Unit Plan Assignment

Unit Plan Assignment
Physical and Health Education (PPL10)

Unit: Badminton
By: Jeff Shepherd
For: Wendy Barber
Due: Wednesday, March 11th, 2015
Overview of Unit Plan

Day #1: Active Play and Getting Started
Set up nets with students

Dynamic warmup
Active play with no direction (apart from safety rules and concerns)
Teach technique, rules, and scoring
Finish class by playing games (with direction and rules) switch partners every game
Day #2: Combine Day

Dynamic warmup
Play practice games (let them pick their own partners)
Combine tests! (record results in template and set SMART goals for end of unit)
Day #3: Kings Court
Game day warmup (temple run dodgeball)

Dynamic stretches and set up nets
Introduce the idea of Kings Court and put them through rotation (I decide teams)
Day #4: Badminton Variations
Set up nets myself while a student lead dynamic line warmup

Play variations of badminton (backcourt badminton)
Go through a round of kings court with random teams
Day #5: Badminton Rubric (in classroom)
Bring class to the health room with access to TV, Smartboard, or projector
Show clips of professional/Olympic badminton players
Co-construct rubric for improving badminton skills and technique
Have class hand in the rubric with names ( use the following day)
Day #6: Coaching Day
Set up nets myself and have a new student lead the dynamic warmup
Start the class by giving back rubrics to all students
Have class pair up with a partner and switch to their non-dominant hand to try basic skills
Have one student watch the other and coach him on how to improve technique
according to the rubric
Have the students write tips, constructive feedback, and positive feedback on each others
rubrics and sign the recorded comments
Hand back the rubrics and let them play practice games until the end of class
Day #7: Competition Day (Kings Court)
Have a new student lead the dynamic warmup

10 minutes of practice games with any partner
Remainder of class is spent on kings court (I split all of the really skilled students up)
Record who spends the most time playing on the Kings Court they have to put the
nets away
Record who spends the most time on court #1 (most losses) and they can pick the
warmup game to start the next class
Day #8: Combine/Fun Day!
Play the pick of the team with most losses from last class
Dynamic stretches
Combine Tests Round 2! (record the results on the same page that was used in the second
day of badminton unit see if students improved)
Finish the last day by playing whatever the students want to (kings court, practice games,
badminton variations, warm up games, etc.)
Notes on Assessment
(there is an example of each of these assessments on the three pages following this outline, and
all were produced by me Jeff Shepherd)
Combine: The class will be marked on the participation during the combine day and also the
recording of a classmates combine results. 1 mark for recording results for each skill on each
day (10 marks) and then additionally, 1 mark for showing a positive improvement in each skill (5
marks). Total: 15 marks
SMART Goals: This activity will be done after the first combine so that students learn to set
SMART goals for themselves when performing physical activity. 1 mark for filling in the blanks
(5 marks) and an additional 5 marks for having 3 SMART Goals. Total: 10 marks
Badminton Skill Rubric: This activity will be done in the classroom and will be done by
watching videos and watching in-class demonstrations from some of the students. Watching the
critical badminton skills will allow the students (with my help) to breakdown the skill into
several main stages and pick out the key body movements/actions that make up that segment of
the skill. Using this information we will co-construct a rubric that will allow the students to
grade and coach each other on this badminton skill.
Badminton Combine
Name:
Test your skills and record your results in the given space
Perform 5 attempts of each of the 5 critical skills
Give yourself a mark out of 5
Be honest; you are not being graded on performance, but on improvement
/15
Improvement
Critical Skill
st
1 Combine
nd
2 Combine
(write the difference
between the two
combines)
Overhead clear
(must land in the
back 1 metre of the
court, quadrant
doesnt matter)
Short Serve
(must land within 2
feet of the front
service line and in the
right quadrant)
Long Serve
(must land in the
back 2 feet of the
service area)
Drop Shot
(must land within 2
feet of the net)
/5
/5
/5
/5
/5
/5
/5
/5
Smash
(can hit anywhere in
the court, but has to
be fast)
Name:
/5
SMART Goals
/5
/10
In the space provided below, fill in the goal description that each letter stands for if you can. We
will talk about this as a class and I will give hints so that fill it in together.
S:
M:
A:
R:
T:
Make 3 goals related to your results on the first combine, write them out and put your initials at
the end. (You have to OWN IT!)
Goal #1:
Goal #2:
Goal #3:
Badminton Skill Rubric

