Final Badminton Unit Plan

Subject Area Physical Education
Grade Level 10/20/30 Girls

Topic Badminton
Length of Unit (days) 5 Classes over 2 weeks

10/20/30 Girls Physical Education
Badminton Unit

Introduction:

My goal as a physical educator is to not only meet the outcomes outlined in the curriculum
but also to foster a love and appreciation for physical activity in my students. Students should be
motivated to learn and participate regardless of their entry-level skill. The overall purpose of this
unit is to build students physical competencies specifically in manipulative skills through the sport
of Badminton. Students will have the opportunity to develop their skills in a positive learning
environment, and improve regardless of their initial skill level. The unit begins with development of
basic badminton skills with a lesson on serving. Students are able to practice their serving skills in
an array of different drills that include the development manipulative skills. The second lesson
serves to develop the students shot performance through a variety of different facets. The unit is
heavily loaded with game play and tournaments towards the end so students will be exposed to a
multiple badminton tournaments to foster a growth in their knowledge of different types of
tournaments, team strategies and play, and cooperation with fellow classmates. The first
tournament and game play comes in the third lesson, where students are exposed to rules of singles
badminton and a ladder type tournament. The forth lesson focuses on the rules of doubles
badminton, and also gives students experience to participate in a round robin tournament, as well
as work with a team mate. Cooperation is the focus of the fifth lesson, and although student will be
practicing and performing badminton skills, they will be assessed on their cooperation. The final
lesson involves the students developing a team cheer and team dance for extra points. This ensures
that students are still cooperating and communicating with one another and the focus is not solely

Topic Badminton

on winning. It also gives student who may not be the most talent or interested in badminton
motivation and a chance to succeed. Students will be assessed by summative means through a
journal assignment, final quiz, three separate performance tests, and a daily cooperation rubric.
Formal assessment will be done by a pre-assessment brainstorm and survey, observation and
feedback, as well as question and answering.
Date
Planned to
Teach
Lesson
Title

GLOSs

SLOs

Learning Activities

Assessment

Safety

Instructional
Strategies
Equip. Mot.
Mar. 24/14 Serving A
Activity
A10-5
A20-5
A30-5
-Intro: Explain to students
what the Badminton Unit
entails and what they will
be doing the next five
classes.
-Give out pre-assessment
survey and brainstorm
-Explain that we will be
going over the backhand
and forehand serve today,
and give instructional
details how to do each one.
(3 keys to a good serve)
-Serve to Partner Drill:
Students will get in
partners and serve over
the net to one another.
When they hear the music
come on they must shuffle
to the end of the court
using proper footwork
until the music stops then
they can begin serving
again.
-Relay Drill: Students have
to weave in and out of
pylons and then serve the
birdie into the bucket or
hula hoop.
-Serve Cross Court Drill:
Student will be place in
two teams of four and will
have to serve into the
opposite side of the court
hula hoop, while rotating
sides. First team to ten
points wins.
-Debrief and go over what
they learned.
-Journal work.
-Observation

-Question
and Answer

Pre-
assessment:
*Survey &
brainstorm

Cooperation
Rubric

Journals
-To keep
racket to
themselves
and not hit
others.

- Be careful
of your
follow and
make sure
no one is
standing
too close
to you.

-When
there is
running
drills, keep
your head
up to avoid
running
into people

Direct
Instruction

Encourage
Peer
Teaching and
Feedback
Badminton
racket and nets

Hula Hoops

Rackets

Birdies

Pylons

Competition
between
teams.

Motivation
from
feedback to
always be
trying to
improve.

Mar. 26/14 Drop Shots
and Clears
A-
Activity
A10-10
A20-10
A30-10
-Review what was learned
the previous day about
serving. Go over the proper
techniques of overhead
clears and different shots.
-Students develop skills in
multiple skills and
activities.
- Have students practice

Observation

Cooperation
rubric

Self-
assessment

Journals
keep
racket to
themselves

-make sure
they are
checking
to see who
is around
Direct
Instruction

Peer
Instruction
Badminton
rackets

Birdies

Nets

Competition

Self-
improvemen
t

Topic Badminton

their overhead shots with a
partner. By just clearing
the birdie back and forth.
-Competition: Split into
two groups, one person
hits it to the clearer, the
clearer trys to hit the
hula hoop. First team to
five wins.
- Returning a shot: In
partners one player has a
bunch of birdies and hits
them back and forth
laterally to the partner and
the return them.
-Partner drop shots back
and forth
-Partner Smashes, and
attempt to return them.
-Debrief ask what keys are
to getting a good shot.
Journaling
them
before
preformin
g shots.

