midland park public schools physical education grade 9
TRANSCRIPT
Midland Park Public Schools
Physical Education
Grade 9
Prepared by:
Maureen Fister Donatien
Superintendent of Schools:
Marie C. Cirasella, Ed.D.
Approved by the Midland Park Board of Education on
January 7, 2020
Born on Date September 2014
Revised Date November 2019
Grade 9
PHYSICAL EDUCATION
Course Description:
The goal of physical education is to develop healthy, responsible students who have the knowledge,
skills, and dispositions to work together in groups, think critically, and participate in a variety of activities
that lead to a lifelong healthy lifestyle. The freshman Physical Education program focuses on the
development of healthy attitudes and behaviors as well as a variety of physical activities that enhance
fitness for all students. We believe in the development of the concepts of wellness, cooperation, and
teamwork in order to provide students with the knowledge and skills needed to promote lifelong health
and wellness.
Suggested Course Sequence:
Unit Topic Duration
1 Fitness 4 Weeks
2 Games and Team Sports 10 Weeks
3 Individual / Dual / Lifetime Sports
6 Weeks
Pre-requisite: 8th Grade Physical Education
9th Grade Physical Education
Unit #1 - Overview
Content Area: Physical Education
Unit Title: Unit 1 – Fitness
Grade Level: 9
Unit Summary: Fitness education is a major component of the physical education program, focusing on helping students
acquire knowledge and higher-order understanding of health-related physical fitness, as well as habits of physical activity
and other healthy lifestyles that lead to good health-related physical fitness, health and wellness.
21st Century Themes and Skills:
9.2.12.C.3 Identify transferable career skills and design alternate career plans.
Interdisciplinary Connection:
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant
connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively,
as well as in words.
New Jersey Social and Emotional Learning Competencies
Self-Awareness
● Recognize one’s feelings and thoughts
● Recognize the impact of one’s feelings and thoughts on one’s own behavior
● Recognize one’s personal traits, strengths, and limitations
● Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
● Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
● Recognize the skills needed to establish and achieve personal and
educational goals
● Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals
Social Awareness
● Recognize and identify the thoughts, feelings, and perspectives of others
● Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds
● Demonstrate an understanding of the need for mutual respect when viewpoints differ
● Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision-Making
● Develop, implement, and model effective problem-solving and critical thinking skills
● Identify the consequences associated with one’s actions in order to make constructive choices
● Evaluate personal, ethical, safety, and civic impact of decisions
Relationship Skills
● Establish and maintain healthy relationships
● Utilize positive communication and social skills to interact effectively with others
● Identify ways to resist inappropriate social pressure
● Demonstrate the ability to prevent and resolve interpersonal conflicts in constructive ways
● Identify who, when, where, or how to seek help for oneself or others when needed
Unit # - Standards
Standards (Content and Technology):
CPI#: Statement:
NJSLS Standards
2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies. Apply a variety of mental strategies to improve
performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to
enhance individual and team effectiveness.
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior. Develop rule
changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
Career Ready Practices
CRP1 Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP3 Attend to personal health and financial well-being.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9 Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Educational Technology Standards
8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss
a resolution to a problem or issue
Unit Essential Question(s):
● How would a proper workout program contribute to a
healthy lifestyle?
● How total health is measured using the 5 components of
fitness?
Unit Enduring Understandings:
● An appropriately designed workout
program prepares the body for safe and
effective activity
● How does the F.I.T.T. principle affect a long-term fitness
plan?
● The FITT principle are specific components
of a workout program designed to monitor
an effective and progressive workout.
Unit Learning Targets/Objectives:
Students will…
● Students will explain the benefits of exercise to their physical, mental, and social health.
● Students will identify basic principles of exercise.
● Students will discuss the importance of setting realistic fitness goals.
● Students will practice and create realistic fitness program.
● Students will demonstrate and distinguish the difference between anaerobic and aerobic exercises
● Explain and use assessment techniques to identify fitness strengths and weaknesses.
● Describe and apply the FITT principle to improve personal fitness
● Explain the modifications one would make to a fitness plan based upon age, genetics, gender, or injury.