Name (Athlete):
Phases of a
Badminton Smash
Phase #1:
Preparation/Wind
up
Name (Skills Coach):
Key Components of
Phase
Starts in ready position
Gets under the birdie
Plants feet lightly
Tracks the birdie while
pulling arm back (draw the
bow)
Phase #2:
The Strike
Hits birdie with high racket

speed (should hear it
swish)
Makes contact along the
center line of racket and in
the top 1/3 of racket
Twists torso as birdie is
stricken to give power
Something They Did

Well
Something They Need

To Work On
Phase#3:
Follow-through and
Re-positioning
Follows through with racket

along strike path
Keeps head up to see where
the return goes
Repositions body after the
strike to a defensive position
Finishes in ready position
Unit Plan Reflection

This assignment is long, time-consuming, and has aspects that are challenging to create, but I
think it is one of the most important assignments weve done all year, and prepares pre-service
teachers for what it is really like to plan a unit.
I enjoyed making the unit because I chose a sport that I am very familiar with and enjoy playing,
but I feel like to create an extensive and detailed unit plan for every unit in every grade of Health
and Physical Education is going to be a daunting task that we will have to do in bits and pieces.
It also helps that we have looked at unit plans during placement and have seen how practicing
teachers accomplish their goals. There is always support available to help us with lesson
planning and unit planning, so we should not be afraid to ask colleagues for tips on how to
perform assessment and run our classes.
The hardest part (and I think the hardest part of any assignment or lesson as a pre-service
teacher) is to make authentic and fair assessment that will enable student success. It is definitely
much easier for the teacher to create a unit where the assessment is all performance-based and all
of the lessons are run like practices, where the students are doping drills to get better at the skills.
However, this way of lesson planning is unfair for many students and does not accomplish the
real goals of Health and Physical Education; improve the physical literacy of students, encourage
students to become effective and life-long movers, teach students how they can be healthy, and
of course, be safe and have FUN!
We have to move away from the old-school way of thinking and try to encourage all of our
students to keep improving their movement skills and have fun doing it, so that they continue to
stay active outside of class.
I think that my unit did this quite effectively. I used assessments that were based on improving
skills related to the sport and taught key ideas for future success in physical activity one
example being the important skill of recording results and looking back to monitor success.
While teaching this unit, everybody also works together to analyze movement with the end result
being a rubric that can be used to mark each other. Then I had them use it in a fun and
challenging way, with the intention of levelling the playing field a little bit and make the higher
level athletes re-learn the basic skills.
These lessons are inclusive, fun, and I feel that even students who are versed in the basics of
badminton will improve greatly during the units implementation. I am also proud of the
assessments I created, which I think are a fair and rewarding way to grade a Health and Physical
Education class.
Jeff Shepherd, Pre-service Teacher
Lesson Plan: #1
1.
Date: November 23rd, 2015

Time of Class: 10:15am 11:30am
Expectations:
Teacher
Name: Jeff Shepherd
Use and combine
movement
skills in aSchool
variety(JFSS)
of physical activities
Location:
Jeffs Future
Secondary
Demonstrate understanding of specific rules and guidelines for participation in recreation and sport
including team, group, dual and individual activities
Learning Goals:
The students should know the basics of the game, including boundaries, scoring, rules and types of
shots.
The students should be using their racket to make contact with the shuttle and do so with a fair
amount of reliability.
Curriculum Expectations and Learning Goals
2. Success Criteria
I can accurately keep score in a game of badminton while serving from the appropriate location on the
court.
I can demonstrate some of the key types of shots to use in a badminton game, such as a deep clear or a
drop shot.
3. Learning Environment
The learning environment for this lesson is in the gymnasium. The dynamic warmup will
occur in the center of the gym, travelling across the width of the gym, in between the two
rows of badminton courts (which act as a boundary). Students are not allowed to touch the
nets during the warmup because it is a safety concern. The bleachers should be folded up on
the side of the gym and should not be a problem (still warn students). There is a side door that
leads to the weight room, ensure that it is locked prior to class.
4. Overview
5.