-Keep head
up to avoid
collisions
hula hoops
Mar. 31/14 Rules and
Single Play
C-
Cooperation

A-
Activity
C10-3
C20-3
C30-3

A10-11
A20-11
A30-11
After warm up have first
performance test on
forehand and backhand
serves:
Students will be required
to successfully perform
both serves into a tapped
on location on the opposite
side of the floor. 10
attempts. (Form as well as
accuracy assessed)
Review the rules and lines
of singles badminton.
-Encourage students to use
the skills they learned the
passed two days and apply
it to a game situation.
-Explain that we are going
to have a singles ladder
tournament, and not only
is skills a focus but also fair
play and etiquette.
-Explain how a ladder
tournament work, and
draw places where they
start on the ladder.
-Games will go to 11 for
time purposes.
-At the end of the class ask
each person how they
showed fair play, and how
their skills improved.
Performance
Test #1
(Rubric)

Self-
assessment

Observation

Cooperation
rubric
-Spatial
awareness

-Proper
footwear

-Keep
racket to
themselves

TGFU

Direct
Instruction
Badminton
nets

Birdies

Rackets

Tape
Competition

Self-
improvement
April 2/14 Doubles
Tournamen
t (Round
Robin)
C-
Cooperation

A-
Activity
C10-5
C20-5
C30-5

A10-11
A20-11
A30-11
Warm up and then do
performance test #2&3:
Students will be assessed
on their footwork and shot
form and accuracy
-Review the rules of
doubles badminton, and
give them a warning that
we are going to be doing a
round robin tournament.
- Select teams and begin
the tournament.
-Tell students the focus is
team work, and they
Performance
Test 2 & 3
(rubric)

cooperation
rubric

Observation

Journals
-Explain to
students
they need
to be
aware of
where
their
partner is.

-Proper
footwear

-Keep
TGFU

Peer
Instruction
Nets

Birdies

Rackets

Paper
Competition
And playing
within a team

Topic Badminton

should apply skills and
strategies to the games.
-Debrief: Ask each
partnership what
strategies they used, and
example how their
team work helped their
performance
-Journal
racket to
themselves
.
April 7/13 Badminton
Fest 2014
C-
Cooperation

A-
Activity

B-
Benefits
Health
C10-4
C20-4
C30-4

C10-6
C20-6
C30-6

B30-2
-Explain to students that
the purpose of this lesson
is to be collaborative and
cooperative with your
teammates.
-Teams will be in doubles
and continual play one
another to games to 11.
-They get 2 points for each
win, and teacher will keep
track of their teams points.
-At the beginning of the
lesson teams will get the
opportunity to come up
with a cheer. Team with
the best cheer gets an extra
3 points.
-At the end of the
tournament students will
get the opportunity to
make a quick dance
routine, and best team will
also get 3 extra points.
-Allow students time to
finish the final quiz for
badminton.
-Debrief: Ask three things
they learned or liked from
the badminton unit, and
remind them we start
dance next week.
cooperation
rubric

Observation

Journals

Quiz
-Explain to
students
they need
to be
aware of
where
their
partner is.

-Proper
footwear

-Keep
racket to
themselves

Sport Ed.
Model
Nets

Rackets

Birdies
competition

Classroom Management Plan:

There are multiple strategies that will be used in order to ensure the classroom is managed
safely and effectively. The first strategy is making sure students are being observed and supervised
at all times. This eliminates the opportunity for students to bully or haze other students, or preform
unsafe activities. Prior to the unit students will have clear expectations of the rules and
consequences in the classroom. Students will be expected to respect other students and teachers,
dress appropriately, and demonstrate proper safety precautions. In order to ensure the safety of all
students, teacher must make sure all equipment is unbroken and in a safe condition. Before
beginning the class the teacher should make sure all students are out of the change room area, and

Topic Badminton

wearing the proper attire for that class activity. All activities need to begin with clear and
understandable directions and demonstrations. As a teacher I will consistently reinforce the rules,
give feedback, and make sure I have students attention. Students will have clear expectation and
guidelines on how they are being assessed which will eliminate confusion and be more motivating
and engaging for the students. Overall, the classroom (gymnasium) will be a safe, caring, productive
and positive learning environment for students. These classroom management strategies will result
in increased student learning, and a better quality of life for both the student and the teacher.

