Badminton Unit Plan

Jason Eberlin

0523637

E. McKinnon

Lakehead University

EDUC 4245

Thursday March 2 2017

 Unit Plan
Unit Title: Badminton
Course: Healthy Active Living Education, Grade 11/12 COED, Open Code: PPL3O/4O
Subject: Physical Education
Strand: Movement Competence
Location: Gym
Time: 6 Classes (Each 75 Minutes)

Unit Description

In this unit students will partake in learning and building upon previous knowledge and
skills surrounding the sport of badminton. Students will reinforce skills such as serving,
drop shots, clears, smashes and drives as well as learn techniques to develop their
overall skill level in the game such as footwork development and court movement in
both singles and doubles play. This unit is designed to help student effectively work
together to improve on their skills while communicating with one another and the
teacher through discussions and peer assessment. Overall the aim of this unit is to
develop knowledge of the activity in order to encourage active participation outside of
the class and to promote healthy and active living in the students daily lives.

Big Questions
- How can I demonstrate the ability to perform and use different badminton shot in
a game?
- How can I apply the skills learned in previous net games such as volleyball to the
game of badminton to gain a better understanding of the game?
- How can I effectively use communication to work with a partner and build up
other peers to develop my own skills as well as theirs?
Learning Goals
- To understand the rules of badminton
- To understand how to perform the skills of badminton including serves, drops,
clears, drives and smashes
- To learn a sport that can help develop overall fitness not only in phys. Ed. class
but also outside and throughout ones life
CURRICULUM EXPECTATIONS
Ontario Curricular Overall Expectations

B1. perform movement skills, demonstrating an understanding of the basic requirements

of the skills and applying movement concepts as appropriate, as they engage in a
variety of physical activities

B2. Apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities.

Ontario Curricular Specific Expectations

B1.2 perform locomotor and manipulation skills in combination in a variety of physical

activities while responding to external stimuli

B1.3 demonstrate an understanding of the phases of movement, and apply this

understanding to refine skills as they participate in a variety of physical activities, with
an emphasis on individual and lifelong activities

B2.1 demonstrate an understanding of the components of a range of physical activities,

and apply this understanding as they participate in a number of diverse physical
activities, suited to their individual interests and abilities, in a variety of indoor and
outdoor environments

B2.2 apply analytical and problem-solving skills to identify and implement tactical
solutions that will increase their chances of success as they participate in a variety of
physical activities, including individual activities, sports, and/or recreational activities

Materials and Resources

Materials:
- Badminton poles
- Badminton nets
- Goggles for every student
- Flat pylons
- Racquets
- Birdies
Assessments
Assessment for:
- High Five: Students put up fingers in the degree that they understand the
movements. Can determine what needs to be taught if the majority put up a low
amount of fingers
- Class discussion: Observe what the students talk about in the lesson and how
their prior knowledge helps them to understand the new shots
- Brainstorming/discussion: Students discuss and brainstorm what proper footwork
and doubles movement looks like during game play.
Assessment as:
- Turn and Talk: Students can talk to each other to express how they are feeling
about the exercise
- Learning the skills through trial and error: Observe how the students work and
stay on topic. Their attempts at the end of class should be better than the start
(amount and ability to see this will depend on previous skill level)
- Peer observation and criticism: Students observe each others actions and then
brainstorm strategies to correct the movements
Assessment of:
- Observation: Using a checklist teacher can observe what skill improvement has
occurred and what level of participation is occurring
Use of Technology
At the start of each skill a short video (1-3 minutes) will be shown. This is done to both
describe and show proper form of the skill in a quick and organized way. This is also
helpful for students who have IEPs or are ELLs because it contains both visual and
auditory instruction.
Serve: https://www.youtube.com/watch?v=IIevvpYwIvc
Drop: https://www.youtube.com/watch?v=nIwKgw7fKqw
Clear: https://www.youtube.com/watch?v=1Jk2RvjNkd4
Smash: https://www.youtube.com/watch?v=BnnYw0Q6YO0
Drive: https://www.youtube.com/watch?v=-ruRiKSzK5c
Additionally a PowerPoint will be shown to help student visualize the footwork and
trajectory of the birdie for each shot: https://aahperd.confex.com/aahperd/.../Badminton
%20Skills%20and%20Drills.pdf
Adaptations/Differentiation
Differentiated instruction will depend on student factors such as:
- Their IEP
- Their interests
- Cultural background
- Language background
- Style of learning
- Injuries
- Other
Each differentiation or adaptation to a lesson will be done on a specific or individual
basis depending on the lesson and the student. Since different students have different
needs adaptations cannot be decided on until the students are known or until an IEP has
been provided.
- Actions will be demonstrated as well as spoken to assist those who are ELL
- Those who are injured can help officiate to learn more about gameplay and rules
Lessons
Lesson 1 Introduction and Serves
Duration: 1 Day
- Review of rules and game strategy
- Review scoring and serving system
- Discussing court and service lines
- Learn process of setting up the nets
- Serving drills
Lesson 2 Drops and Clears
Duration: 1 Day
- Discussion on purpose of drop and clear shots
- Demonstration of how to perform clear and drop shots
- Drop shot rallies
- Drop and clear rallies
- Line team rallies using clears and drops
Lesson 3 Smash and Drives
Duration: 1 Day
- Learn how and when to use smash and drive shots
- Enhance understanding of game strategy
- Learn proper smash and drive form
Lesson 4 Movement and Footwork
Duration: 1 Day
- Work on movement and footwork in singles and doubles
- Learn to position ones self to most effectively return birdie
- Learn doubles strategies such as sides, front/back and mixed
Lesson 5 Doubles Tournament
Duration: 2 Days
- Students implement the skills they have learned into a doubles tournament
 LESSON 1 - SERVES