Dynamic warmup
Active play with no direction (apart from safety rules and concerns)
Teach technique, rules, and scoring
Finish class by playing games (with direction and rules) switch partners every game
Resources and Materials
Resources:
It is important to brush up on the current rules of badminton before teaching the badminton unit (for
questions, dilemmas etc.). A good source is the Badminton Canada website http://www.badminton.ca/
(go into the Resources section)
Materials:
6.
Badminton rackets
Shuttlecocks (one per pair of students)
Four nets with posts
Opportunities
There are many learning opportunities for the students to improve upon skills that are not
necessarily in the expectations being assessed that day. For example, the students work in
teams of two, so communication and group work skills are very important for playing a
successful game. The students have a chance to help each other with certain skills so that
they are both learning and teaching when I am not working directly with them. Another
important point is that even though the focus of the lesson is working on movement skills
of badminton, students are also working on hand-eye-coordination, fitness and agility.
7. Content
Introduction/Hook
Timing
Content
5 minutes
Start with setting up the nets with the

students
10 minutes
Timing
Process
Warmup consists of a running circle

supplemented with a combination of full
body movements. I started by teaching
the students the commands jump (jump
and keep running), right (sweep the
floor with right hand), left (sweep the
floor with left hand), sweep (sweep the
floor with both hands) and switch (turn
in the opposite direction).
Instruction
Content
This process is purely

instructional and is done in
a group.
Process
20 minuets
Ask the students to play in any

structure they want to, there are no
real rules. I just give them safety tips
so they dont get hurt (no roughhousing, avoid bleachers etc.)
This is a method of
exploratory learning where
they can just get used to
the motions on their own
terms and see what works
best for them
5 minutes
I get the students to circle up in the

middle and teach them the rules,
boundaries, how to score the game
etc.
This is more traditional

teaching where I give them
tips and outline the rules
using the court to show
them examples.
Application
Timing
Content
Process
30 minutes
Students are asked to play

games with the rules and to
try and get used to scoring.
They are required to switch
partners for every game
they play. I would also
walk around and give
pointers and tips to
students who need help.
This process allows them

to apply their learning from
the first two portions.
Timing
5 minutes
Also allows me to
informally assess how
capable they are at playing
and who needs extra
attention and support.
Consolidation
Content
Process
At this time I get the

students to circle up and
tell them how they did
today and ask everybody to
help put the nets away.
Good way to end class and

give them some feedback
on how the class went (or
for them to give me
feedback)
Lesson Plan: #2
Teacher Name: Jeff Shepherd
Location: Jeffs Future Secondary School (JFSS)
1. Curriculum Expectations and Learning Goals

Expectations:
Use and combine movement skills in a variety of physical activities
Learning Goals:
2.
Success
shots.
The students should understand the importance of recording results and progress when
training (and be able to do so themselves)
The students should be able to set goals for themselves that are SMART
Criteria
3.
Learning
court.
drop shot.
I can record results of skill tests
I can set SMART goals to work towards during the badminton unit
Environment
4.
Overview
The learning environment for this lesson is in the gymnasium. The dynamic warmup will
occur in the center of the gym, travelling across the width of the gym, in between the two
rows of badminton courts (which act as a boundary). Students are not allowed to touch the
nets during the warmup because it is a safety concern. The bleachers should be folded up on
the side of the gym and should not be a problem (still warn students). There is a side door that
leads to the weight room, ensure that it is locked prior to class.
5.

