Table Tennis Unit Plan: 9 Grade South Windsor High School South Windsor, CT March 19 - March 23

Table Tennis
Unit Plan
9th Grade
South Windsor High
School
South Windsor, Ct
March 19th – March 23rd
Kyle Naples
Unit Outcomes Reference Content to be taught Assessment
MA CF &
(By the end of the NASPE
(Include rubrics, quizzes,
unit, students will be Standards etc. in “written materials”
able to…) By # section)
Psychomotor MA CF Day 1: Forehand Hit
Using designated Standard Day 2: Backhand Hit
skill cues; perform 2.17 Day 3: Serve
3 consecutive Day 4 & 5: Modified
forehand or Shape game play, tactical  Class skillset
backhand hits over Standard skillset checklist
the net during S1.H14.4a Day 6: 2v2 Tournament
game play.
Cognitive MA CF Day 1: History of Table

Demonstrate the Standard Tennis  History of table
rules, skills and 2.26 Day 2: Video on Skill tennis handout
history of table cues/Forehand Hit
tennis including Shape game technique  Pre test
forehand hit, Standard Day 3: Video on Skill
backhand hit and S1.H15.4 cues/Backhand hit  Ticket to go
serve with 85% game technique
accuracy on the Day 4: 2 v 2 rally  PowerSchool
final quiz. scoring Classroom
Day 5 & 6: 2v2 Assignment
Tournament
 Post test
Affective MA CF Day 1-6:
Present good Standard Communication skills  PowerSchool
sportsmanship by 2.26 between you and your Classroom
respecting the partner (who is going Assignment
equipment, Shape for the ball). Generating
classmates and all Standard an environment/
classroom rules S4.H2.L1 positive teamwork and
and regulations collaboration
throughout the
entire unit.
South Windsor High School Daily Observation & Grading Policy

Level 5 – Socially Responsible (95%)
Does more than what is required

Helps others be successful
Is a positive leader
Resolves Conflict
Sets, works on and evaluates goals
Level 4 – Personally Responsible (85%)
Actively participates
Follows directions without reminders
Listens when teachers and others are talking
Admits errors and learns from mistakes
Demonstrates safe physical behaviors
Sets and works on goals
Level 3 – Involved (75%)
Tries new lessons without complaining

Helps when asked
Follows directions most of the time or with reminders
Demonstrates safe physical behaviors most of the time
Sets goals
Level 2 – Emerging Awareness (65%)
Participates some of the time

Easily gets of task
Occasionally follows direction
Demonstrates safe physical behavior some of the time
Aware that behavior needs change
Level 1 – Lacking Responsibility (55%)
Disengaged
Disruptive
Argues, teases or blames
Demonstrates unsafe physical behavior
No evidence of goals
Level 0 – No participation at all (0%)

Table Tennis Skill Cues
Serve
1. Grip ball with non-dominant hand
2. Toss ball up slightly
3. Contact the ball with the paddle
4. Continue through the ball towards
the opponent’s side of the table
Forehand Hit
1. Feet shoulder with apart
2. Ready position
3. Contact ball with continuous motion
through
Backhand Hit
2. Ready position
3. Contact ball with back of hand facing
opponent
4. Have a continuous motion through the ball
Name:_____________________ Date:__________________
Table tennis skillset checklist
***Complete each skill to the best of your ability, you and your partner will find the
teacher when you are ready to be assessed. Put a check mark in the box that represents
your skillset the best.
Successful?
Always Sometimes Never
Successful
Serve
Forehand
Hit
Backhand
Hit
Attack
Strategies
Defensive
strategies
Game
Awareness
Uses
strategies
to expose
opponents
weakness
Table Tennis Handout

History
 Table tennis was founded by the English Firm J. Jacques and Son
 The sport of table tennis originated in England where it was played among
the upper class as the “after dinner” game.
 The game is thought to have developed makeshift versions of the game
around 1860s or 1870s.
 The first game like version was played with books in the middle of the table
to replace the net that would come about years down he road.
 In 1921 the Table Tennis Association was founded (TTA)
 The game of table tennis is a modified and more controlled version of
regulation tennis. This modification came about in the winter when there
was too much snow on the tennis courts and there was still a desire to play.
Rules & Regulations

