no (balloons, beach balls, etc)
boundaries. Each student has a paddle, and each group has 1 Control the force of the hit.
5-8 pickle ball. There must be one bounce between hits. The object Place more or less students in a group
minutes of the game is to have as many consecutive hits as possible
without allowing the ball to bounce twice. The group must say Have student circles move closer to each
aloud the number of hits with each continuous hit. other
Rally it- Students are situated in 1v1 games, on half of a pickle Positioning for forehand Allow Multiple bounces between hits
ball court. The object of the game is to keep a rally going for as stroke- Back swing with side
long as possible. Students are allowed to use a forehand and turned to target pivot on non- Use larger paddles
backhand shot. On start signal, student count how many paddle foot, bring the paddle
consecutive rallies are accomplished and once stopped, back, move whole arm (wrist Place more or less students in a group
5-8
typically after 2-3 minutes, compare with the other team on the is locked), weight on back
minutes
court to see who rallied the most. foot.
Progression: Competitive game, now aiming for open spaces in
opponent’s court to try and score. Start gameplay anyway Weight transfer: back foot to
possible front foot, paddle moves
from low to high
8-10 Modified 1 v1- 4 students to a court. The court will be played Contact point - contact ball Allow the students to use the doubles
minutes within the service boxes only 1 student on each side of the net. at waist level. boundary.
 There will be no overhand serves. The game starts with an
underhand or forehand hit. Scoring will be the same as a regular Follow through - paddle Play doubles
pickle ball match. 3 points wins the match. While the 2 students continues to rise across the
play the other group plays rally on the side. body, up towards opposite
shoulder, pivot back and
return to ready position.
Closure (includes lesson extension, summary, homework; create new rows as needed)

Class Discussion

What were the two types of shots that we used today?

2-3
minutes What are some tips to execute these shots?

When should we use these types of shots?

William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name John Gallucci Date Lesson # 3 of 4

Unit Pickle Ball Grade 12 Duration of Class 40

Central Focus of lesson Drop Shot

Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domain (Formal
(P,C,A) SHAPE NJSLS Objective(s) Assessment tool(s)
Informal)
SWBAT demonstrate control of force (Dropshot) a on rallies by hitting the
(S2.H 2.2.12.
P ball inside the No-Volley Zone (NVZ) and scoring a 3 out of 4 on at least 2 F Teacher Rubric
5.L2) MSC.2
of the criteria on the rubric.
SWBAT identify where the dropshot should land on the court as well as
(S2.H 2.2.12.
C when to use it (to manipulate their opponents during a game) by scoring 7 F Exit Slip
5.L2) MSC.5
out of 9 or higher on the exit slip.
 SWBAT demonstrate teamwork and cooperation with their peers by
2.12.2.C
A S4.H3 working together and giving a fist bump to their opponents at the end of I Teacher Observation
.2
each game.

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☐ CRP 1 ☒ CRP 2 ☐ CRP 3 ☐ CRP 4 ☐ CRP 5 ☐ CRP 6 ☒ CRP 7 ☐ CRP 8 ☐ CRP 9 ☐ CRP 10 ☐ CRP 11 ☐ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Explain
Vocabulary ☐ Drop Shot, No Volley Zone
Syntax ☐ Video that was reviewed before class
Discourse ☐ Exit slip about the drop shot and when to use it and where to be positioned

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
 Make sure to be aware of personal space to avoid any collisions Pickle balls, Paddles, courts, and nets
with rackets and each other
 Students will be asked to use a gentle touch during modified
games
 No Swinging the racket at other students

Task Development Teaching Points Planned Supports

Describe each task in detail. Include, organization (drawing or Cues, critical questions, talk phrases Include supports for whole group
Time
in writing), transitions, modifications, technology use as needed. used to support instruction and/or individual and/or specific
(min) (Indicate instructional strategies in parentheses) learning groups

Introduction (includes instant/fitness activity; create new rows as needed)

5-6
minutes Group Leader Fitness-Students are organized into groups
of 4-5 (depending on class size). One student in the group is
designated as the first leader, and that leader selects an
exercise from the task card based on a category provided by
the instructor. After 30 seconds, the leader changes and the
teacher selects a different category for the leader to select.
Continue alternating back to the aerobic fitness category.
 For example: Aerobic, muscular strength, aerobic,
flexibility, aerobic, muscular endurance, aerobic, flexibility.

Music: 30 seconds on, 7 seconds off.

Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
Dropshot Rally game- Students are situated in 2v2 games, Positioning is same for dropshot as Allow Multiple bounces between
on half of a pickle ball court. The object of the game is to forehand stroke- Back swing with hits
keep a rally going for as long as possible. Students are side turned to target pivot on non-
allowed to use a forehand and backhand shot but the ball paddle foot, bring the paddle back, Use larger paddles
must land in the no-volley-zone. On start signal, student move whole arm (wrist is locked),
6-8 count how many consecutive rallies are accomplished and weight on back foot. Place more or less students in a
minutes once stopped, typically after 2-3 minutes, compare with the group
other team on the court to see who rallied the most. Weight transfer: back foot to front
Progression: Competitive game, now aiming for open foot, paddle moves from low to
spaces in opponent’s court to try and score. Start gameplay high
anyway possible