Dynamic warmup
Play practice games (let them pick their own partners)
Combine tests! (record results in template and set SMART goals for end of unit)
Materials:
6.
Badminton rackets
There
Four
with
posts opportunities for the students to improve upon skills that are not
arenets
many
learning
necessarily
Provide in
each
with abeing
copy assessed
of the Combine
and the SMART
thestudent
expectations
that day.Test
For Results
example,page
the students
work in
Goals
worksheet
(see pages following
overview).
teams
of two,
so communication
and groupthe
work
skills are very important for playing a
Opportunities
7. Content
Introduction/Warmup
Timing
Content
15 minutes
Four Corner Warmup:
Process
This process is
dynamic warmup
One partner will run from the middle of the halfbut is also more
court to each of the corners of their side. Once
of a sport specific
they arrive at the corner they have to touch the
warmup that will
ground and return back to the middle. They do this test their
for all four corners and each time they complete
movement around
the four corners cycle they have to add a single
the court.
rep of an exercise. Each cycle will add a new
exercise. While they are going through the four
cycles the other partner will stand in the middle of
the court and do either jumping jacks or jogging
on the spot. After the four cycles are done the
partners switch.
Instruction
Timing
Content
Process
15 minutes
In this portion I allow them

to play practice games to
work on skills before the
combine. They can play
with whomever they like
(make their own teams)
This is just to get them

comfortable and have some
fun before the skill test.
(mark is unrelated to
performance)
Timing
45 minutes
Application/Assessment
Content
This is what I call the
badminton combine. Just
like the pros, the students
will be tested on important
skills. The skills are smash,
drop shot, short serve, long
serve, and overhead clear.
They have to do 5 of each
and record the results. (see
worksheet provided)
Process
This is a combination of
diagnostic and formative
assessment. They are
testing to see where they
are, but they are also
practicing key skills while
doing it.
Then they have to make

SMART goals (see
worksheet provided) for
the end of the unit.
Timing
Consolidation
Content
Process
5 minutes


for them to give me
feedback)
Lesson Plan: #3
1.

Expectations:
2.
Success
Use and combine movement skills in a variety of physical activities

Learning Goals:
shots better than the in the first lesson.
The students should become more familiar with a game set up that is like a tournament simulation
(the variation I like using is Kings Court)
Criteria
court.
drop shot.
I understand how an informal tournament could be set up if I was playing against multiple
teams
4.
The learning environment for this lesson is in the gymnasium. The game day warmup will
occur before the nets are set up, this is so that they do not present a hazard while the students
are playing. The bleachers should be folded up on the side of the gym and should not be a
problem (still warn students). There is a side door that leads to the weight room, ensure that it
is locked prior to class.
Overview
5.
Game day warmup (temple run dodgeball)

Dynamic stretches and set up nets
Introduce the idea of Kings Court and put them through rotation (I decide teams)
Materials:
Badminton rackets
1 Volleyball
Set of pinnies (enough for every student to have one)
6. Opportunities
7.
Content
Introduction/Warmup
of badminton,
fitness and agility.
Timing
Content students are also working on hand-eye-coordination,
Process
20 minutes
5 minutes
Temple Run Dodge Ball

In this game the class will be separated into
two groups. One group start as the throwers,
and they have to stay within the entire width
of the two badmintons courts but are only
allowed between the service line on the
badminton courts and the badminton net.
They will stand on the inside portion closest
to the center of the gym and face inwards,
where there is a channel of space. Through
this channel of space the other team has to run
through without getting hit by a dodgeball. I
will let them play so that if they are hit below
the waist, they will be eliminated. Switch
roles every few minutes.
This is a fun
warmup, it still gets
the students warp
and any game where
throwing is involved
gets the shoulder
muscles ready for
badminton.
After this is done I get one of the students to

lead a set of basic dynamic stretches for the
class.
Instruction
Timing
Content
Process
10 minutes
(to explain
and go
through an
example)
I explain the rules of Kings Court and