 A regulation table tennis table is 2.74m long and 1.525m wide, and shall lie in
a horizontal plane 76cm above the floor.
 The playing surface shall be divided into 2 equal courts by a vertical net
running parallel with the end lines, and shall be continuous over the whole
area of each court.
 For doubles, each court shall be divided into 2 equal half-courts by a white
center line, 3mm wide, running parallel with the side lines; the center line
shall be regarded as part of each right half-court.
 The racket can be any size, shape or weight but the blade shall be flat and
rigid.
 The surface covering material shall be matt and bright red on one side and
black on the other.
 At least 85% of the blade thickness shall be of natural wood.
 A game shall be won by a player or pair first scoring 11 points unless both
players or pairs score 10 points, when the game shall be won by the first
player or pair subsequently gaining a lead of 2 points.
Common Table Tennis Terminology

 A rally is the period, which the ball is in play.
 A let is a rally of which the result is not scored.
 A point is a rally of which the result is scored.
 The server is the player due to strike the ball first in the rally.
 The receiver is the player due to strike the ball second in a rally.
 The ball shall be regarded as passing over or around the net assembly if it
passes anywhere other then between the net and the net post or between the
net and the playing surface.
Table Tennis Regulation
Table Diagram Handout
Name:_______________________ Date:______________
Table Tennis Ticket to Go
*** Fill this out and you are free to go get changed
1. Name one thing that you learned from each video and explain how it
can be helpful in providing a successful environment.


2. In the diagram provided below, draw an X on the outside of the
diagrams to show where you should position your body for the
designated hit.
Forehand Backhand
3. Provide two of the four skill cues to each skill below:
Forehand hit:
Backhand hit:
Serve:
**VIDEO QUESTIONNARE**
(Cognitive Domain)
Video 1
Video 2
Video 3
**EXAMPLES OF THE PRE AND POST TEST
QUESTIONS **
Measure of Student Learning
Pre/Post Test Results

100%
90%
80%
70%
Test Percentage
60%
50%
Pre Test Percentage
40%
Post Test Percentage
30%
20%
10%
0%
FJ
NA
LA
NH
MI
MT
EA
AG
AA
MA
BS
AO
MT
MM
BP
DT
SO
SR
KT
TS
KM
Student Names
Pre Test Post Test Pre/Post Test Pre/Post

Results Results Analysis (Minimal,
Moderate,
High)
MT 65% 70% +5 Moderate
BS 70% 65% -5 Minimal
KM 55% 80% +25 High
SO 80% 80% 0 Minimal
LA 90% 95% +5 Moderate
MM 65% 70% +5 Moderate
BP 80% 80% 0 Minimal
SR 75% 75% 0 Minimal
AO 70% 75% +5 Moderate
DT 70% 80% +10 High
EA 90% 90% 0 Minimal
MI 70% 75% +5 Moderate
FJ 70% 85% +15 High
NA 65% 75% +10 High
NH 80% 80% 0 Minimal
KT 70% 75% +5 Moderate
TS 70% 75% +5 Moderate
AG 75% 80% +5 Moderate
AA 80% 95% +15 High
MT 70% 70% 0 Minimal
MA 85% 95% +10 High
 Students were assessed based on an 18-question pre test/ posttest taken

