Badminton Unit Plan
Badminton Unit Plan
Badminton Unit Plan
TABLE OF CONTENTS
Introduction: Defense.......................................................................................................... 2
Unit Test............................................................................................................................ 18
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The purpose of the unit plan that I have designed is to create interest and introduce the
game of badminton to grade 7 students. The badminton unit lays the foundation for future racket
sport units such as table tennis and pickle ball. I recognize that grade 7 students will have a wide
range of skill levels. Most will have minimal experience with badminton, and therefore, the
focus of my unit plan is to teach basic badminton skills, and to provide lots of opportunity to
learn and practice. In addition, students will learn badminton rules, court dimension, scoring,
My goal is to inspire students to live an active and healthy lifestyle for the rest of their
lives. I believe a positive learning environment, where all students feel comfortable, regardless of
ability, provides the foundation for student to be active inside and outside of school, and
throughout their lives. My aim is to provide students with the knowledge and skill to enjoy the
game of badminton. I will do my best to engage all students and ensure they feel capable and not
judged. I believe that everyone can benefit from badminton, regardless of individual differences,
and I have incorporated a variety of teaching strategies and a wide range of activities into the
This badminton unit has been designed to meet specific learning outcomes from the
Alberta Program of Studies, grade 7, Physical Education, and the general learning outcomes of
Activity, Cooperation and Do it Daily. These objectives will be met through students acquiring
knowledge, skills and practice activities, as it relates to the game of badminton. I will use a
variety of teaching strategies to help create interest, motivation and a fun learning environment
for students. I will use a combination of formative and summative assessment, including pre-
assessment, self-assessment, written test, teacher observation and the PACE evaluation tool to
ensure that students are achieving the learning outcomes, and I will adapt lesson plans, as
needed.
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There are many classroom management strategies that I will implement throughout the
o Clearly explain rules and expectations, make sure students understand, provide
o Establish classroom procedures, teach, practice and reinforce, until they become routine
o Write the daily schedule and post on the gym wall before students arrive, same place
every day
o Be a positive role model for the students, listen, encourage and provide feedback
Physical Education teachers must be dedicated to developing the knowledge, skills, and
attitudes (KSAs), the teaching quality standards, to successfully deliver the curriculum and
inspire students to lead an active and healthy lifestyle. In order for students to learn best, I will
follow this classroom management plan to ensure that every student is reaching his or her
potential, and having fun while doing so. For this unit, my classroom management plan will be
heavily based on getting to know the students and developing positive relationships, especially
since I am new to the classroom. I will discuss my expectations for learning and clearly explain
the classroom procedures and rules to be followed as students enter the gym and throughout the
class.
management. As a new teacher, it is critical that I develop positive working relationships with
students, to gain their respect and confidence. The badminton unit will allow me to create
meaningful positive relationships with the students because it is interactive and allows me to be
badminton unit is interactive and has lots of opportunity for practice and games. In creating
games, I will ensure that teams are equal and fair, and this will increase motivation. When teams
are not equal, with all of the strong players on the same team, students loose interest and
motivation to do the activity. Given that I know this, I will use flexible grouping and the
information that I will obtain through direct observation to ensure teams are fair and equal.
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Lesson Lesson GLOs SLOs Learning Activities Assessment Safety Instructional Equipment Motivation
Date Title Strategies
Planned
to Teach
Lesson 1 Introduction A, C, D A7-2 -Ask students what -Pre- -Racket safety -Demonstration -Badminton -Fun games
(date to to A7-5 they know about assessment rackets (1 per
be Badminton C7-6 badminton -Do not swing -Modeling students- 27) -Students
determine D7-3 -Observation the racket when share their
d) -Discuss safety with skill not on the court -Learning drills -Badminton badminton
students assessment birdies (1 per knowledge
and feedback -Spatial -Direct student- 27)
-Parts of the racket awareness instruction -Learning a
(head, strings, throat, -Daily around you -Pylons (6) new skill
shaft, handle, butt) participation when swinging -Individual
-How to hold the mark (PACE) the racket guided practice
racket
-Hit the racket
-Court boundaries in a safe and
(singles and doubles) proper manner
birdie on racket
around pylon and
back to the line, then
hands off birdie to
next player
-next round players
hit birdie up in the
air while they run
around the pylon
Lesson 2 Forehand A, C, D A7-5 -Scoring (ask how do -Observation -Racket safety -Demonstration -Badminton -Fun games
and C7-6 you get a point, skill racquets (27)