Lesson Plan
Lesson Title: Badminton Serving Grade: 11/12 Date: Day 1

Subject: Physical Education Strand: Movement Competence Location: Gym Time:

(length in minutes): 75 Minutes

Lesson Plan Description

This lesson starts of the badminton unit. The class begins with a review of rules and
strategy of the game. It is important to remind of the scoring and serving system used in
badminton. Since this is the serving lesson, extra focus should be placed on reminding
the students of the service lines and how the differ in singles and doubles; on top of
reviewing the other lines of the court. Students will also learn the process of setting up
the nets and how this differs from the previous unit, volleyball. The lesson will consist of
progressive serving drills followed by doubles games to end the class.

CURRICULUM EXPECTATIONS
Ontario Curricular Overall Expectations

B1. perform movement skills, demonstrating an understanding of the basic requirements

of the skills and applying movement concepts as appropriate, as they engage in a
variety of physical activities

B2. apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities.

Ontario Curricular Specific Expectations

B1.2 perform locomotor and manipulation skills in combination in a variety of physical

activities while responding to external stimuli

B1.3 demonstrate an understanding of the phases of movement, and apply this

understanding to refine skills as they participate in a variety of physical activities, with
an emphasis on individual and lifelong activities

B2.1 demonstrate an understanding of the components of a range of physical activities,

and apply this understanding as they participate in a number of diverse physical
activities, suited to their individual interests and abilities, in a variety of indoor and
outdoor environments

B2.2 apply analytical and problem-solving skills to identify and implement tactical
solutions that will increase their chances of success as they participate in a variety of
physical activities, including individual activities, sports, and/or recreational activities
Learning Goals

Today I will learn

The rules to badminton
The service rules to badminton
How to serve in badminton
How to strategically implement different serves in a game
Safety Guidelines
Equipment

A fully stocked first aid kit must be readily accessible.

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use.

Racquets must be inspected regularly for breakage and to determine proper grip.

Protective eye gear meeting ASTM F803 standards or equivalent must be worn by all
students (singles and doubles) at all times.

Clothing/Footwear

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery.

Facilities

Determine that all facilities are safe for use.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs)
and provide safe footing and traction.

Court boundary lines must be clearly defined.

A safety procedure must be established for side by side courts.

If facility does not allow for safe play, (e.g., boundary lines too close to walls) modify
rules appropriately.

Special Rules/Instructions

Determine and follow school/board emergency procedures, including accessibility to a

vehicle, for transportation of a student to hospital.

Skills must be taught in proper progression.

Games must be based on skills that are taught.

Students must receive training or information on concussion prevention and awareness

specific to the activity prior to participating. Students must not participate in the activity
until this instruction has been received.

Be aware of students whose medical conditions (e.g., asthma, anaphylaxis, cast,

previous concussion, orthopaedic device) may affect participation (see Generic Section).

When teaching/practicing skills, adequate spacing must be allowed for each student to
be able to make an uninterrupted swing.

The code of etiquette for court play must be taught and enforced, (e.g., not entering a
court being used).

Players must stop play whenever a foreign object comes onto the court.

Encourage front court player to avoid facing partner during a rally.

Supervision

On-site supervision is required during initial instruction.

In-the-area supervision is required after initial instruction.

Setting up of equipment requires on-site supervision.

ASSESSMENT and EVALUATION

Success Criteria
I can: serve the birdie deep
I can: play a game with a partner
I can: understand the rules to a badminton game
Assessment
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and
Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Assessment Assessment Tool

Mode: Strategy Instrument used to record
Written, Oral, Specific task for data
Performance students i.e., rubric, checklist, observation
(Write, Say, e.g., turn and talk, sheet, etc.
Do) brainstorming,
mind map, debate,
etc.

Assessment Performance/Ora High Five Students put up fingers in the

For l degree that they understand the
Learning movements. Can determine what
needs to be taught if the majority
put up a low amount of fingers
Assessment Oral Turn and Talk Students can talk to each other
As Learning to express how they are feeling
 about the exercise
Assessment Performance Observation Checklist: teacher can observe
Of Learning what skill improvement has
occurred and what level of
participation is occurring
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* played badminton in previous school grades
* seen the gym and line lay out
Differentiation: Content, Process, Product, Assessment/Accommodations,
Modifications
Differentiated instruction will depend on student factors such as:
- Their IEP
- Their interests
- Cultural background
- Language background
- Style of learning
- Injuries
- Other
Each differentiation or adaptation to a lesson will be done on a specific or individual
basis depending on the lesson and the student. Since different students have different
needs adaptations cannot be decided on until the students are known or until an IEP has
been provided.
- Actions will be demonstrated as well as spoken to assist those who are ELL
Those who are injured can help officiate to learn more about gameplay and rules
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent
work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work,

collaboration, initiative, self-regulation

Vocabulary
- Underhand serve
- Overhand serve
- Birdie/shuttle
- Doubles/singles lines