where they should go once they win or
lose.
This allows for easy

informal assessment for me
because students who stay
at the Kings Court are
likely the most skilled or
are stacking their team.
This allows me to adjust
the game (for example,
There are four courts numbered 1, 2, 3,

and 4. When you are at 1, that is the
lowest court, and 4 is the highest, or the
kings court. When you win a match
you move up to the next highest court

and when you lose a match you move
down to the next lowest court. If you
lose at the bottom then you stay at the
bottom and if you win at the top you stay
at the top.
making them play with

their left hands or splitting
the athletes up)
Application
Timing
Content
Process
35 minutes
I allow them to test their

skills against each other
with a little bit of pressure
by playing kings court.
Process is done in teams of

two, so it is a group work
process. Plus I can assess
how the students are doing
and help those who need it.
Timing
5 minutes
Consolidation
Content
Process


for them to give me
feedback)
Lesson Plan: #4
1.

Curriculum
Expectations:
Teacher
Name:
Jeff Shepherd
Identify appropriate
management
in learning and refining movement skills (e.g.
Location:
Jeffs Future
Secondaryprinciples
School (JFSS)
overhead clear in badminton)
Explain appropriate strategies or tactics that enhance performance in specific situations and
conditions
Learning Goals:
The students should know the basics of the game very well, and be comfortable with boundaries,
scoring, rules and types of shots.
The students should be using their racket to make contact with the shuttle and do so with a high
amount of reliability and consistency.
2. Success Criteria
I am feeling quite comfortable with the game of badminton and have moved on from the
basics, to improving my skills during our time in the gymnasium.
I know some fun games that make the game much more difficult and help me to improve my
physical literacy.
The learning environment for this lesson is in the gymnasium. The student-lead dynamic
warmup will occur in the center of the gym, travelling across the width of the gym, in
between the two rows of badminton courts (which act as a boundary). I should keep close
attention while I am setting the nets up so that I can see if the students are performing the
warmup safely. Students are not allowed to touch the nets during the warmup because it is a
safety concern. The bleachers should be folded up on the side of the gym and should not be a
4. Overview
5.
Set up nets myself while a student lead dynamic line warmup

Play variations of badminton (backcourt badminton)
Go through a round of kings court with random teams
Badminton rackets
Materials:

6. Opportunities
7. Content
Introduction/Warmup
Timing
Content
Process
10 minutes
I ask everybody to make a circle around me in

the middle of the gym. In this circle I lead
exercises and the students follow my lead. I
usually start with jogging on the spot. When I
give students commands they do the action and
then continue jogging once finished. For
example, we would be jogging and I yell fast
feet and they have to sprint with fast feet until I
say slow again. I use other commands such as
jumping jacks and squat. After a couple
minutes of this I switch to doing pushups, plank,
and side plank. Once the exercises are done I do
a full body stretch making sure that I have a
stretch for every body part.
This process is
done as a group
and when the
students are more
comfortable, I ask
them to run the
warmup. (can be
used as assessment
if you choose)
Instruction
Timing
Content
Process
30 minutes
We play variations of
badminton that add in extra
components to change the
game.
This is an inclusive and fun

way to practice functional
body movements and it
also levels the playing field
a little bit. (everybody is
affected)
An example would be like

back-court badminton,
where you have to return to
the back-court and touch
the line every time you
make a contact.
Could be non-dominanthanded badminton.
Application
Timing
Content
Process
30 minutes
Play kings court with

random teams.
Allows for practice of the

game and lets them play
with a new partner that is
not of their choice.
(formative assessment)
Timing
5 minutes
Consolidation
Content
Process


for them to give me
feedback)
Lesson Plan: #5
2.
Success
Curriculum Expectations:
Identify appropriate management principles in learning and refining movement skills (e.g.
conditions
Learning Goals:
The students should be able to analyse and talk about the major parts of the badminton
smash.
They should know what key things to notice and point out to increase the performance of
another student.
Criteria
I can make a rubric for a particular skill.

