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Tennis Unit Plan

W.R. Myers High School


Physical Education
Grade 10
Ms. Natalie Dollevoet

Table of Contents

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

Unit Plan Overview-------------------------------------------------------- pg. 3


Unit Plan Rationale-------------------------------------------------------- pgs. 4-5
Classroom Management Plan ----------------------------------------- pg. 5
Goals Overview ------------------------------------------------------------- pg. 6
Assessment Overview---------------------------------------------------- pgs. 7-9
Unit Calendar Overview ------------------------------------------------- pgs. 10-11
Tournament Set Up-------------------------------------------------------- pg. 12
Participation Rubrics ----------------------------------------------------- pgs. 13

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

Unit Overview
The tennis unit will be completed over a two day period. The unit builds off of
students previous skills and aims to further strengthen their personal skills in the sport.
The unit will include rules and regulations of tennis, specific skills required in tennis, and
also court rotations and game play within tennis. The students will be tasked to push
themselves and develop their skills within the unit. The unit should be approached to
explain to the students that tennis is an exciting sport and that it is a sport which skills
can transfer over an assortment of racket sports which may be played throughout life.
This unit will provide students with the fundamental skills necessary to be competent in
the sport and provide the students with a foundation to continue playing the sport for
life. Throughout the unit, the guiding questions will help the students make the
connections between sport and healthy living. The connections will be discussed before
and after every lesson, also there will be quick briefing and questions during skill
development.

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

Unit Rationale
This unit plan has been designed to meet eight specific learning objectives from
the Alberta Physical Education 10 Program of Studies from the four general outcomes
of Activity, Benefits Health, Cooperation and Do it Daily through the sport of tennis.
These objectives will be met through a variety of teaching and assessment practices
including observations, participation rubrics, and self reflection.

Throughout the course of this unit students will take the lead in their own learning
by first identifying their own knowledge, skills, and attitudes as they relate to tennis. The
unit will also encourage students to be engaged thinkers, ethical citizens, and
entrepreneurial spirits. This will be done when students have to take on leadership roles
including evaluators, scorekeepers, referees, and game players throughout the unit.
The tennis unit also inspire students to participate and collaborate with their peers
consistently. Students will be held responsible for many task, such as tennis game rules
and regulations, and tennis game scoring. Students will also be required to
communicate with others in a way that is respectful and caring. The tennis unit will
encourage students to be self directed and ultimately lifelong learners.

W. R. Myers High School invites students from different backgrounds, social


class, and ethnicity. The tennis unit will be enjoyable and accessible to all students as it
will encourage respect and not tolerate stereotypical and bullying within the class. The

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

tennis unit will be a safe space for students to come and learn, develop skills, and
participate in the fun sport of tennis.

Classroom Management Plan:


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Let the students know the focus and goal of the unit
Make the guidelines and expectations clear from day one
Always have the weight room ready and safe for the students to use
Have a meeting area in the weight room, such as the mats
The new environment should engage and excite students
Let students choose their partner so they are comfortable and enjoy working out
Focus on topics that the students are interested in spend more time on them
Bring in an outside expert to highlight fitness and nutritional information
Be a positive role model for the students always encouraging them and
listening to their concerns throughout the unit

Established Goals:
Students will use various locomotor and non-locomotor movements, combined with
manipulative skills, in order to perform sport specific techniques required for racket

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

sports in physical education. Students will appreciate how physical fitness is able to
aid ones abilities in physical activity.
Understandings:
Students will understand

Sport specific movements and techniques


are needed in order to develop ones
ability to compete at a higher level.

A link exists between physical fitness and


sport performance
That a physically educated person is

aware of the skills necessary to contribute


to a group working towards a common
goal

Essential Questions:
Why are skills and game knowledge
important to participate in tennis?
How does your movement affect
performance?
What role does cooperation play in
physical activities/sport?

Students will know

Students will be able to do

Benefits Health
B10-2 demonstrate, monitor, analyze and
reflect upon ways to achieve a personal
functional level of physical fitness

Basic Skills
A10-1 apply and refine locomotor skills
and conceptseffort, space and
relationshipsto perform and create a
variety of activities to improve personal
performance
A10-3 apply and refine nonlocomotor
skills and conceptseffort, space and
relationshipsto perform and create a
variety of activities to improve personal
performance
A10-5 apply and refine manipulative skills
and conceptseffort, space and
relationshipsto perform and create a
variety of activities to improve personal
performance

Cooperation
C10-1 communicate thoughts and
feelings in an appropriate respectful
manner as they relate to participation in
physical activity
.

Cooperation
C10-3 demonstrate etiquette and fair play
C10-5 develop and apply practices that
contribute to teamwork
Do it Daily for Life
D10-3 select and apply rules, routines

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

and procedures of safety in a variety of


activities
Resources:
Alberta K-9 Physical Education Program
of Study
https://education.alberta.ca/media/160191
/phys2000.pdf
W.R. Myers High School Student
Handbook

Materials:
Tennis Court
25 racquets
20 tennis balls

Assessment Tool Overview


Assessment Tool Title

Brief Description

Observations/Anecdotal
notes

Throughout the unit observations and


anecdotal notes will be recorded to
evaluate students abilities to us a tennis
racket and hit the ball. Students will
demonstrate their ability to accurately
play tennis by the propper rules including
keeping score with the opposing team.

