DAILY LESSON PLAN

SCHOOL: West Covina High School_________________________ DATE: 1/10/2019 ____ TEACHER: Mr. B

CALIFORNIA STATE PE STANDARDS ADDRESSED: HSC 3C: 1.1, 1.3, 1.5, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.6, 3.7, 3.8, 3.9______________________________

COMMON CORE STANDARDS ADDRESSED: _________________________________________________________________________________________

TEACHING PERFORMANCE EXPECTATIONS (TPE’s): 1a, 2a, 5c, 7a, 8c, 11a _______________________________________________________________

UNIT / THEME _______Badminton____________ACTIVITY_______Birdies Fly_____________________________TIME / PERIOD: 45 mins____________

TEACHING STYLE __Command Method________________________________________ GRADE: ____9_____ LESSON #____4______OF____14___

EQUIPMENT AND FACILITIES NEEDED: (55) rope (3’) and Baseball Field or Open BlackTop_______ NUMBER OF STUDENTS: ________55_________
 MANAGEMENT CUE WORDS / PROMPTS
TIME CONTENT & METHOD STRATEGY POINTS TO STRESS
Beginning with the warm-up, each What key words will you
section should have a management use to help students learn
Lesson Learning Objectives strategy. and understand the
content?

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):

Students will participate in individual and dual activities that improve or maintain
health-related physical fitness.

2. CA PE Standards (Cognitive):

Students will identify the characteristics and critical elements of a highly skilled
performance in individual and dual activities and demonstrate them.

3. CA PE Standards (Affective):

Students will analyze the role of social interaction in the successful participation in
and enjoyment of individual and dual activities.

Sequence of Skill Development / Practice

 (In this section, you MUST DESCRIBE specifically how you will TEACH and
MANAGE your stated objectives and Arrange the class for each of the following
lesson components.

Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:

Lesson Components
(Lesson does not necessarily have to follow this order specifically): Students will see their groups
posted on sheet of paper before
they enter the gym.

Transition to Learning Area

Groups are pre-determined to
Students are looking for their names to enure what team they are on, eliminate the more rambunctions
afterwards they will stay close with their team. As each team transitions into from grouping together
their poly spot, they will pick up a racquet and walk over to their group.

12 Poly Spots will designate

Instant activity: where each group should go “when I say ‘hey, hey’,
you say ‘you, you’

Students will try and keep the birdie in the air (as a team) for as many
volleys as possible. This is the dynamic portion of the activity. This means quiet down,
racquets below the waist
and listen for instructions.

0815-
0817 Warm up: Provide a list of activities and a description for each

 Stretching the deltoids, brachial and anti-brachial, and wrist.

 Transition
0818-  Students will reveive instruction on how to keep score for their team.
0823 They will be given a sheet and then asked to view the two players and
check and keep tally as to which shot they are using the most. The
digram on the right shows the different shots they should have learned
until this point. (Clear, Drop Shot, Smash, Drive). A total of 3 points
finishes the game and then the students rotate (Clockwise), regardless if
they won or lost. Each student will have a turn in keeping a tally going.

0824-
0827 Transition to their respective courts which will be numbered.

0827- Activity
0833
 Students will continue in the round robin tournament until each students
has had the opportunity in keeping score.

I will be walking around and

provoding specific feedback to
students and asking the CPP
helpers to do the same.

Cool down and closure

 Students will learn what they were doing were the beginning stages of a
sports education program. Some students are playing, others are keeping
stats, and others are taking pictures and so forth. Here 4 volunteers will
0834- demonstrate one of the following shots: How about you try the
0837 _____________________
(drop shot, clear, smash,
 Clear drive) serve?
  Drop Shot
 Smash
 Drive

The student will explain the shot and then demonstrate it to the best of
their ability

Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)

You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):

Providing feedback as I am walking around and letting each court know the
0838- difference between each of the shots. Also, by taking a quick look at the tally
0855 sheet, I can inform the student to demonstrate another serve.
 2. Cognitive Assessment Method:
(Include the Assessment Tool to be Used for this Domain Objective):

The tally sheet will give the student a chance to look at the different serves and
record them. I will watch one pair to their rally and then take a tally and
compare it to the student who is recording. They should be very similar, if not, I
can ask the student where they are getting lost.
0856-
0900

X1
X2
X3
3. Affective Assessment Method: X4
(Include the Assessment Tool to be Used for this Domain Objective):
X5
X6
Asking students while the activity is going for feedback on the game and keeping
score will give me a “temperature reading” whether social interaction is taking X7
place or if the activity needs to be modified for the next time. X8
X9
X10

Modifications

 (Include a method and strategy to modify the activity to include students

with disabilities)
The student with Anxiety Disorder is placed with the same partner they were
with for Pickle Ball. Poster boards at each station depicts the proper way a
birdie goes over the net. Step by step instructions reduces any anxiety
Badminton may cause. Student can also choose where in the gym they would like
to practice their skills.

 Include a strategy to address the learning needs of an ESL student.

 The diagram on the right gives a visual cue on each serve the student is
doing.

Alternate Activity

Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the reality
that you will likely be sharing the gym with 2-4 other classes. You need to
describe an alternate activity and a place where you will teach this activity.

In case of inclement whether, students will move inside the gym and line up in 2
parallel lines, staggard. The objective of the game is to get the birdie from one
end of the line to the other, without letting it fall. If it does, students need to do 5
push-ups or 5 jumping jacks.