When someone is performing a smash, I know what to watch for in order to improve their
technique.
The learning environment for this lesson will be in the health classroom. It will have all of the
safety concerns related to a classroom attached to it (fire escape routes, moving doors,
desks/chairs, book shelf, windows etc.). I will sit/stand at the front and there will be a TV or
monitor in the room to show my videos and I will clear a small area at the front to allow for a
stationary technique demonstration that the whole class can see. The students will all be
seated, unless they are up at the front performing the demonstration.
4. Overview
5.
Bring class to the health room with access to TV, Smartboard, or projector
Show clips of professional/Olympic badminton players
Co-construct rubric for improving badminton skills and technique
Have class hand in the rubric with names ( use the following day)
Resources:
Watch any youtube video depicting a smash from a professional or Olympic badminton
player.
Materials:
Have a TV, projector with video, or a Smartboard
Use the blank rubric as an outline (you and the class should co-construct one as well, but the
one I provided and made is a good reference)
6. Opportunities
7.
Content
necessarily in the expectations being assessed that day. For example, the students are
working in the classroom with the intention of creating a rubric. This will require critical
thinking skills on their part.
If they do have an idea to share with the class they will work
Introduction
on presentation skills
and practice explaining aProcess
complex idea to their peers. There is also
Timing
Content
a high level of communication skills being honed in this activity through the discussion
andasdebate
The
major
foraextra
learning
comes from
Video could be
long orbetween
Thestudents.
content of
thelast
video
is opportunity
Students get
chance
to
the close watching and critiquing of another athletes technique. This is useful in all units
of PHE, not just badminton. (There is also a chance for students to analyze their peers and
themselves if you have access to Ubersense)
short as you like, maybe

look at several and find the
best one. Replay it when
they need to analyze.
the preparation for a

smash, the strike itself, and
then the follow-through
and repositioning.
(maybe 10 minutes)
learn through
observation and watching
these videos gives them
someone who is an
excellent model for
learning a skill.
Instruction
Timing
Content
Process
20 minutes
Describe to the students the

steps someone must go
about to create a rubric.
(general sense of the
meaning)
This is mostly just

instructional with you
asking the occasional
question.
Make a basic one for

something simple or
entertaining, like how to
make a sandwich.
Have them identify the
most important
components of a sandwich
and the best way to make it
etc. so that they understand
how you want them to
proceed with making a
rubric for a badminton
smash.
Application
Timing
Content
Process
20 minutes
In this portion you allow

them to try and make
rubrics in small groups (4
or 5) where they discuss
This is a perfect example

of formative assessment.
Students are using their
how the skill should be

broken up, what is most
important etc.
Timing
25 minutes
Consolidation
Content
In this portion of the class
you get the groups to all
work together and decide
on the final rubric for the
skill. You might make
suggestions and add things
from my example to make
their a little more
complete.
Lesson Plan: #6
Date: November 30th, 2015

critical thinking and

problem solving skills.
Also drawing on the
knowledge from the
pointers you gave them
earlier in the week.
Process
Group Work
Assessment of learning
(informal)
2.
Success
Ioverhead
can makeclear
a rubric
for a particular skill.
in badminton)
When
is performing
know
what toperformance
watch for ininorder
to improve
their
Explainsomeone
appropriate
strategies aorsmash,
tacticsIthat
enhance
specific
situations
and
technique
conditions
ILearning
know what
portions of the smash I need to work on to make it more effective.
Goals:
The students should be able to analyse and talk about the major parts of the badminton
smash.
They should know what key things to notice and point out to increase the performance of
another student.
Students should also have a better understanding of how they can become better players.
Criteria
4.
Overview
Set up nets myself and have a new student lead the dynamic warmup
Start the class by giving back rubrics to all students
Have class pair up with a partner and switch to their non-dominant hand to try basic
skills
Have one student watch the other and coach him on how to improve technique
according to the rubric
Have the students write tips, constructive feedback, and positive feedback on each
others rubrics and sign the recorded comments
Hand back the rubrics and let them play practice games until the end of class
5. Resources and Materials
Materials:
Badminton rackets
Provide class with copies of the rubric that they made the previous day (could use the
one that I pre-made)
Pens and pencils
6. Opportunities
7. Content
Timing
10 minutes
Introduction/Warmup
Content
Process
Have a student lead the