● Demonstrate how to apply all appropriate safety procedures; identify risks
Evidence of Learning
Formative Assessments:
● Teacher observation
● In Class Discussion
● Written Quiz : Fitness (Multiple Choice)
● 2 Rose & a Thorn : Strength and Cardio Training
● One Word Summary: Fitness Testing
Summative/Benchmark Assessment(s):
● Final Fitness Grade : According to MPHS Physical Education Department Grading Rubric
Alternative Assessments:
● Personal Fitness Plan
Resources/Materials :
https://www.shapeamerica.org/upload/Instructional-Framework-for-Fitness-Education-in-Physical-Education.pdf
https://www.parkhill.k12.mo.us/UserFiles/Servers/Server_62416/File/Academic%20Services/Board%20Ap
proved%20Cu
https://stretchcoach.com/articles/fitt-principle/
https://www.shape.com/fitness/tips/how-guarantee-your-workout-always-working
https://www.livestrong.com/article/421773-four-phases-of-exercise/
Modifications:
Special Education Student/504
● Allow errors
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
● Provide one-on-one assistance
At-Risk Students
● Provide extended time to complete tasks
● Consult with Guidance Counselors and follow
I&RS procedures/action plans
● Accept participation at any level
● Consult with Case Managers and follow IEP
accommodations/modifications
English Language Learners
● Assign a buddy, same language or English speaking
● Allow errors in speaking
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
● Give instructions/directions in writing and orally, as
needed
● Use of translation dictionaries to locate words in native
language
● Modified assessments/assignments, as needed
● Allow spelling errors
● Consult with classroom teacher(s) for specific
behavior interventions
● Provide rewards as necessary
Gifted and Talented Students
● Provide extension activities
● Build on students’ intrinsic motivations
● Consult with parents to accommodate
students’ interests in completing tasks at
their level of engagement
Suggested Pacing Guide
Lesson
Name/Topic
Lesson Objective(s) Time frame (day(s) to complete)
Fitness Testing
Assess personal level of fitness 2 days
Phase of
Exercise
Demonstrate a variety of warm ups,
workout, and cool down options and
explain how they can reduce injury
1 day
Components of
Fitness
Discuss the five components of fitness
(cardiovascular, muscle endurance,
muscle strength, flexibility, body
composition) and participate in
components of fitness on a daily basis
through specific fitness exercises and/ or
sports and games.
1 Day
FITT
Describe the F.I.T.T. principle and explain
how these aspects relate to the progression
of physical activity. (frequency, intensity,
time, type)
1 Day
Safety issues with
fitness
Select proper equipment and apply all
appropriate safety procedures; identify
risks
1 Day
Endurance Games
Analyze characteristics of sport and
physical activities that are personally
enjoyable, challenging and fulfilling;
differentiate between intrinsic and
extrinsic reasons for participating.
7 Days
Strength and
Cardiovascular
Training
Understand fitness concepts and skills and
integrate them into everyday routine
supporting wellness
10 Days
Teacher Notes:
Additional Resources:
UDL Guidelines: Presentation
Methods
UDL Guidelines: Action and
Expression Methods
UDL Guidelines: Engagement
Methods
● Present information through
multiple media
● Provide background knowledge
● Offer alternatives for visual
information
● Offer alternatives for auditory
information
● Clarify vocabulary
● Optimize access to tools and
technologies
● Use multiple media for communication
● Guide appropriate goal-setting
● Support planning and strategy
development
● Vary the methods for response
● Optimize individual choice and
autonomy
● Minimize threats and distractions
● Foster collaboration and community
● Increase feedback
● Develop self-assessment and reflection
9th Grade Physical Education
Unit # 2- Overview
Content Area: Physical Education
Unit Title: Unit 2 : Games and Sports
Grade Level: 9
Unit Summary: The development of skills, an understanding of the strategies, and the tactics and techniques employed in
various activities, allows a student to become more competent in that sport, or hopefully become an educated spectator.
Students will participate in a combination of team sports and cooperative games. Students will be empowered to make
wise choices, meet challenges, and develop positive behaviors in team activities, cooperative games, fitness, and
movement activity for a lifetime.
21st Century Themes and Skills:
9.2.12.C.3 Identify transferable career skills and design alternate career plans.
Interdisciplinary Connection:
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant
connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively,
as well as in words.