Resources and Materials /Technology Integration

Students will watch a short instructional video on serving to observe proper form
in a controlled setting: https://www.youtube.com/watch?v=IIevvpYwIvc
Materials:
- 8 badminton poles
- 6 badminton nets
- Goggles for every student
- Flat pylons
- Racquets
- birdies
Learning Environment
- Skills will be explained with everyone together in a group
- Each progression will be explained with everyone remaining at their courts to
minimize confusion
 Cross Curricular Links
- Exercise has been show to positively improve all other academic subjects so there
is a permanent link
Lesson Delivery Format
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Time: 10 minutes
Here an introduction to badminton will be given. The lines which are white on the floor
(wide and short for doubles serves; wide and long for doubles after the serve; thin and
long for singles). The service lines and how serves must be cross court and underhand.
Additionally Those with even scores serve from the right and those who have an odd
score serve from the left. Also review the importance of eye glasses and how they must
be worn at all times. This time if to help the students familiarize themselves with
badminton and to answer any questions they may have.

Action: During /working on it (time given for each component, suggested 15-40 min)
Time: 30 minutes
Progression drills (4-5 students per court):
1. Begin practicing serving over the net to a partner on either side of the net
2. Place targets on the floor and have the students aim and hit them with their
serves
3. Have students serve to a partner and if it lands in then play out the point until
someone wins (repeat process with the other partner)
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Time: 35 minutes
Allow students to choose partners and have them play 7 minute games against another
pair. Rotate so that teams will get to play different opponents (rotations occur with the
middle 6 court in a clock-wise fashion with the outside courts remaining stationary).
Extension Activities/Next Steps
Tomorrow we will go over drops and clears as well as building upon serving in more
games

LESSON 2 DROPS &

Lesson Plan
Lesson Title: Badminton Drops and Clears Grade: 11/12 Date: Day 2

Subject: Physical Education Strand: Movement Competence Location: Gym Time:

(length in minutes): 75 Minutes

Lesson Plan Description

This lesson covers the badminton skills of drops and clears as well as builds upon the
last lesson of serving. After beginning the class with a verbal description and visual
demonstration of the skills the student go through a few drills to work on the skills until
they eventually work them into a game.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

B1. perform movement skills, demonstrating an understanding of the basic requirements

of the skills and applying movement concepts as appropriate, as they engage in a
variety of physical activities

B2. apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities.

Ontario Curricular Specific Expectations

B1.2 perform locomotor and manipulation skills in combination in a variety of physical

activities while responding to external stimuli

B1.3 demonstrate an understanding of the phases of movement, and apply this

understanding to refine skills as they participate in a variety of physical activities, with
an emphasis on individual and lifelong activities

B2.1 demonstrate an understanding of the components of a range of physical activities,

and apply this understanding as they participate in a number of diverse physical
activities, suited to their individual interests and abilities, in a variety of indoor and
outdoor environments

B2.2 apply analytical and problem-solving skills to identify and implement tactical
solutions that will increase their chances of success as they participate in a variety of
physical activities, including individual activities, sports, and/or recreational activities

Learning Goals Discuss with students: What will I be learning today?

Today I will learn

What the purpose of a drop is in badminton
What the purpose of a clear is in badminton
How to drop and serve
How to strategically implement different drops and clears in a game
Safety Guidelines
Equipment

A fully stocked first aid kit must be readily accessible.

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use.

Racquets must be inspected regularly for breakage and to determine proper grip.

Protective eye gear meeting ASTM F803 standards or equivalent must be worn by all
students (singles and doubles) at all times.

Clothing/Footwear

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery.

Facilities

Determine that all facilities are safe for use.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs)
and provide safe footing and traction.

Court boundary lines must be clearly defined.

A safety procedure must be established for side by side courts.

If facility does not allow for safe play, (e.g., boundary lines too close to walls) modify
rules appropriately.

Special Rules/Instructions

Determine and follow school/board emergency procedures, including accessibility to a

vehicle, for transportation of a student to hospital.

Skills must be taught in proper progression.

Games must be based on skills that are taught.

Students must receive training or information on concussion prevention and awareness

specific to the activity prior to participating. Students must not participate in the activity
until this instruction has been received.

Be aware of students whose medical conditions (e.g., asthma, anaphylaxis, cast,

previous concussion, orthopaedic device) may affect participation (see Generic Section).

When teaching/practicing skills, adequate spacing must be allowed for each student to
be able to make an uninterrupted swing.

The code of etiquette for court play must be taught and enforced, (e.g., not entering a
court being used).

Players must stop play whenever a foreign object comes onto the court.

Encourage front court player to avoid facing partner during a rally.

Supervision

On-site supervision is required during initial instruction.

In-the-area supervision is required after initial instruction.

Setting up of equipment requires on-site supervision.

ASSESSMENT and EVALUATION

Success Criteria
I can: place the birdie into open space
I can: play a game with a partner
I can: move the opponent around the court
Assessment
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and
Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Assessment Assessment Tool

Mode: Strategy Instrument used to record
Written, Oral, Specific task for data
Performance students i.e., rubric, checklist, observation
(Write, Say, e.g., turn and talk, sheet, etc.
Do) brainstorming,
mind map, debate,
etc.