Assessment Plan:

Stage 1 Desired Results
Established Goals:

A) Students will acquire skills through a variety of developmentally appropriately movement
activities dance, games, types of gymnastics, individual activities and activities in an alternative
environment; e.g aquatics and outdoor pursuits.

B) Students will understand, experience and appreciate the health benefits that result form physical
activity.
C) Students will interact positively with others

Understandings:
Students will understand that

A105 apply and refine manipulative skills and
conceptseffort, space and relationshipsto
perform and create a variety of activities to
improve personal performance
A205 analyze, evaluate and modify
performance of manipulative kills and
Essential Questions:

How can learning the skills and rules of badminton
attribute to overall wellness?

How does self-officiating help you to learn the game
of badminton?
How does using proper techniques of manipulative
skills positively affect personal performance?

Topic Badminton

A305 analyze, evaluate and adapt performance
of manipulative skills and conceptseffort,
space and relationshipsto perform and create
a variety of activities to improve personal
performance
A1010 adapt and improve activity- specific
skills in a variety of games
A2010 develop and refine activity- specific
skills in a variety of games
A3010 develop and further refine activity-
specific skills in a variety of games
A1011 select, plan and create games that
incorporate simple and more challenging
strategies
A2011 apply the relationship among skills,
rules and strategies in the creation and
playing of games
A3011 apply and analyze the relationship
among skills, rules and strategies in the
creation and playing of games and tactics
B20-2 appraise different activities and their
effects on a personal functional level of fitness
C10-3, C20-3, C303 demonstrate etiquette
and fair play
C104 describe, apply, monitor and assess
leadership and followership skills related to
physical activity
C10-5, C20-5, C305 develop and apply
practices that contribute to teamwork
C10-6, C10-6, C306 identify and
demonstrate positive behaviors that show
respect for self and others
How are cooperation, attitude, effort, and
participation important in regards to badminton?

Topic Badminton

Students will know

1. The variety of activities to improve
personal performance

2. The specific skills associated with
badminton

3. Simple and challenging strategies

4. Rules and strategies in the creation
and playing games.

5. The effects on a personal functional level of
fitness.
6. What characteristics exemplify fair play
and etiquette

7. Appropriate leadership and followership
skills related to physical activity.

8. Attributes of teamwork

9. Behaviors that show respect for others.
Students will be able to do

1. apply and refine manipulative skills and
2. adapt and improve activity- specific skills in a
variety of games
3. select, plan and create games that incorporate
simple and more challenging strategies
4. apply the relationship among skills, rules and
strategies in the creation and playing of games
5. appraise different activities and their effects on a
personal functional level of fitness
6. demonstrate etiquette and fair play
7.. describe, apply, monitor and assess leadership
and followership skills related to physical activity
8. develop and apply practices that contribute to
teamwork
9. identify and demonstrate positive behaviors that
show respect for self and others
Stage 2 Assessment Evidence
Performance Tasks, Projects

Performance Tasks:

Topic Badminton

Performance Test #1: Serving
Performance Tests #2: Shots
Performance Test #3: Footwork

Quizzes, Tests, Assignments

Final Quiz, Journal

Other Evidence (observations, work samples,
dialogues)

Rubric on Cooperation

Observation/Feedback: How they perform
shots, serves, footwork techniques,
cooperation and participation.

Discussion, & Question and Answering

Student self-assessment

Daily Cooperation Rating Scale (1-3)
Self-assessment and reflection in journal.

Topic Badminton

Unit: Badminton Dates: March 24- April 7 10/20/30 Girls P.E
Learning
Outcomes
Assessments
Title Pre-Assessment
Self-
Assessment
Observation/
Feedback
Cooperation
Rubric
Guided
Journal
Performance
Test
Written Quiz
Type (Formative/Summative) Formative Formative Formative Summative Summative Summative Summative
Weighting 0% 0% 0% 30% 15% 30% 25%
A) Students will
acquire skills
through a
variety of
developmentall
y appropriately
movement
activities dance,
games, types of
gymnastics,
individual
activities and
activities in an
alternative
environment;
e.g aquatics and
outdoor
pursuits.