New Jersey Social and Emotional Learning Competencies
Self-Awareness
● Recognize one’s feelings and thoughts
● Recognize the impact of one’s feelings and thoughts on one’s own behavior
● Recognize one’s personal traits, strengths, and limitations
● Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
● Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
● Recognize the skills needed to establish and achieve personal and
educational goals
● Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals
Social Awareness
● Recognize and identify the thoughts, feelings, and perspectives of others
● Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds
● Demonstrate an understanding of the need for mutual respect when viewpoints differ
● Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision-Making
● Develop, implement, and model effective problem-solving and critical thinking skills
● Identify the consequences associated with one’s actions in order to make constructive choices
● Evaluate personal, ethical, safety, and civic impact of decisions
Relationship Skills
● Establish and maintain healthy relationships
● Utilize positive communication and social skills to interact effectively with others
● Identify ways to resist inappropriate social pressure
● Demonstrate the ability to prevent and resolve interpersonal conflicts in constructive ways
● Identify who, when, where, or how to seek help for oneself or others when needed
Unit # - Standards
Standards (Content and Technology):
CPI#: Statement:
NJSLS Standards
2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies. Apply a variety of mental strategies to improve
performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to
enhance individual and team effectiveness.
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior. Develop rule
changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
Career Ready Practices
CRP1 Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP3 Attend to personal health and financial well-being.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9 Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Educational Technology Standards
8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss
a resolution to a problem or issue
Unit Essential Question(s):
● How can games and sports help develop a healthy
lifestyle? ● Why are skills and game knowledge important to
participate in physical
activities/sports?
● What are the characteristics of good sportsmanship?
● What role does cooperation, effort and teamwork play in physical activities/sports?
Unit Enduring Understandings: ● Physical and cognitive skills are
necessary to successfully participate
in a variety of physical activities
● Efficient movement improves performance.
● Rules and etiquette in physical activities/ sports can make the experience both enjoyable and successful
● Cooperation, sportsmanship, and preparation are necessary for successful
performance of movement.
Unit Learning Targets/Objectives:
Students will…
● Demonstrate and apply movement patterns from one game, sport, dance, or recreational activity to another
● Explain and apply game rules, safety, and scorekeeping during game play
● Determine whether a particular activity would be compatible with your personal fitness ● Knowing and understanding concepts of movement will improve performance in a specific skill and provide the
foundation for transfer of skills in a variety of sports and activities. ● Implementing effective offensive, defensive, and cooperative strategies is necessary for all players to be
successful in game situations ● In order for all participants and spectators to experience the maximum benefit form games and sports, everyone
must demonstrate a knowledge and commitment to sportsmanship, rules and safety guidelines.
Evidence of Learning
Formative Assessments:
● Teacher observation - skill and modified game play
● Class Discussion
● Written Quiz : Multiple Choice Team Sports
● Rate on a Scale : Skill and strategies
● Modified Game Play
Summative/Benchmark Assessment(s):
● Final Activity Grade : According to MPHS Physical Education Department Grading Rubric
Alternative Assessments:
● Self-Assessment : Skill Development
●
Resources/Materials :
https://www.strength-and-power-for-volleyball.com/basic-volleyball-skills.html
http://www.wovc.org/TI/Skills/vbprog.pdf
https://msu.edu/~bakers12/Softball%20Unit%20Plan.html
https://www.thepespecialist.com/teaching-basketball-ball-handling-dribbling/
https://www.charlaphysed.com/speedball.html
https://www.soccerxpert.com/soccer-drills.aspx
http://www.hohokus.org/hohokus/Teacher%20Web%20Pages/Physical%20Education%20Department/Te
am%20Handball%20Unit/
Modifications:
Special Education Student/504
● Allow errors
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
● Provide one-on-one assistance
● Accept participation at any level
● Consult with Case Managers and follow IEP
accommodations/modifications
At-Risk Students
● Provide extended time to complete tasks
● Consult with Guidance Counselors and follow
I&RS procedures/action plans
● Consult with classroom teacher(s) for specific
behavior interventions
● Provide rewards as necessary
English Language Learners
● Assign a buddy, same language or English speaking
● Allow errors in speaking
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