Assessment Performance/Ora High Five Students put up fingers in the

For l degree that they understand the
Learning movements. Can determine what
needs to be taught if the majority
put up a low amount of fingers
Assessment Oral Turn and Talk Students can talk to each other to
As Learning express how they are feeling
 about the exercise
Assessment Performance Observation Checklist: teacher can observe
Of Learning what skill improvement has
occurred and what level of
participation is occurring
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* played badminton in previous school grades
* seen the gym and line lay out
Differentiation: Content, Process, Product, Assessment/Accommodations,
Modifications

Differentiated instruction will depend on student factors such as:

- Their IEP
- Their interests
- Cultural background
- Language background
- Style of learning
- Injuries
- Other
Each differentiation or adaptation to a lesson will be done on a specific or individual
basis depending on the lesson and the student. Since different students have different
needs adaptations cannot be decided on until the students are known or until an IEP has
been provided.
- Actions will be demonstrated as well as spoken to assist those who are ELL
- Those who are injured can help officiate to learn more about gameplay and rules

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent
work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work,

collaboration, initiative, self-regulation

Vocabulary
- Clear
- Drop
- Open space
Resources and Materials /Technology Integration
Drop shot: https://www.youtube.com/watch?v=nIwKgw7fKqw
Clear shot: https://www.youtube.com/watch?v=1Jk2RvjNkd4
Materials:
- 8 badminton poles
- 6 badminton nets
- Goggles for every student
- Racquets
- birdies
Learning Environment
- Skills will be explained with everyone together in a group
- Each drill will be explained with everyone remaining at their courts to minimize
confusion
Cross Curricular Links
- Exercise has been show to positively improve all other academic subjects so there
is a permanent link
Lesson Delivery Format
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Time: 10 minutes
Begin the lesson with a description of what a drop shot is and what advantage it gives
you during the game (brings opponent to front of court, potentially drops the birdie
where opponent is not, forces opponent to hit birdie high in the air). Also describe the
advantages of a clear (resets rally, forces opponent to back of court, sets up drop shot).
Action: During /working on it (time given for each component, suggested 15-40 min)
Time: 30 minutes
Drill one:
- In partners drop shots at the net
- Continue in rally of underhand drops as long as possible
- Do not use other shots
Drill two
- In partners have one person drop the birdie at the net and have the other partner
clear it to the back of the court
Drill three
- In groups of 4-6 have a rally with drops and clears with teams alternating hitters
(in singles formation with lines at the back of the court)
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Time: 35 minutes

Allow students to choose partners (ensure a different from yesterday) and have them
play 7 minute games against another pair. Rotate so that teams will get to play different
opponents.

Extension Activities/Next Steps

Tomorrow we will begin the badminton tournament, bringing all the learning skills
together and applying them to a competitive situation
 LESSON 3 SMASH & DRIVE

Lesson Plan
Lesson Title: Badminton Smash & Drive Grade: 11/12 Date: Day 3

Subject: Physical Education Strand: Movement Competence Location: Gym Time:

(length in minutes): 75 Minutes

Lesson Plan Description

In this lesson the focus is on offensive hits in badminton. Students will learn how and
when to use the overhand smash as well as the drive shot. In the development of the
students overall game development the will work on building upon the previously
learned strokes to enhance the understanding and strategy development of the game. In
this lesson students will work on progressive drills to work up to proper smash and drive
shots. Students will focus on form, projection of the birdie and placement on opponents
side of the court.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

B1. perform movement skills, demonstrating an understanding of the basic requirements

of the skills and applying movement concepts as appropriate, as they engage in a
variety of physical activities

B2. apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities.

Ontario Curricular Specific Expectations

B1.2 perform locomotor and manipulation skills in combination in a variety of physical

activities while responding to external stimuli

B1.3 demonstrate an understanding of the phases of movement, and apply this

understanding to refine skills as they participate in a variety of physical activities, with
an emphasis on individual and lifelong activities

B2.1 demonstrate an understanding of the components of a range of physical activities,

and apply this understanding as they participate in a number of diverse physical
activities, suited to their individual interests and abilities, in a variety of indoor and
outdoor environments

B2.2 apply analytical and problem-solving skills to identify and implement tactical
solutions that will increase their chances of success as they participate in a variety of
physical activities, including individual activities, sports, and/or recreational activities
Learning Goals

Today I will learn

What the purpose of a drive is in badminton
What the purpose of a smash is in badminton
How to hit a drive and smash
How to strategically implement different drives and smashes in a game
Safety Guidelines
Equipment

A fully stocked first aid kit must be readily accessible.

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use.

Racquets must be inspected regularly for breakage and to determine proper grip.

Protective eye gear meeting ASTM F803 standards or equivalent must be worn by all
students (singles and doubles) at all times.

Clothing/Footwear

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery.

Facilities

Determine that all facilities are safe for use.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs)
and provide safe footing and traction.

Court boundary lines must be clearly defined.

A safety procedure must be established for side by side courts.

If facility does not allow for safe play, (e.g., boundary lines too close to walls) modify
rules appropriately.