A305
A205
A105

A3010
A2010
A1010

A3011
A2011
A1011

B) Students will
understand,
experience and
appreciate the
health benefits
that result form
physical activity.
B20-2

Topic Badminton

Unit: Badminton Dates: March 24- April 7 10/20/30 Girls P.E

Taxonomic
Level

Knowledge/Comprehension

Application/Analysis/ Synthesis/Evaluation

All Levels

C) Students
will interact
positively with
others

C10-3, C20-3,
C303

C104

C10-5,
C20-5, C305

C10-6, C10-6,
C306

Topic Badminton

Grade: 10, 11, 12 Unit: Badminton Dates: March 24- April 7 2014

Assessment Tool Overview
Assessment Tool Title Brief Description
Assessment
FOR
Learning
Assessment
AS Learning
Assessment
OF Learning
Pre-Assessment
(0%)
A survey and brainstorming
session will be put in place to
pre-assess the students
readiness and personal
interest. A survey will be given
for personal interest and the
brainstorming will be for the
readiness level. Because there
are only 8 girls in this class a
brainstorming session will
allow the students to bounce
ideas off one another and
allow me as the teacher to
assess their prior knowledge as
a whole group. The survey on
their interests will allow
students to express what they
are interested in without
feeling pressure from their
peers. This should result in
more tailored lessons specific
to their interest and more
student involvement,
motivation, and engagement.

Self- Assessment
(0%)
Students will complete a self-
assessment rating scale at the
end of each class. The
assessment will serve as a
personal reflection of their
cooperation, attitude,
participation and effort.
Students will be informed that
the teacher is assessing their
cooperation on a rubric daily
so this will serve as an
indicator of where they think
they are at, and how they can

Topic Badminton


improve to ensure they are
being success in the formative
assessment.
-The rating scale will be
between 1-3 (one being
minimal cooperation, attitude,
participation and effort- two
will be moderate cooperation,
attitude, participation and
effort-three will be excellent
cooperation, attitude,
participation and effort)
Observation/Feedback
(0%)
Teacher will constantly be
observing the students skill
development and cooperation
and giving constant feedback
so students are aware of what
they can do to improve and
ultimately reach a higher level
of success. Observation and
feedback are done constantly
to increase motivation,
engagement, and personal
performance.

Cooperation Rubric
(30%)
Students will be vigorously
evaluated based on a 3-scale
rubric. Again this is based on
cooperation with others,
attitude, participation, and
effort. Students will be given a
daily grade of 1-3 in each of
those four categories. A three
is given to someone who is
constantly interacting with and
encouraging others, always has
a positive attitude, participates
the entire class at their
maximum potential or effort. A
two is defined as occasionally
interacts with others and
occasionally encourages
classmates, mostly has a

Topic Badminton


positive attitude, participates
for most of the class, and
exerts moderate effort. A one
is defined as rarely interacting
or encouraging others, rarely
has a positive attitude,
minimally participates, and
exudes little effort.
-If a student is absent for the
class they receive an
incomplete.
5 Rubrics will be assigned for
the 5 different classes each
with a grade out 3 to equal a
total grade out of 15. That
grade is then correlated to a
grade out of a total of 30%.
Written Journal
(15%)
After each class students are
given a question to reflect on
in their journal. These
questions correlate closely to
the essential
questions/intended learner
outcomes and encourage
critical and divergent thinking.
The journal assignment also
expects students to reflect on
the things the have learned in
the class and apply them to
real life situations. Their
cooperation, interest and
enjoyment can also be
included he guided journal is a
good assessment of the
students interest and
readiness level. The five
journals are worth 3% each for
a total of 15% all together and
will be assessed with a rubric.

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Performance Tests
30%
Students are required to
complete three different
performance tests throughout
the unit. Observation and a
rubric that assesses whether
students are preforming the
different technical components
correctly will be used to grade
these. In addition to assess the
technical movements such as
follow through, balance, grip,
and footwork students will also
be graded on accuracy.

They will be expected too
complete the following
performance tasks on:
-Clear Shot
-Drop shot
-Backhand/ forehand serves

Each test will be worth 10%
based on the separate
components of each skill, to
make a total of 30%.