warmup (make sure he is
doing one of the three
regular ones that you
routinely do so that
everybody knows what to
expect and do)
This allows the students

some independence and
lets them show some
leadership. You will have
to gauge how responsible
the students are before you
do this.
While he is running the

warmup you can set the
nets up, being careful to
Formative Assessment
keep an eye on what is

happening for safety
reasons.
Instruction
Timing
Content
Process
5 minutes
Hand back the rubrics

made the previous day in
the health room and
describe the activity to the
students.
This portion is purely

instructional and is just
about making sure that
they understand the
activity.
Application
Timing
Content
Process
55 minutes (about To apply their knowledge the

25 per partner)
students will partner up with another
student and they will try to perform
the smash skill with their nondominant hand. They will use the
rubric to grade each other (write
comments on the rubric) and give
feedback about how the other
student can improve their technique.
All rubrics will be signed by both
partners and handed back for
grading by me.
Timing
5 minutes
This forces the students to

re-learn the skill on their
non-dominant hand, while
also practicing skill
analysis and grading
techniques.
This is a form of
evaluation and I give
marks for making the
rubric and also filling in
the comments with useful
information.
Consolidation
Content
Process


for them to give me
feedback)
Lesson Plan: #7
1.
Date: December 1st, 2015

conditions
Learning Goals:
The students should know the basics of the game very well, and be comfortable with boundaries,
scoring, rules and types of shots.
The students should be using their racket to make contact with the shuttle and do so with a high
amount of reliability and consistency.
2. Success Criteria
I am feeling quite comfortable with the game of badminton and have moved on from the
basics, to improving my skills during our time in the gymnasium.
I know some fun games that make the game much more difficult and help me to improve my
physical literacy.
4. Overview
Have a new student lead the dynamic warmup

10 minutes of practice games with any partner
Remainder of class is spent on kings court (I split all of the really skilled students up)
Record who spends the most time playing on the Kings Court they have to put
the nets away
Record who spends the most time on court #1 (most losses) and they can pick the
warmup game to start the next class
Materials:
Badminton rackets
6. Opportunities
7. Content
Timing
10 minutes
10 minutes
Introduction/Warmup
Content
Process
Have a student lead the

warmup (make sure he is
doing one of the three
regular ones that you
routinely do so that
everybody knows what to
expect and do)
This allows the students

some independence and
lets them show some
leadership. You will have
to gauge how responsible
the students are before you
do this.
While he is running the

warmup you can set the
nets up, being careful to
keep an eye on what is
happening for safety
reasons.
Play one of the fun games

to get the students in a
good mood and excited for
the day. (Temple run
dodgeball, tag, volleyball
pass tag etc.)
Timing
55 minutes
Application/Instruction
Content
Remainder of class is spent
on kings court (I split all
of the really skilled
students up)
Record who spends the
most time playing on the
Kings Court they have
to put the nets away
Record who spends the
most time on court #1
(most losses) and they can
pick the warmup game to
start the next class
Timing
5 minutes
Process
This allows people who are
different skill levels to play
together.
Hopefully this encourages
learning in both students
and can develop not only
badminton skills, but also
leadership skills.
Group work
Consolidation
Content
Process


for them to give me
feedback)
Lesson Plan: #8
Date: December 2nd, 2015
1.