Special Rules/Instructions

Determine and follow school/board emergency procedures, including accessibility to a

vehicle, for transportation of a student to hospital.

Skills must be taught in proper progression.

Games must be based on skills that are taught.

Students must receive training or information on concussion prevention and awareness

specific to the activity prior to participating. Students must not participate in the activity
until this instruction has been received.

Be aware of students whose medical conditions (e.g., asthma, anaphylaxis, cast,

previous concussion, orthopaedic device) may affect participation (see Generic Section).

When teaching/practicing skills, adequate spacing must be allowed for each student to
be able to make an uninterrupted swing.

The code of etiquette for court play must be taught and enforced, (e.g., not entering a
court being used).

Players must stop play whenever a foreign object comes onto the court.

Encourage front court player to avoid facing partner during a rally.

Supervision

On-site supervision is required during initial instruction.

In-the-area supervision is required after initial instruction.

Setting up of equipment requires on-site supervision.

ASSESSMENT and EVALUATION

Success Criteria
I can: drive the birdie down the line
I can: smash the birdie
I can: set up the rally to get into an offensive position
Assessment
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and
Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Assessment Assessment Tool

Mode: Strategy Instrument used to record
Written, Oral, Specific task for data
Performance students i.e., rubric, checklist,
(Write, Say, e.g., turn and talk, observation sheet, etc.
Do) brainstorming, mind
map, debate, etc.

Assessment Oral Class discussion Observe what the students talk

For Learning about in the lesson and how
their prior knowledge helps
them to understand the new
shots
Assessment Performance Learning the skills Observe how the students work
As Learning through trial and and stay on topic. Their
error attempts at the end of class
 should be better than the start
(amount and ability to see this
will depend on previous skill
level)
Assessment Performance Checklist Observe how students are
Of Learning learning the strategies. Assess
effort, participation and
attention to peer corrections
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* lesson on rules
* lesson on serves
* lesson on drops and clears
Differentiation: Content, Process, Product, Assessment/Accommodations,
Modifications

Differentiated instruction will depend on student factors such as:

- Their IEP
- Their interests
- Cultural background
- Language background
- Style of learning
- Injuries
- Other
Each differentiation or adaptation to a lesson will be done on a specific or individual
basis depending on the lesson and the student. Since different students have different
needs adaptations cannot be decided on until the students are known or until an IEP has
been provided.
- Actions will be demonstrated as well as spoken to assist those who are ELL
Those who are injured can help officiate to learn more about gameplay and rules

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent
work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work,

collaboration, initiative, self-regulation

Vocabulary
- Drive shot
- Backhand drive
- Overhead smash
- Down the line

Resources and Materials /Technology Integration

Drills: http://www.badminton-information.com/badminton-drills.html
Smash: https://www.youtube.com/watch?v=BnnYw0Q6YO0
Drive: https://www.youtube.com/watch?v=-ruRiKSzK5c
Images: http://www.badminton-information.com/badminton_clears.html ,
http://www.badminton-information.com/badminton_smash.html ,
 https://s-media-cache-
ak0.pinimg.com/originals/09/6f/23/096f23b60947bad4bd4cb4eea8f85b09
.png
Materials:
- 8 badminton poles
- 6 badminton nets
- Goggles for every student

Learning Environment

- Skills will be explained with everyone together in a group

- Each progression will be explained with everyone remaining at their courts to
minimize confusion
- Depending on the drill and space available students will either work in pairs or
groups of 4-6
Cross Curricular Links
- Exercise has been show to positively improve all other academic subjects so there
is a permanent link
Lesson Delivery Format
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Time: 10 minutes
Set up nets
Warm up:
- 10 exercise cards are taped up around the gym
- Students divide into 10 equal groups and rotate between them every minute on
the teachers whistle
- Exercises include: plank, mountain climbers, sit ups, push-ups, squats, high knees,
butt kicks, vertical jumps, lunges and v-sits
Instruction:
- Using the diagrams attached at the end of the lesson, the YouTube video and
demonstrations the students will learn and discuss proper drive and smash hits
- Focal points of discussion include: Body movements including feet, hips, arms and
wrist; point of contact of the birdie; purpose of the shots; when the shots will be
used; and trajectory of the birdie after being struck.
Action: During /working on it (time given for each component, suggested 15-40 min)
Time: 30 minutes
Drill One:
- In partners go on either side of the net
- Partner A serves the birdie up high to Partner B
- Partner B returns birdie with a smash
- Repeat 10 times and then switch
Drill Two:
- Repeat drill one only this time the serve is returned with a drive
Drill three: Half-court game
- Pairs will play singles games on half of the court to encourage and work on shots
down the line
- To earn a point students must hit a least one smash or drive in the rally
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Time: 35 minutes
Play a game of rotation badminton. This is played by having 2 students on each side of
the court with the extras on the side lines. Rotation occurs every 2 minutes where
students move clock-wise one positon across courts. This both mixes up partners as well
as opponents. Score is not kept in this game. Students will be assessed on participation
in the game as well as their attempt to implement the shots learned in todays lesson
into the gameplay.

