Lesson Plan

Grade/Subject: Phys. Ed. Unit: Badminton Lesson Duration:

Date: March 5th, 2018

OUTCOMES FROM ALBERTA PROGAM OF STUDIES

General Learning Outcomes:

Activity: students will acquire skills through a variety of developmentally

appropriate movement activities, dance, games, types of gymnastics, individual
activities and activities in an alternative environment.

Specific Learning Outcomes:

A—5 (Manipulative)

7s: students will demonstrate ways to receive, retain and send an object with
varying speeds and accuracy in skills specific to an activity

9s: students will apply and refine ways to receive, retain and send an object with
increased speed, accuracy and distance in skills specific to an activity

Learning Objectives
Students will:
- Demonstrate and refine ways to receive and send the birdie by using
manipulative techniques.
- Demonstrate and refine effective ways to clear the birdie.

ASSESSMENTS
Observations: Key Questions:
 Skill level at start of unit.  What are the key aspects of
 Can the students get the birdie clearing a birdie?
over the net?  How does your stance help you
 Can the students send the birdie perform better?
at an effective distance to clear
the birdie?
Written/Performance Assessments:
- Goals for the course of the unit
o Que Cards – will be done at end of class

LEARNING RESOURCES CONSULTED

Resource #1:
- Program of studies
- PeCentral
 MATERIALS AND EQUIPMENT
Badminton Rackets
Birdies
Badminton Nets

PROCEDURE
Introduction
Hook/Attention Grabber: Start of Badminton!!

Assessments of Prior knowledge: “has anyone ever played or watched high level
badminton before?”

Expectations for Learning and Behaviour:

Accommodations:

Warm up (7 minutes):
As students come into the gym after getting changed, get them to pair up and play
knee touch tag.

Students will be in athletic stance and they will try to touch their partners knees
in an attempt to get points. Students will do this until one pair gets two points,
after that they will switch partners.

Transition to Body: movement to clear shot technique

Low Management Time:

“When I say go, in your pairs, number yourselves 1 or 2. All the 2s go and get a
racket for you and your partner. All the 1s go and get 1 birdie for you and your
partner to share. When you are both done, come back here for instructions”

Body
Learning Activity #1 (10 minutes):
“the three key aspects of hitting the birdie in a clear shot are
1. Grip
2. Stance
3. Follow through”

“you should hold the racket like you are shaking hands with someone. Everyone
grab your rackets just like this (demonstrate) and shake hands with it.”
“Your stance should be athletic, just like how you had to be in our warm up. You
want to be nice and low and on the balls of your feet”
“Your follow through should be smooth and should be directed where you want
the birdie to go. (demonstrate)”
“When I say go, you and your partner can go find spots on the courts and practice
rallying the birdie using these three keys to clearing the birdie. I want you to try
and only use clear shots, I don’t want to see anyone smashing the birdie okay? We
are going to work on the technique here for your clear shots”

GO

Assessment/Differentiation: Observation – watch to see what student’s abilities are

at beginning. // Feedback – during the rallies, go around and provide feedback to
each student about the 3 keys and how they are clearing the birdie

Key Questions: “what were the 3 key points to clear shots?”

Transition: (1 minute)
“Everyone stop and place your rackets on the ground”
“I want you and your partner to make a group of 4 with another pair.”
“We are going to play a modified game of badminton now to practice our clear
shots”

Learning Activity #2:

“We are going to play Kings Court with your groups of 4 versus another group of
4”
- Show which court is kings court and how you advance (i.e., the pattern for
winning and losing)
“We are going to play 3-minute games and you should try and only use clear shots
– no smashing into your opponents.”

4 games will take place (12 minutes total)

Assessment/ differentiation: Feedback provided to students throughout the games

Key Questions: How can clear shots be used to play effectively? What advantages
does it have?

Transition:
“Everyone stop. Please send one person from your group of 4 to return the rackets
and birdies back to the rack please. Everyone come over here quick before class
ends”
Closure (3 minutes)
“really awesome job today! We worked on our clear shots and I saw a lot of
progress in all of you even in such a short time!”

Consolidation/Assessment of Learning:
“what were the key parts of clearing the birdie? (ask a student)”
Feedback from Students: I want everyone to think of what two goals they would
like to accomplish throughout this unit. I want you to try and think of them by
tomorrow because we will be writing them down so we can keep track!

Transition to Next Lesson: “excellent! Tomorrow we are going to work more on

clear shots as well as some drop shots! – go get changed and have a good day.”