Drop Shot Challenge- Students are situated in 2v2 games, . Allow the students to expand the
on a court. The object of the game is to keep a rally going Contact point - contact ball at waist target area
for as long as possible. Students are allowed to use a level.
forehand and backhand shots. The rally only counts if the Play doubles
ball lands inside the non-volley zone. On start signal, Drop Shot - paddle stops or slows
student count how many consecutive rallies are down in the middle of the follow Allow multiple bounces between
6-8
accomplished and once stopped, typically after 2-3 minutes, through to “soften” the return and hits
minutes
compare with the other team on the court to see who rallied place the ball inside the No-Volley
the most. zone.
Progression: Competitive game, now aiming for open
spaces in opponent’s court to try and score. Start gameplay
anyway possible

12-15 Champion of the Court- A designated champion competes Who kept a rally? What made it Use larger, lighter, softer, or
minutes against the “challengers” on court 1. The winner stays on easier to keep the rally going? What brighter ball (balloons, beach balls,
the court while the team that loses moves down one court. is that shot called when we lightly etc)
This is repeated for courts 2-7. The winner advances one get the ball over the net? Do we
court while the team that loses moves down a court. The want to use the drop shot in a Allow the students to use the
games last 5 minutes and the team with the most points at game? Why or why not? doubles boundary.
the end of 5 minutes wins. To reinforce the drop shot, any
team that scores by having the ball bounce inside their
opponent’s non-volley zone without their opponent
 successfully returning the ball gets 2 points.
Closure (includes lesson extension, summary, homework; create new rows as needed)

Class Discussion

How do we perform the drop shot? Where do we want the

drop shot to land? When should we use the drop shot during
4-5 a game? What should we do during the rally before using
minutes the drop shot?

If the opponent is close to the net, do we want to use the

drop shot? (vice versa)

William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name John Gallucci Date Lesson # 4 of 4

Unit Pickle Ball Grade 12 Duration of Class 40

Central Focus of lesson Spike

Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domain (Formal
(P,C,A) SHAPE NJSLS Objective(s) Assessment tool(s)
Informal)
SWBAT demonstrate proper technique when performing a spike (staying
(S2.H 2.2.12.
P behind the NVZ and contacting the ball over shoulder height) during the I Teacher Observation
5.L2) MSC.2
Spike contest.
(S2.H 2.2.12. SWBAT explain the strategy of using the spike in a game setting during the
C I Class Discussion
5.L1) MSC.4 closure activity.
2.12.12. SWBAT cooperate, work together, and communicate feedback to peers all
A S4.H4 F Affective Check List
C.4 of the time throughout the lesson.
College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☐ CRP 1 ☐ CRP 2 ☐ CRP 3 ☒ CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 7 ☐ CRP 8 ☐ CRP 9 ☒ CRP 10 ☐ CRP 11 ☐ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Explain
Vocabulary ☐ Spike, No Volley Zone
Syntax ☐ Pictures around the room
Discourse ☐ Discussion about the spike and when to use it

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
 Make sure to be aware of personal space to avoid any collisions Pickle balls, Paddles, courts, and nets
with rackets and each other
 Students will be asked to use a gentle touch during modified
games
 No Swinging the racket at other students

Task Development Teaching Points Planned Supports

Describe each task in detail. Include, organization (drawing or Cues, critical questions, talk phrases Include supports for whole group
Time
in writing), transitions, modifications, technology use as needed. used to support instruction and/or individual and/or specific
(min) (Indicate instructional strategies in parentheses) learning groups

Introduction (includes instant/fitness activity; create new rows as needed)

Quickly get to your stations
Card Fitness- Eight Cones w/ fitness signs are situated on
opposite sides of the gym (4 of the same signs on opposite Grab a card moving around the
sides of the teaching space). Two decks of cards are circle
shuffled and scattered on a chair or table on opposite ends
(adjacent to fitness signs). When the music starts, students Find your sign
5-6
are expected to jog around the teaching space, and as they
minutes
pass the cards picking up a card while they continue to run. Get working
Once the music stops, students have to quickly find the sign
associated with the playing card. Then, music will start
again, and the students begin performing the exercise on the
fitness sign.

Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
 Spike Contest- Students are situated in 1v1 games, on half . Allow the students to expand the
of a tennis court. The object of the game is to keep a rally Contact point - contact ball at target area
going for as long as possible. Students are allowed to use shoulder level or above.
only “spikes” contacting the ball above the shoulders. The Play doubles
rally only continues if the ball is contacted above the waist Drop Shot - paddle stops or slows
8-10
and only counts if the spike is above the shoulders. On start down in the middle of the follow Allow bounces between hits
minutes
signal, student count how many consecutive rallies are through to “soften” the return and
accomplished and once stopped, typically after 2-3 minutes, place the ball inside the No-Volley
compare with the other team on the court to see who rallied zone.
the most.

Champion of the Court- A designated champion competes Who kept a rally? What made it Use larger, lighter, softer, or
against the “challengers” on court 1. The winner stays on easier to keep the rally going? What brighter ball (balloons, beach balls,
the court while the team that loses moves down one court. is that shot called when we lightly etc)
This is repeated for courts 2-7. The winner advances one get the ball over the net? Do we
12-15 court while the team that loses moves down a court. The want to use the drop shot in a Allow the students to use the
minutes games last 5 minutes and the team with the most points at game? Why or why not? doubles boundary.
the end of 5 minutes wins. To reinforce the drop shot, any
team that scores by having the ball bounce inside their
opponent’s non-volley zone without their opponent
successfully returning the ball gets 2 points.
Closure (includes lesson extension, summary, homework; create new rows as needed)

Class Discussion

How do we perform the spike? Where do we want to hit the

spike during a game? When should we use the spike during
4-5 a game? What should we do during the rally before using
minutes the spike?

If the opponent is close to the net, do we want to use the

spike? (vice versa)