Extension Activities/Next Steps

Next class is on court movement and footwork
 LESSON 4 MOVEMENT &

Lesson Plan
Lesson Title: Badminton Movement and Footwork Grade: 11/12 Date: Day 4

Subject: Physical Education Strand: Movement Competence Location: Gym Time:

(length in minutes): 75 Minutes

Lesson Plan Description

In this lesson students will work on movement and footwork in singles and doubles
matches. Student will learn how to position themselves to best return the birdie and the
most efficient way of getting to all areas of the court. Students will also learn the
different doubles strategies and why they are used for different situations. Utilizing skills
worked on in previous lessons students will build on gameplay strategy through
progressive drills in both singles and doubles.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

B1. perform movement skills, demonstrating an understanding of the basic requirements

of the skills and applying movement concepts as appropriate, as they engage in a
variety of physical activities

B2. apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities.

Ontario Curricular Specific Expectations

B1.2 perform locomotor and manipulation skills in combination in a variety of physical

activities while responding to external stimuli

B1.3 demonstrate an understanding of the phases of movement, and apply this

understanding to refine skills as they participate in a variety of physical activities, with
an emphasis on individual and lifelong activities

B2.1 demonstrate an understanding of the components of a range of physical activities,

and apply this understanding as they participate in a number of diverse physical
activities, suited to their individual interests and abilities, in a variety of indoor and
outdoor environments

B2.2 apply analytical and problem-solving skills to identify and implement tactical
solutions that will increase their chances of success as they participate in a variety of
physical activities, including individual activities, sports, and/or recreational activities
Learning Goals

Today I will learn

How to use proper footwork in a singles match
How to position myself in a doubles match
Safety Guidelines
Equipment

A fully stocked first aid kit must be readily accessible.

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use.

Racquets must be inspected regularly for breakage and to determine proper grip.

Protective eye gear meeting ASTM F803 standards or equivalent must be worn by all
students (singles and doubles) at all times.

Clothing/Footwear

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery.

Facilities

Determine that all facilities are safe for use.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs)
and provide safe footing and traction.

Court boundary lines must be clearly defined.

A safety procedure must be established for side by side courts.

If facility does not allow for safe play, (e.g., boundary lines too close to walls) modify
rules appropriately.

Special Rules/Instructions

Determine and follow school/board emergency procedures, including accessibility to a

vehicle, for transportation of a student to hospital.

Skills must be taught in proper progression.

Games must be based on skills that are taught.

Students must receive training or information on concussion prevention and awareness

specific to the activity prior to participating. Students must not participate in the activity
until this instruction has been received.

Be aware of students whose medical conditions (e.g., asthma, anaphylaxis, cast,

previous concussion, orthopaedic device) may affect participation (see Generic Section).

When teaching/practicing skills, adequate spacing must be allowed for each student to
be able to make an uninterrupted swing.

The code of etiquette for court play must be taught and enforced, (e.g., not entering a
court being used).

Players must stop play whenever a foreign object comes onto the court.

Encourage front court player to avoid facing partner during a rally.

Supervision

On-site supervision is required during initial instruction.

In-the-area supervision is required after initial instruction.

Setting up of equipment requires on-site supervision.

ASSESSMENT and EVALUATION

Success Criteria
I can: lung to the front of the court and perform a drop shot
I can: perform a shot and return to the centre of the court in anticipation for the next
return
I can: position myself in a doubles rally
Assessment
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and
Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Assessment Strategy Assessment Tool

Mode: Specific task for students Instrument used to
Written, Oral, e.g., turn and talk, record data
Performance brainstorming, mind map, i.e., rubric, checklist,
(Write, Say, debate, etc. observation sheet, etc.
Do)

Assessment Oral Brainstorming/discussion Students discuss and

For Learning brainstorm what proper
footwork and doubles
movement looks like
during game play.
Assessment Oral Peer observation and Students observe each
As Learning criticism others actions and
then brainstorm
 strategies to correct
the movements
Assessment Performance Checklist Observe how students
Of Learning are learning the
strategies. Assess
effort, participation and
attention to peer
corrections
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* lesson on rules
* lesson on serves
* lesson on drops and clears
* lesson on smashes and drives
Differentiation: Content, Process, Product, Assessment/Accommodations,
Modifications

Differentiated instruction will depend on student factors such as:

- Their IEP
- Their interests
- Cultural background
- Language background
- Style of learning
- Injuries
- Other
Each differentiation or adaptation to a lesson will be done on a specific or individual
basis depending on the lesson and the student. Since different students have different
needs adaptations cannot be decided on until the students are known or until an IEP has
been provided.
- Actions will be demonstrated as well as spoken to assist those who are ELL
Those who are injured can help officiate to learn more about gameplay and rules

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent
work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work,

collaboration, initiative, self-regulation

Vocabulary
- Front and back
- Sides
- Mixed
- Lung
- Back pedal
Resources and Materials /Technology Integration
Slide Show: Use of footwork and projection slides
https://aahperd.confex.com/aahperd/.../Badminton%20Skills%20and%20Drills.pdf
Materials:
- 8 badminton poles
- 6 badminton nets
- Goggles for every student
Learning Environment