separately weeks apart.
 First test was given before the unit; second test was given on the last day of
the unit.
 The purpose of this assessment is to measure student learning.
 High = > 10+
 Moderate = >5-9
 Low = 0-4
 Out of 21 students 6 fell into the “high” improvement category, 8 fell into the
“Moderate” improvement category and 7 fell into the “low” improvement
category.
South Windsor – Daily Lesson Plan
Name: Kyle Naples Date: March 19th Time: 8:25-
9:20
School: South Windsor High School
Lesson #: 1/6
Facilities: Back Gym Class Size: 22 Grade: 9th
Unit/Theme: Table Tennis Generic Level: Utilization/
Proficiency
Equipment:
 Table Tennis Tables
 Table Tennis Paddles
 Table Tennis Balls
 20 Hotspots
 Visuals
 Videos
Focus of Lesson: To be able to comprehend what proper game plays looks like, and
implements that into a game like setting.
By the end of the lesson, students should be able to:
(P) Demonstrate the introduced activity by following instructions and being
engaged throughout he entire lesson. (N.S.G.L.O S1.E14.4a, M.A.C.F 2.2)
(C) Demonstrate attentiveness by being able to recite either a rule or a students
name or fact when asked by the teacher during and after the lesson. (N.S.G.L.O
S1.E15.4, M.A.C.F 2.2)
(A) Show respect to classmates, equipment, teachers, and the rules with 70%
accuracy throughout the entire lesson. (N.S.G.L.O S4.H2.L1, M.A.C.F 2.7) Assessed
throughout the entire lesson.
Check each objective – is it specific? Is it achievable? Is it developmentally

appropriate?
Teacher Performance Objectives – During the lesson the teacher will:
1. Model energy and enthusiasm during the lesson, encouraging the students to
demonstrate similar amounts of enthusiasm.
2. Constantly move throughout the classroom. Show each student an equal
amount of attention, with positive specific feedback. Only stay with a student
for an elongated period of time if a student does really not understand the
lesson.
3. Make instructions clear and precise, checking for understanding often.
4. Constantly use terms like “class” or “students” instead of saying “guys” when
speaking to the class as a whole.
5. Stress the importance of safety, keeping their eyes up, maintaining personal
space.
Special Considerations – What are the safety concerns? What is unique about
the students in this class?
 Adapt to students who are not physically or mentally capable of completing a
task or working efficiently with other students. Allow these students to
complete a task with an assistant if there's one available, or have the student
perform a self-oriented activity to keep him or her busy while also
successfully and respectfully removing them from the lesson.
References: (include page # and/or actual web site address)

 Graham, G. (2008). Teaching Children Physical Education: Becoming a Master
Teacher (8th ed.)
T= Teacher
S= Student
X= Boundaries
TIME SEQUENCE OF LESSON Reflection
0-2 Good morning class, today we are going to be
min focusing our skills to table tennis, in
particular the ways in which we can refine
2-8 our skills for game play in order to show as
min much success as possible.
DAY 1 RULES AND REGULAIONS: Before any
of the activities, the teacher will hand out the
rules and regulations hand out and
thoroughly go over all of the table tennis rules
and skills needed.
8-18 Warm up: For the warm up today the
min students are going to take their paddle and a
ball and play keep it up to them self’s on a
stationary position to work on control of the
ball and accuracy of the hit.
18- 25 Activity 1: 1 v 1
min Students will find a partner; once they do they
will find the teacher that will give them a
table to work on and a Ping-Pong ball to work
with. Once all students get assigned a table
there will be about 5 minutes for both
partners to work on keeping the ball on the
table. The goal of this activity is not to see
who wins; it is to see how long the rally can
go for. This allows the teacher to assess the
student’s skills on the first day without the
students knowing. From here on out the
teacher can see what skills we need to focus
on.
25-40 Activity 2: 2 v 2
min For this activity the students will be getting
into a group of four students where they will
be playing 2 v 2 non-scoring game. Much like
the first activity this allows the teacher to
assess the student’s skills on the first day
without the students knowing. From here on
out the teacher can see what skills we need to
focus on.
Activity 3: Hotspot Hit
40-45 This activity will be played 1 v 1. There will
min be three different colored hotspots placed on
both sided of the table.
Blue hotspots= 3 points
Red hotspots = 2 points
Green hotspots = 1 point
The goal of this activity is to focus on accuracy
of both forehand and backhand hits. It will
allow for the teacher to assess the skills of all
students based on how well they can aim the
Ping-Pong ball to the allotted hot spots.
Students will be keeping track of the score
and play until 21.
Closure: Great job today class! Today was a
great start to a really enjoyable unit; I have a
lot of great things planned for us. Recite/ ask
questions on rules and regulations of the
game of table tennis. I need one person tell
me one thing that they did really well today?
What was the most common hit that was used
throughout all of todays lesson? (Backhand)
* Look back on table tennis handout!
Table Tennis Skill Cues
Serve
5. Grip ball with non-dominant hand
6. Toss ball up slightly
7. Contact the ball with the paddle
8. Continue through the ball towards
the opponent’s side of the table
Forehand Hit
5. Ready position
6. Contact ball with continuous motion
through
Backhand Hit
6. Ready position
7. Contact ball with back of hand facing
opponent
8. Have a continuous motion through the ball
Table Tennis Handout
History
 Table tennis was founded by the English Firm J. Jacques and Son
 The sport of table tennis originated in England where it was played among
the upper class as the “after dinner” game.
 The game is thought to have developed makeshift versions of the game
around 1860s or 1870s.
 Thirst game like version was played with books in the middle of the table to
replace the net that would come about years down he road.
 In 1921 the Table Tennis Association was founded (TTA)
 The game of table tennis is a modified and more controlled version of
regulation tennis. This modification came about in the winter when there
was too much snow on the tennis courts and there was still a desire to play.
Rules & Regulations