Backhand D7-3 maximum game assessment -Spatial -Modeling -Becoming
Shot and points) and feedback awareness and -Badminton proficient in
Clear do not swing -Learning games birdies (27) skill
-Introduce forehand -Daily racket when not
and backhand shot participation playing -Direct -Badminton -Music
and clear mark (PACE) instruction nets (5)
-When swinging
-Forehand and racket make -Small group -Badminton
backhand shot drills sure no one is learning poles (10)
close to you
Killer drill
-groups of 3 -Hit the racket
-3 vs. 3, 2 on the in a safe and
court at once proper manner
-once a student hits
the birdie they switch -Have a good
off and the other grip on the
student comes on the racket so when
court you swing it, it
-Continuous play does not fly out
of your hand
Shuttle drill
-start on one side of
the net
-hit the birdie over
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Lesson 4 Overhead A, C A7-6 -Introduce overhead -Observation -Do not swing -Demonstration -Badminton -Students get
Smash A7-10 smash: Students will skill the racket when racquets (27) to pick a
C7-3 manipulate a assessment not on the court -Modeling partner
C7-6 badminton racket to and feedback -Badminton
smash the birdie -Have spatial -Learning games birdies (27) -Fun games
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-Daily awareness
Technique Practice participation around you -Direct -Badminton -Becoming
-Students will mark (PACE) when swinging instruction nets (6) proficient in
practice proper the racket skill
smashing technique: -Individual -Badminton
fully extend the -Have a good guided practice poles (12) -Music
racket over ones grip on the
head, swing racket racket so when -Small group -Target (cone
forward, lead with you swing it, it learning or mat for each
your elbow, contact does not fly out court)
the birdie in a of your hand
downwards motion
in front of your body,
transfer weight from
rear foot to front
forefoot
Partner smashing
drill
-smash birdie over
the net
-partner does not
need to try to return
birdie
Smashing drill
-4-5 students per
court
-1 student hits the
birdie across the net
-receiving player
smashes the birdie at
the target on the
opposing side, then
retrieves the birdie,
and goes to the end
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of the line
keepers (2 teams on
same side, aiming at
colored pylons, each
pylon color is worth
a different point, e.g.
red=10 points)
Assessment Plan
Stage 1 Desired Results
Established Goals:
GLO A: Acquire skills through a variety of developmentally appropriate movement activities; dance,
games, types of gymnastics, individual activities and activities in an alternative environment; e.g.,
aquatics and outdoor pursuits.
Cooperation: Activity:
C7-6: Identify and demonstrate positive A7-2: Demonstrate locomotor skills by using
behaviour that show respect for self and others. elements of body and space awareness, effort and
relationship to improve personal performance.
Do it Daily for Life:
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Cooperation
C7-3: Demonstrate etiquette and fair play.
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Assessments
Pre-
Title Daily PACE Written test Self evaluation
assessment
Learning Outcomes Type
(Formative/Summative)
F/S S F/S F
60%
Weighting 30% 10% 0%
PACE Rubric:
3
17
2
Missing two criteria for a four or is asked to sit out of
class, but rejoins later
1
Missing more than two of the criteria for a four or is
asked to sit out of class on more than one occasion
0
Refused to participate in class or is asked to leave class
because of his/her actions
A7-5
At the end of the unit, students will write a short test to
A7-10
Test demonstrate their knowledge on badminton (multiple choice
C7-3
D7-3 and short answer).
Name: _________________
Date: _________________
Directions: Please make sure to read all questions carefully and answer them to the best of
your ability. You will have 45 minutes to complete this test. If you have any questions during the
test, please raise your hand and I will help you the best way that I can. Good luck!
Once you are done, please bring your test to me and I will give you further directions on what to
do next.
Badminton Unit
2. What is a high shot that travels to the back of your opponents court called?
a) Drop shot
b) Clear
c) Smash
d) Drive
3. A shot in which the shuttle is hit sharply downward into the opponents court is called?
a) Drop shot
b) Clear
c) Smash
d) Drive
4. What is etiquette?
a) Shaking hands with your opponent at the end of the game
b) Calling the lines fairly
c) A and B
6. What type of shot barley clears the net and immediately falls into the opponents court?
a) Drop shot
b) Clear
c) Smash
d) Drive
9. _______ During the game, you may hit the birdie two times in a row
12. _______ During play your racket is not allowed to hit the net
14. In Badminton, when is the only time you switch sides with your partner in doubles? (1
mark)
15. Bob and Sam are playing a game of badminton. If Bob is serving and says it is 5 serving
6: What side of the court should he be serving from and who would be winning at this point
in the game? (2 marks)
16. What are two ways you can get a point in badminton? (2 marks)
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17. Shade in the area the birdie is allowed to go on a serve in doubles, if the server is the x?
(1 mark)
18. Identify the correct parts of the badminton court by putting the letter of the correct
answer in the appropriate place on the court. (7 marks)
a. Net e. Short service line
b. Long service line f. Center line
c. Back boundary (doubles/ singles) g. Doubles sideline
d. Singles sideline
End of Test
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