- Skills will be explained with everyone together in a group

- Each progression will be explained with everyone remaining at their courts to
minimize confusion
- Depending on the drill and space available students will either work in pairs or
groups of 4-6
Cross Curricular Links
- Exercise has been show to positively improve all other academic subjects so there
is a permanent link
Lesson Delivery Format
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Time: 20 minutes
Set up nets
Warm Up:
- This lesson involves a wide variety of upper and lower body movements so it is
extremely important that the students are well warmed up and stretched. The
warm up for this the students will complete an exercise count down. Beginning at
10 students run the width of gym and perform exercise (push-ups, sit ups, squats)
then run back and have partner perform the action. Continue going down in
decreasing amounts until you reach 5.
- Following the completion of this students will complete static stretching for quads,
hamstrings, ankles, shoulders and pecs.
Instruction:
- Discuss what front and back, sides and mixed positioning is badminton and when
they are used in gameplay
- Utilize a whiteboard
Action: During /working on it (time given for each component, suggested 15-40 min)
Time: 30 minutes
Drill one: Singles footwork and positional play (no birdie)
- Students will spread out amongst the courts equally
- One at a time students begin in the middle of the court
- They will take one step towards the front right corner, then lung and swing the
racquet as if they were performing a drop shot
- They will the retreat back to the centre and perform the same action in the left
front corner
- Again return to the centre and then back pedal to the back right corner and swing
the racquet as if they were performing a clear
- This will again be followed by a recentralization and performing the same action in
the back left corner.
- Then the next student in the group goes
- *Students who are not performing the action are to watch the performing student
and provide feedback on what the student has done well and ways in which they
can improve
- This drill is repeated until each student has performed the actions 3 times
Drill two: Singles footwork and positional play
- Repeat drill one, however add a student who delivers the birdie to the corners so
that the performing student can actually return and play live shots.
- Again repeat until each student has performed the actions 3 times
Drill three: Doubles shadow badminton
- After leading a discussion on doubles positional strategies front-back, sides and
mixed (depending on the serve players either stay up if it is a short serve or drop
to sides if it is a deep serve as discussed las class) the teacher will lead a game
of shadow badminton
- No birdies are required
- The teacher will yell out where the birdie was either served to on the court or hit
in the middle of a rally and students react by moving to the position they should
go, as well as mimic returning the shot
- Pairs must successfully react and position themselves on the court 10 times to
move onto the next drill
Drill four: Doubles serve returns/ kings court
- For this drill one student serves the birdie to a pair who must return the birdie and
then play out the rally
- 3 pairs are on one side of the court opposite to the server. If the point is won by
the pair they stay to return the next birdie as well, if they lose they switch out
with the next pair. (max of 3 wins in a row and then rotate)
- Focus on instruction is on proper position after the service return by the pair.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Time: 25 minutes

Pre-select partners based off observed skill level and play 7 minute doubles games.
Rotate so that students get to play against different opponents. Ensure students are
exhibiting proper footwork and positional play for doubles.

Extension Activities/Next Steps

Next class will be the class doubles tournament
 LESSON 5/6 DOUBLES

Lesson Plan
Lesson Title: Badminton Tournament Grade: 11/12 Date: Day 5/6

Subject: Physical Education Strand: Movement Competence Location: Gym Time:

(length in minutes): 75 Minutes (2 Days)

Lesson Plan Description

Students will participate in a badminton tournament. Students will be paired up based

off their last name. 28 students are in the class so 14 doubles teams will be made.
Games will be played to 21 with wins by at least 2 points. Every team will play each over
the three day tournament.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

B1. perform movement skills, demonstrating an understanding of the basic requirements

of the skills and applying movement concepts as appropriate, as they engage in a
variety of physical activities

B2. apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities.

Ontario Curricular Specific Expectations

B1.2 perform locomotor and manipulation skills in combination in a variety of physical

activities while responding to external stimuli

B1.3 demonstrate an understanding of the phases of movement, and apply this

understanding to refine skills as they participate in a variety of physical activities, with
an emphasis on individual and lifelong activities

B2.1 demonstrate an understanding of the components of a range of physical activities,

and apply this understanding as they participate in a number of diverse physical
activities, suited to their individual interests and abilities, in a variety of indoor and
outdoor environments

B2.2 apply analytical and problem-solving skills to identify and implement tactical
solutions that will increase their chances of success as they participate in a variety of
physical activities, including individual activities, sports, and/or recreational activities

Learning Goals
Today I will learn
To implement skills learned throughout unit
To work as a team to develop strategy and win games
To compete in a friendly tournament with peers
Safety Guidelines
Equipment

A fully stocked first aid kit must be readily accessible.

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use.

Racquets must be inspected regularly for breakage and to determine proper grip.

Protective eye gear meeting ASTM F803 standards or equivalent must be worn by all
students (singles and doubles) at all times.

Clothing/Footwear

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery.

Facilities

Determine that all facilities are safe for use.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs)
and provide safe footing and traction.

Court boundary lines must be clearly defined.

A safety procedure must be established for side by side courts.

If facility does not allow for safe play, (e.g., boundary lines too close to walls) modify
rules appropriately.

Special Rules/Instructions

Determine and follow school/board emergency procedures, including accessibility to a

vehicle, for transportation of a student to hospital.

Skills must be taught in proper progression.

Games must be based on skills that are taught.

Students must receive training or information on concussion prevention and awareness

specific to the activity prior to participating. Students must not participate in the activity
until this instruction has been received.