 A regulation table tennis table is 2.74m long and 1.525m wide, and shall lie in
a horizontal plane 76cm above the floor.
 The playing surface shall be divided into 2 equal courts by a vertical net
running parallel with the end lines, and shall be continuous over the whole
area of each court.
 For doubles, each court shall be divided into 2 equal half-courts by a white
center line, 3mm wide, running parallel with the side lines; the center line
shall be regarded as part of each right half-court.
 The racket can be any size, shape or weight but the blade shall be flat and
rigid.
 The surface covering material shall be matt and bright red on one side and
black on the other.
 At least 85% of the blade thickness shall be of natural wood.
 A game shall be won by a player or pair first scoring 11 points unless both
players or pairs score 10 points, when the game shall be won by the first
player or pair subsequently gaining a lead of 2 points.
Common Table Tennis Terminology

 A rally is the period, which the ball is in play.
 A let is a rally of which the result is not scored.
 A point is a rally of which the result is scored.
 The server is the player due to strike the ball first in the rally.
 The receiver is the player due to strike the ball second in a rally.
 The ball shall be regarded as passing over or around the net assembly if it
passes anywhere other then between the net and the net post or between the
net and the playing surface.
Name: Kyle Naples Date: March 19th Time: 8:25-
9:20
Lesson #: 2/6
Proficiency
Equipment:
 20 Hotspots
 Visuals
 Videos
S1.E15.4, M.A.C.F 2.2)

appropriate?
lesson.
space.

Teacher (8th ed.)
T= Teacher
S= Student
X= Boundaries

our skills for game play in order to show as
2-4 much success as possible.
min Warm up:
For this warm up, bounce the ball on your
paddle while walking around the activity
area. This will work on focus of contact area
4-15 and accuracy and strength of the hit.
min
Activity 1: Forehand Rally
Students will be at a table playing 1 v 1
where they will be working on strictly
forehand hits. This means that the students
will have to really work to position their body
in a way that allows for them to be around the
ball getting the proper skill cues aligned for a
successful forehand hit. Once the students get
some practice, a timer will be set to one
minute and the students will see how many
15-25 forehand hits they can get in a row. With this
min practice early on in the unit it will allow for a
more successful and enjoyable end of the unit
where everyone has a similar level of skillset.
Activity 2: Backhand Rally