StudentsName:
shouldJeff
be showing
Teacher
Shepherdgreat progress at this stage of the unit.
They are capable
badminton
players
and feel
comfortable with all of the boundaries, rules etc.
Location:
Jeffs Future
Secondary
School
(JFSS)
Students should feel like they enjoy the game of badminton and are comfortable enough that
they would be confident to play it outside of class.
This lesson allows them to test themselves against their previous record in the first combine
and they should have improved.
2. Success Criteria
3.
Learning
I have improved my score in the skill tests.

I feel very comfortable with badminton and would be happy playing against people outside of
class.
Environment
The learning environment for this lesson is in the gymnasium. The student-lead warmup will
occur in the full area of the gym. I should keep close attention while they are running the
game so that I can see if the students are performing the warmup safely. The bleachers should
be folded up on the side of the gym and should not be a problem (still warn students). There
is a side door that leads to the weight room, ensure that it is locked prior to class.
4. Overview
Play the pick of the team with most losses from last class
Dynamic stretches
Combine Tests Round 2! (record the results on the same page that was used in the
second day of badminton unit see if students improved)
Finish the last day by playing whatever the students want to (kings court, practice
games, badminton variations, warm up games, etc.)
Materials:
Badminton rackets
Whatever materials the students need to play their choice of game/warmup
6. Opportunities
7. Content
Timing
20 minutes
Introduction/Warmup
Content
Process
Whatever game is the

choice of the students who
lost the most games from
the day before.
This is just for fun, as long

as it gets the students
moving, is fun, safe, and
inclusive.
Timing
45 minutes
Application/Assessment
Content
This is what I call the
badminton combine. Just
like the pros, the students
will be tested on important
skills. The skills are smash,
drop shot, short serve, long
serve, and overhead clear.
They have to do 5 of each
and record the results. (see
worksheet provided)
Process
This is a combination of
diagnostic and formative
assessment. They are
testing to see where they
are, but they are also
practicing key skills while
doing it.
Then they have to look

back on their previous
SMART goals (see
worksheet provided) to see
if they improved and then
record the amount they
improved by (positive or
negative)
Timing
10 minutes
Consolidation
Content
Process

today and encourage the
students to reflect on the

for them to give me
feedback)
unit and what they learned.

I would probably ask them
what their favourite
activities were and how I
could improve the unit as
well.
Lastly, I would ask
everybody to help put the
nets away.

Unit Plan Assignment

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Unit Plan Assignment

Physical and Health Education (PPL10)

Overview of Unit Plan

Set up nets with students

Day #2: Combine Day

Set up nets with students

Day #3: Kings Court

Game day warmup (temple run dodgeball)

Day #4: Badminton Variations

Set up nets myself while a student lead dynamic line warmup

Day #5: Badminton Rubric (in classroom)

Day #6: Coaching Day

Day #7: Competition Day (Kings Court)

Have a new student lead the dynamic warmup

Day #8: Combine/Fun Day!

Badminton Skill Rubric

Name (Skills Coach):

Hits birdie with high racket

Something They Did

Something They Need

Follows through with racket

Finishes in ready position

Unit Plan Reflection

Jeff Shepherd, Pre-service Teacher

Date: November 23rd, 2015

Curriculum Expectations and Learning Goals

Set up nets with students

Resources and Materials

Start with setting up the nets with the

Warmup consists of a running circle

This process is purely

Ask the students to play in any

I get the students to circle up in the

This is more traditional

Students are asked to play

This process allows them

At this time I get the

Good way to end class and

1. Curriculum Expectations and Learning Goals

Set up nets with students

Resources and Materials

Four Corner Warmup:

In this portion I allow them

This is just to get them

Then they have to make

At this time I get the

Good way to end class and

Time of Class: 10:15am 11:30am

Curriculum Expectations and Learning Goals

Use and combine movement skills in a variety of physical activities

Game day warmup (temple run dodgeball)

Resources and Materials

Temple Run Dodge Ball

After this is done I get one of the students to

I explain the rules of Kings Court and

This allows for easy

There are four courts numbered 1, 2, 3,

you move up to the next highest court

making them play with

I allow them to test their

Process is done in teams of

At this time I get the