Be aware of students whose medical conditions (e.g., asthma, anaphylaxis, cast,

previous concussion, orthopaedic device) may affect participation (see Generic Section).

When teaching/practicing skills, adequate spacing must be allowed for each student to
be able to make an uninterrupted swing.

The code of etiquette for court play must be taught and enforced, (e.g., not entering a
court being used).

Players must stop play whenever a foreign object comes onto the court.

Encourage front court player to avoid facing partner during a rally.

Supervision

On-site supervision is required during initial instruction.

In-the-area supervision is required after initial instruction.

Setting up of equipment requires on-site supervision.

ASSESSMENT and EVALUATION

Success Criteria

I can: participate in a badminton game that follows proper rules

I can: demonstrate understanding of skills learned in this and previous lessons
Assessment
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and
Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Assessment Assessment Tool

Mode: Strategy Instrument used to record
Written, Oral, Specific task for data
Performance students i.e., rubric, checklist, observation
(Write, Say, e.g., turn and talk, sheet, etc.
Do) brainstorming,
mind map, debate,
etc.

Assessment Performance/Ora High Five Students put up fingers in the

For l degree that they understand the
Learning movements. Can determine what
needs to be taught if the majority
put up a low amount of fingers
Assessment Oral Turn and Talk Students can talk to each other to
As Learning express how they are feeling
 about the exercise
Assessment Performance Observation Checklist: teacher can observe
Of Learning what skill improvement has
occurred and what level of
participation is occurring
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* played badminton in previous school grades
* seen the gym and line lay out
Differentiation: Content, Process, Product, Assessment/Accommodations,
Modifications

Differentiated instruction will depend on student factors such as:

- Their IEP
- Their interests
- Cultural background
- Language background
- Style of learning
- Injuries
- Other
Each differentiation or adaptation to a lesson will be done on a specific or individual
basis depending on the lesson and the student. Since different students have different
needs adaptations cannot be decided on until the students are known or until an IEP has
been provided.
- Actions will be demonstrated as well as spoken to assist those who are ELL
Those who are injured can help officiate to learn more about gameplay and rules

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent
work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work,

collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

- Round robin

Resources and Materials /Technology Integration List ALL items necessary for
delivery of the lesson. Include any attachments of student worksheets used and teacher
support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.
Videos of the skills are available on YouTube
Materials:
- 8 badminton poles
- 6 badminton nets
- Goggles for every student
- Racquets
- birdies
Learning Environment (grouping; transitions; physical set up)

- The tournament will be self-running with the students recording wins and losses
for themselves.
Cross Curricular Links
- Exercise has been show to positively improve all other academic subjects so there
is a permanent link
Lesson Delivery Format
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Time: 10 minutes
*Only on the first day of the lesson
Re-explain the rules to badminton to ensure fair play. Explain doubles strategies such as
front-back, sides and mixed (depending on the serve players either stay up if it is a short
serve or drop to sides if it is a deep serve as discussed las class).
Action: During /working on it (time given for each component, suggested 15-40 min)
Time: 60 minutes
Play games to 21 with the teams winning by at least 2 points. Students must wear eye
protection. Each pair plays each other
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Time: 35 minutes

Go over what the students learned about badminton and special awareness on the court.
Discuss how they improved in the sport and how they can use the skills to remain active
outside of phys. ed. class.

Extension Activities/Next Steps (where will this lesson lead to next)

This is the last day of badminton, students will begin racquetball next class and will
complete a written test on net sports following the completion of that unit.
 APPENDICIES

1. Badminton Court Lines

2. Badminton Rules
3. Shot Trajectories
4. Overhand Point of Impact
 5. Skills Checklist

Serve Drop Clear Drive Smash

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 REFERENCES

Badminton-Information (2012). Badminton Drills. http://www.badminton-information.com

Chiang, S.L-M & Casebolt, K. (2017). Badminton Skills and Drills. East Stroudsburg

University. https://aahperd.confex.com/aahperd/.../Badminton%20Skills%20and

%20Drills.pdf

Coaching Badminton (2012). Badminton Basic Drills (1) Net Drop.

https://www.youtube.com/watch?v=nIwKgw7fKqw

CSSD (2016). Badminton Rules 2016.

https://www.cssd.ab.ca/Programs/Athletics/JuniorHighAthletics/badminton/Document

s/BadmintonRules.pdf

Educacionfisicamaruxamallo (2017). Badminton.

https://educacionfisicamaruxamallo.wikispaces.com/Badminton

eHowSports (2013). How to Hit a Smash Shot in Badminton : Badminton.

https://www.youtube.com/watch?v=BnnYw0Q6YO0

Expertvillage (2008). Advanced Badminton Techniques: How to hit a Drive Shot in

Badminton. https://www.youtube.com/watch?v=-ruRiKSzK5c

OPHEA (2017) - http://www.ophea.net/

Pinterest (2017). https://s-media-cache-

ak0.pinimg.com/originals/09/6f/23/096f23b60947bad4bd4cb4eea8f85b09.png

TeachPE.com (2010). Badminton Forehand Clear. https://www.youtube.com/watch?

v=1Jk2RvjNkd4

TVLessonDotCom (2012). How To DO Different Serves Badminton Tips.

https://www.youtube.com/watch?v=IIevvpYwIvc