Participation
Rubric

Participation marks determined by the


students effort, attitude, help,
sportmanship, dress and reliability
during the lesson. Participations
marks are given each class and are a
score out of 5 based on the following
rubric. While the students engage in
the tennis unit, teacher will have a
checklist with student names that
records participation and effort for
each class. (Are they in gym attire,
are they using their time efficiently)

FOR

AS

OF

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2
Learning Outcomes
Title

Observations/ Anecdotal
Notes

Participation
Rubric

Type

Formative

Summative

(Formative/Summ
ative)

Weighting

100%

A10-1 apply and refine


locomotor skills and
conceptseffort, space and
relationshipsto perform
and create a variety of
activities to improve
personal performance

A10-3 apply and refine


nonlocomotor skills and
conceptseffort, space and
relationshipsto perform
and create a variety of
activities to improve
personal performance

A10-5 apply and refine


manipulative skills and
conceptseffort, space and
relationshipsto perform
and create a variety of
activities to improve
personal performance

B10-2 demonstrate,
monitor, analyze and reflect
upon ways to achieve a
personal functional level of
physical fitness

C10-1 communicate
thoughts and feelings in an

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

appropriate respectful
manner as they relate to
participation in physical
activity

C10-3 demonstrate
etiquette and fair play

C10-5 develop and apply


practices that contribute to
teamwork

D10-3 select and apply


rules, routines and
procedures of safety in a
variety of activities

Calendar Overview

Day 1: Introduction to Tennis, Court Lines, Serving, Return


Outcome:

Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2
GLO: A, C, & D
SLO: A10-1, A10-3, A10-5, C10-3, C10-5, D10-3
Learning Activities:
Dynamic warm up activity (warm up)
Stretch
Students rally back and forth to get feel of tennis racket and ball
Brief intro discussion on tennis, including the court lines and safety while playing the
game of tennis
Learn about tennis grips, backhand thumb grip and forehand v grip.
Demonstration and lesson on serving. Indicate the difference between underhand and
overhand. Court lines highlighted on what is in or out with a serve.
Demonstration and lesson on returning the tennis ball. The angle and power needed
behind the return.
Student
Have students rally at the end in pairs, serves as pre-assessment, to check for
student's skill level, and to get them excited about the game (non-competitive game
play)
Instructional Strategies: Direct instruction, Demonstration, Cooperative Learning
Assessments:
Discuss with students goals for the unit and possibilities for achieving them
Observe students grips of tennis rackets
Observe students tennis abilities
Exit Slip on students goals for the unit
Safety:
On-site supervision
Positioning & court etiquette discussed
Court surface free of obstructions
Racquets in safe playing condition
Court boundaries clearly defined
Safety procedure for side-by-side courts
Equipment: tennis court, 25 racquets, 20 tennis balls
Motivation: Engaging class discussion, Allow students to choose own partner to work with,
talk about opportunities there are with tennis, (school teams, out of school activities, etc.)
Day 2: Court Rotations, Scoring, Game Play
Outcome: GLO: A, B, C & D
SLO: A10-1, A10-3, A10-5, B10-2, C10-1,C10-3, C10-5, D10-3
Learning Activities:
Dynamic warm up activity (warm up)
Stretch
Practice ralley with partner over the net, get a feel for racket and ball.
Discussion on team tennis court rotation and serving

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Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

Discussion on scoring within tennis (15, 30, 40, Love, Fault, Duece, Advantage)
Brief reminder on safety and proper etiquette.
Partner tennis game play. 1 set games for all students to have access to tennis court
(quick rotations)
Ladder Tournament
Instructional Strategies: Direct instruction, Demonstration, Discussion, Cooperative
Learning
Assessments:
Give students a hand out with notes pertaining to the quiz that will take place on the
last lesson
Take note on the scores attained by each student while they participated in the serving
activity. Use this as formative assessment towards future coaching/tips
Consider students' sportsmanship during the lesson
Consider students' contribution to the topic about safety
Safety:
On-site supervision
Positioning & court etiquette discussed
Court surface free of obstructions
Racquets in safe playing condition
Court boundaries clearly defined
Safety procedure for side-by-side courts
Equipment: Tennis court, 25 racquets, 20 tennis balls
Motivation: Allow students to choose own partner to work with, Positvie Reinforcement

Ladder Tournament:
-

Students will choose a partner of their choice.

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Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

Teams who are lower in the ladder are allowed to challenge 1, 2 or 3


spots above them. If a lower team knocks off a higher team, they take
their place.
Games are played straight to 1 set to allow for more students to
participate.
Teams are not allowed to challenge a team back to back games.
Teams are not allowed to turn down a challenge.
Teams are to create their own appropriate team name and will have
team tags made for them to move up and down the ladder.
The ladder model (physical structure in the equipment room) will be
utilized for this tournament.

Activity/Unit Participation Rubric


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Subject Area: PhysEd


Grade Level: Grade 10
Topic: Tennis
Length of Unit (days): 2

5: Activity- development of skills is evident through the entire unit/activity


5: Cooperation- student always interacts positively with others
5: Do it Daily- student always assumes responsibility to lead an active way
of life through effort, safety and goal setting
4: Activity- development of skills is evident through most of the
unit/activity
4: Cooperation- student interacts positively with others most of the time
4: Do it Daily- most of the time, the student assumes responsibility to lead
an active way of life through effort, safety and goal setting
3: Activity- development of skills is evident occasionally through the
unit/activity
3: Cooperation- student occasionally interacts positively with others
3: Do it Daily- the student occasionally assumes responsibility to lead an
active way of life through effort, safety and goal setting
2: Activity- development of skills is minimal through the entire unit/activity
2: Cooperation- student shows minimal positive interaction with others
2: Do it Daily- the student assumes minimal responsibility to lead an active
way of life through effort, safety and goal setting
1: Activity- development of skills is rarely evident through the entire
unit/activity
1: Cooperation- student rarely interacts positively with others
1: Do it Daily- the student rarely assumes responsibility to lead an active
way of life through effort, safety and goal setting
0: Please remember that Physical Education is an activity-based course;
therefore, no marks can be given for no participation.

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