Written Final Quiz
25%
The final quiz will include all
levels of taxonomy as cover the
content outlined in the
program of study. The test will
include a multitude of different
questions techniques such as
10 multiple choice (10 marks) 5
Fill in the blank (5 Marks) 5
matching questions (5Marks)
and One extend response
question which requires a
higher level of thinking (5
marks). Total of 25 Marks to
make up 25% of their grade.

This test will be provided at the

Topic Badminton


end of the unit to assess what
students have learned
throughout the unit and assess
the intended learner
outcomes.

Social Context Rationale:

Digital Connectivity and Culture:

This unit does not involve a plethora of different technologies to engage student
interest. I felt incorporating multiple technologies into the unit of badminton would deter
from the activity and competition aspect of the unit. I also felt as if technology would
serve as a distraction rather than to enhance the participation and interest of the students.
With that said about modern technology, the different styles of tournaments include
traditional forms of media in the form of print. I articulated that this was the most
efficient and effective way to record tournament scores while still being engaging and
motivating for the students. I discovered in our Social Context class that students are very
dependable on their technology such as ipads, iphones, computers ect. For the purpose of
this unit I think it is beneficial for students to put away the distraction of social media for
50 minutes a day and concentrate solely on the people around them and activity at hand.
The absence of technology will allow them to communicate with one another, which is a
direct outcome of the physical education curriculum. Although technology may be an
effective tool for other units in physical education (such as a dance unit), I felt for this
badminton unit it was not necessary.

Topic Badminton


Gender:
This is a difficult subject matter because the class I am teaching is specifically for
females (High School Girls Physical Education). However, I think it is important to
specify that materials and activities are equal to men and women regardless. None of the
activities would be any different if this were a boys badminton unit because men and
women have equal physical competencies in this sport. It is important as a teacher in an
all girls gym class to not assume that they are lesser athletes then a boys class, and
activities should all be as fast pace and challenging. I believe it is important to be
cautious when addressing the class and to be watchful of the types of language being
used. Example, You are hitting that birdie like a girl would not be appropriate language
to use even though it is an all girls gym class. Social Context taught me that even the
most discrete and perceivably innocent things a teacher says could be taken in a variety
of different ways. Students could take things that may seem kosher negatively or with
offense. To ensure a positive learning environment it is crucial a teacher eliminates the
chance of words or language being taken in a destructive connotation.
Ethnicity:
I think it is important to give kids a general understanding of the ethnicity and
background of badminton. At the beginning of the unit I will educate students on the
history of badminton and how it was developed in British India in the early 1800s.
Although there are no aboriginal students in the class, I will inform students that there are
Aboriginal Badminton Championships in Canada every year. So although, it is not a
traditional aboriginal sport, aboriginals in modern society are currently practicing it. This

Topic Badminton


will create a better appreciation for the British history as well as the future of aboriginal
sports.
Social Class:
For the most part badminton is a fairly inexpensive sport to play. Participants
mainly cover just the cost of their attire and badminton racket. I suspect the socio-
economic backgrounds of the students are a mixture of lower class, middle class, and
upper class families. The school provides all the nets, shuttlecocks, and badminton
rackets for the students so students have equal opportunities in materials and equipment.
However, I also think it is important for students to all have appropriate footwear for all
units in physical education. If this is a problem in the physical education class I am
teaching, I would set up a program where the teachers and community members bring
used sneakers and then students without the proper footwear could choose from those. I
would need to experience the class for a period of time to see if a program similar to that
would be necessary and if it was it would be completely confidential to avoid bullying.
21
st
Century Competencies:
This unit definitely contains activities that promote the acquisition of 21
st
century
competencies. Students are required to work collaboratively with others and come up
with teamwork strategies. This encourages engaged thinkers and an entrepreneur spirits
within the students. This unit exposes students to team play where they are urged to
collaborate with one another and demonstrate leadership and communication skills. In
order to be successful and beat their opponents they need to exemplify critical thinking,
problem solving, as well as appropriate communication between them and their

Topic Badminton


teammates. I think with any sporting event students have to use creativity and innovation
to improve their skills and become a more competent athlete. Badminton in particular
requires athletes to be honest because the players themselves are officials rather then
from an external source. Being an ethical and honest athlete transforms into students
become more honest and ethical citizens of society.

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Subject Area Physical Education

Grade Level 10/20/30 Girls

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