● Give instructions/directions in writing and orally, as
needed
● Use of translation dictionaries to locate words in native
language
● Modified assessments/assignments, as needed
● Allow spelling errors
Gifted and Talented Students
● Provide extension activities
● Build on students’ intrinsic motivations
● Consult with parents to accommodate
students’ interests in completing tasks at
their level of engagement
Suggested Pacing Guide
Lesson
Name/Topic
Lesson Objective(s) Time frame (day(s) to complete)
Flag Football ● Improve their level of fitness
● Demonstrate basic skills of flag
football
● Apply the rules of flag football in
modified game play
2 weeks
Softball ● Improve their level of fitness
● Demonstrate basic skills of
softball
● Apply the rules of softball in
modified game play
2 weeks
Soccer ● Improve their level of fitness
● Demonstrate basic skills of soccer
● Apply the rules of soccer in
modified game play
2 weeks
Ultimate Frisbee ● Improve their level of fitness
● Demonstrate basic skills of
ultimate frisbee
● Apply the rules of ultimate frisbee
in modified game play
2 weeks
Volleyball ● Improve their level of fitness
● Demonstrate basic skills of
volleyball
● Apply the rules of volleyball in
modified game play
2 weeks
Team
Handball
● Improve their level of fitness
● Demonstrate basic skills of team
handball
● Apply the rules of team handball
in modified game play
2 weeks
Basketball ● Improve their level of fitness
● Demonstrate basic skills of
basketball
2 weeks
● Apply the rules of basketball in
modified game play
Group Games ● Improve their level of fitness
● Apply the rules of in modified
game play
2 weeks
Floor Hockey ● Improve their level of fitness
● Demonstrate basic skills of
hockey
● Apply the rules of hockey in
modified game play
2 weeks
Speedball ● Improve their level of fitness
● Demonstrate basic skills of
speedball
● Apply the rules of speedball in
modified game play
2 weeks
UDL Guidelines: Presentation
Methods
UDL Guidelines: Action and
Expression Methods
UDL Guidelines: Engagement
Methods
● Present information through
multiple media
● Provide background knowledge
● Offer alternatives for visual
information
● Offer alternatives for auditory
information
● Clarify vocabulary
● Optimize access to tools and
technologies
● Use multiple media for communication
● Guide appropriate goal-setting
● Support planning and strategy
development
● Vary the methods for response
● Optimize individual choice and
autonomy
● Minimize threats and distractions
● Foster collaboration and community
● Increase feedback
● Develop self-assessment and reflection
9th Grade Physical Education
Unit # - Overview
Content Area: Physical Education
Unit Title: Unit 3 : Individual / Dual / Lifetime Sports
Grade Level: 9
Unit Summary: In this unit, students are taught basic skills and have the opportunity to enhance their knowledge about
sport, exercise, and other forms of physical activity. The emphasis of this unit is to develop immediate and life-long
benefits and enjoyment of regular physical activity. This unit focuses on skill instruction, knowledge of rules and
etiquette, and strategy for effective play in lifetime and individual activities. The curriculum provides diverse offerings to
meet the individual needs of all students and to develop competency in a variety of activities.
21st Century Themes and Skills:
9.2.12.C.3 Identify transferable career skills and design alternate career plans.
Interdisciplinary Connection:
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant
connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively,
as well as in words.
New Jersey Social and Emotional Learning Competencies
Self-Awareness
● Recognize one’s feelings and thoughts
● Recognize the impact of one’s feelings and thoughts on one’s own behavior
● Recognize one’s personal traits, strengths, and limitations
● Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
● Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
● Recognize the skills needed to establish and achieve personal and
educational goals
● Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals
Social Awareness
● Recognize and identify the thoughts, feelings, and perspectives of others
● Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds
● Demonstrate an understanding of the need for mutual respect when viewpoints differ
● Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision-Making
● Develop, implement, and model effective problem-solving and critical thinking skills
● Identify the consequences associated with one’s actions in order to make constructive choices
● Evaluate personal, ethical, safety, and civic impact of decisions
Relationship Skills
● Establish and maintain healthy relationships
● Utilize positive communication and social skills to interact effectively with others
● Identify ways to resist inappropriate social pressure
● Demonstrate the ability to prevent and resolve interpersonal conflicts in constructive ways
● Identify who, when, where, or how to seek help for oneself or others when needed
Unit # - Standards
Standards (Content and Technology):
CPI#: Statement:
NJSLS Standards
2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies. Apply a variety of mental strategies to improve
performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to
enhance individual and team effectiveness.