Students will be at a table playing 1 v 1 where
they will be working on strictly backhand hits.
This means that the students will not have to
work as hard to position their body in a way
that allows for them to be around the ball
25-40 getting the proper skill cues aligned for a
min successful backhand hit. The backhand hit is
a much more universal hit and can be
perfected at a much quicker rate than the
forehand due to lack of body movement.
Once the students get some practice, a timer
will be set to one minute and the students will
see how many forehand hits they can get in a
row. With this practice early on in the unit it
will allow for a more successful and enjoyable
end of the unit where everyone has a similar
level of skillset.
40-45 Activity 3: Accuracy Shot
min For this activity the students will be placing
cups on the edges of the tables. For this
activity it is important to utilize the accuracy
skills that we have been working on the past
couple activities. The corner shot is not only
hard to return but sometimes it bounces off in
a way that makes it impossible. This shot is a
put away shot in most cases and can be a
helpful shot to get up on an opponent.
If a ball lands in a cup= 3 points
If a ball hits a cup = 2 points
If a ball hits the table it is fair game and the
rally should continue.
Closure:
Great job today class, I am seeing a lot od
positive things and a lot of improvements
with the different kind of shots and when we
should be using them. Keep up the good work
and bring the same level of energy in
tomorrow’s class!
Name: Kyle Naples Date: March 19th Time: 8:25- 9:20
Lesson #: 3/6
Proficiency
Equipment:
 20 Hotspots
 Visuals
 Videos
S1.E15.4, M.A.C.F 2.2)

appropriate?
lesson.
space.

Teacher (8th ed.)
T= Teacher
S= Student
X= Boundaries

min Warm up: 1 min rally
For this activity the class will get 1 minute to
rally, students will be keeping track of their
total points. If the ball goes off the table or
the ball doesn’t follow the traditional table
tennis rules the groups the group starts back
5-15 from 1. There will be three individual games
min of this, group with the most point’s wins.
Activity 1: Partner Run

For this activity the students will be lining up
one in front of the other with 6 people to a
table. There will be two lines of three on each
side. The person that starts with the ball
serves to the person across the table, the
person on the other side of the table hits it
back to the other side where the second
person comes up and hits it while the first is
15-25 running to the other side. This set up will
min continue to happen until someone cant make
it to the other side of the table in time. Once
the class gets a hang of it then the numbers of
the lines will decrease to increase difficulty.
Activity 2: Inside and out Forehand &

Backhand
For this activity there will be task sheets on
25-40 both sides of the table. On the inside of the
min table there will be only backhand hits, on the
outside of the table will be only forehand.
Students will start at their table and only thr
inside of the table will rotate upon the
teachers request. This will allow for the
students to see different competition and
partners. Once the class has seen each person
once, the outside of the tables (forehand) will
40-45 rotate. This activity will stress the different
min kinds of hits and allow for maximal
opportunities to respond.
Activity 3: 1 v 1- rotate at 3 points
This activity will split up the students into
groups of 4. Each group will go to a table
where they will play 1 v 1 while the other two
partners stand off to the side. Once the first
game has reached 3 points, the next two will
rotate on. After the second game the two
winners of the table and the two students
who lost will play each other. This will
enhance competition and strategically place
students with those at the same level of
ability
Closure:
tomorrow’s class!
Table Tennis Forehand Hit Task
Sheet
Forehand Hit
7. Feet
shoulder with apart
8. Ready position
9. Contact ball with
continuous motion
through
Table Tennis Backhand Hit Task
Sheet
Backhand Hit
9. Feet
shoulder with
apart
10. Ready position
11. Contact ball with back
of hand facing opponent
12. Have a continuous
motion through the ball
Lesson #: 4/6
Proficiency
Equipment:
 20 Hotspots
 Visuals
 Videos
S1.E15.4, M.A.C.F 2.2)

appropriate?
lesson.
space.