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior. Develop rule
changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
Career Ready Practices
CRP1 Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP3 Attend to personal health and financial well-being.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9 Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Educational Technology Standards
8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss
a resolution to a problem or issue
Unit Essential Question(s):
● Why are skills and game knowledge important to
participate in physical activities/sports?
● What activities fit my personal preferences for movement
and how can I incorporate them into a life-long fitness
plan?
● Why should I participate in individual
and lifetime activities??
Unit Enduring Understandings:
● Research shows that people who participate
in regular physical activity, are more likely to
do so because they feel comfortable and
competent in movement skills
● Discovering enjoyable, vigorous activities to
participate in outside of school increases the
likelihood of lifelong physical activity and
fitness.
● Participation in recreational activities requires
the ability to follow rules, cooperate with
others and apply simple strategy
Unit Learning Targets/Objectives:
Students will…
● Explain and apply game rules, safety, and scorekeeping during game play.
● Discuss/analyze the historical and cultural influences on activity.
● Identify and demonstrate all the fundamentals, proper techniques, and skills necessary for each activity
● Demonstrate skill competencies in lifetime activities
● Assess personal and team behaviors for evidence of effective teamwork, effort, and sportsmanship.
● Comprehend and demonstrate safety factors for each activity
Evidence of Learning
Formative Assessments:
● Teacher observation
● Class Discussion
● Written Quiz : Multiple Choice Unit Quiz
● Rate on a Scale
● Misconception Check : Skill
● Modified Game Play
Summative/Benchmark Assessment(s):
● Final Activity Grade : According to MPHS Physical Education Department Grading Rubric
Alternative Assessments:
● Self-Assessment : Skill Scale
Resources/Materials :
http://kurtmcconnell.weebly.com/uploads/1/5/4/8/1548848/golf_unit_plan.pdf
https://www.whscsatx.com/5-basic-badminton-skills-every-beginner-needs-to-learn/
https://allabouttennisforbegginers.wordpress.com/
Modifications:
Special Education Student/504
● Allow errors
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
● Provide one-on-one assistance
● Accept participation at any level
At-Risk Students
● Provide extended time to complete tasks
● Consult with Guidance Counselors and follow
I&RS procedures/action plans
● Consult with classroom teacher(s) for specific
behavior interventions
● Consult with Case Managers and follow IEP
accommodations/modifications
English Language Learners
● Assign a buddy, same language or English speaking
● Allow errors in speaking
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
● Give instructions/directions in writing and orally, as
needed
● Use of translation dictionaries to locate words in native
language
● Modified assessments/assignments, as needed
● Allow spelling errors
● Provide rewards as necessary
Gifted and Talented Students
● Provide extension activities
● Build on students’ intrinsic motivations
● Consult with parents to accommodate
students’ interests in completing tasks at
their level of engagement
Suggested Pacing Guide
Lesson
Name/Topic
Lesson Objective(s) Time frame (day(s) to complete)
Badminton
● Improve their level of fitness
● Demonstrate basic skills of
badminton
● Apply the rules of badminton in
modified game play
2 Weeks
Pickleball
● Improve their level of fitness
● Demonstrate basic skills of
pickleball
● Apply the rules of pickleball in
modified game play
2 Weeks
Tennis
● Improve their level of fitness
● Demonstrate basic skills of tennis
● Apply the rules of tennis in
modified game play
2 Weeks
Teacher Notes:
Additional Resources:
UDL Guidelines: Presentation
Methods
UDL Guidelines: Action and
Expression Methods
UDL Guidelines: Engagement
Methods
● Present information through
multiple media
● Provide background knowledge
● Offer alternatives for visual
information
● Offer alternatives for auditory
information
● Clarify vocabulary
● Optimize access to tools and
technologies
● Use multiple media for communication
● Guide appropriate goal-setting
● Support planning and strategy
development
● Vary the methods for response
● Optimize individual choice and
autonomy
● Minimize threats and distractions
● Foster collaboration and community
● Increase feedback
● Develop self-assessment and reflection