Teacher (8th ed.)
T= Teacher
S= Student
X= Boundaries

Activity 1: 1 v 1 Traditional Game play

*GO OVER TRADTIONAL GAME PLAY
(RULES AND REGULATIONS)
For this activity the students will be playing a
traditional 1 v 1 table tennis game, the
students will be playing until 11 points and all
normal/ traditional rules apply.
25-40 Activity 2: 2 v 2 Traditional Game Play

min *GO OVER TRADTIONAL GAME PLAY
(RULES AND REGULATIONS)
40-45 For this activity the students will be playing a
min traditional 2 v 2 table tennis game, the
students will be playing until 11 points and all
normal/ traditional rules apply.
Closure:
tomorrow’s class!
Lesson #: 5 & 6/6
Proficiency
Equipment:
 20 Hotspots
 Visuals
 Videos
S1.E15.4, M.A.C.F 2.2)

appropriate?
lesson.
space.

Teacher (8th ed.)
T= Teacher
S= Student
X= Boundaries

Activity 1: King Of The Table

The goal of this activity is to make your way
to table 1. Table 1 is the king table. Those
who keep on winning will keep working their
way up to the first table. Students will be
playing 1 v 1 games to 3 points. If you win
you move up a table and go to the “on deck”
area, which is right off to the side, if you lose
you go down a table to the “on deck” area
25-40 where you will be waiting for the game
min playing to finish.
Day 5: Those who are winning a lot and stay
40-45 around table 1 will be considered the better
min of the players of that day. At the end of the
day students will be old to REMEMBER WHAT
TABLE THEY ARE ON and they will start at
that table on day 6.
Day 6: Students will go to the tables they left
off on day 5. Table 1 where the more skilled
players were on day 5 will now be considered
table 6. This allows for the less skilled players
to have a chance to be the King of the Table
for this class. This allows for all students to
have the same level of opportunity for the end
of the unit!
Closure:
Great job today class, I am seeing a lot of
should be using them. From the beginning of
the unit we have grown a lot as table tennis
players. I love how engaged everyone was
throughout the unit and I am extremely happy
that everyone had a great time while learning
this game! Now that we have learned so
much about table tennis, take the things you
have learned and implement them into and
recreational setting that table tennis is
present.

Table Tennis Unit Plan: 9 Grade South Windsor High School South Windsor, CT March 19 - March 23

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Table Tennis Unit Plan: 9 Grade South Windsor High School South Windsor, CT March 19 - March 23

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Table Tennis

Cognitive MA CF Day 1: History of Table

South Windsor High School Daily Observation & Grading Policy

Does more than what is required

Level 4 – Personally Responsible (85%)

Level 3 – Involved (75%)

Tries new lessons without complaining

Level 2 – Emerging Awareness (65%)

Participates some of the time

Level 1 – Lacking Responsibility (55%)

Level 0 – No participation at all (0%)

Always Sometimes Never

Table Tennis Handout

Rules & Regulations

Common Table Tennis Terminology

Table Tennis Ticket to Go

3. Provide two of the four skill cues to each skill below:

Pre/Post Test Results

Pre Test Post Test Pre/Post Test Pre/Post

 Students were assessed based on an 18-question pre test/ posttest taken

Check each objective – is it specific? Is it achievable? Is it developmentally

References: (include page # and/or actual web site address)

Rules & Regulations

Common Table Tennis Terminology

Check each objective – is it specific? Is it achievable? Is it developmentally

References: (include page # and/or actual web site address)

TIME SEQUENCE OF LESSON Reflection

Activity 2: Backhand Rally

Check each objective – is it specific? Is it achievable? Is it developmentally

References: (include page # and/or actual web site address)

TIME SEQUENCE OF LESSON Reflection

Activity 1: Partner Run

Activity 2: Inside and out Forehand &

Check each objective – is it specific? Is it achievable? Is it developmentally

References: (include page # and/or actual web site address)

TIME SEQUENCE OF LESSON Reflection

Activity 1: 1 v 1 Traditional Game play

25-40 Activity 2: 2 v 2 Traditional Game Play

Check each objective – is it specific? Is it achievable? Is it developmentally

References: (include page # and/or actual web site address)

TIME SEQUENCE OF LESSON Reflection

Activity 1: King Of The Table

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