Lesson Peer Teach Date Monday, February 5th,

Title/Focus Katarina Schnerch & Sydney Milligan 2018

Subject/Grade Badminton - Grade 8 Time 20 minutes

Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General ● Students will assume responsibility to lead an active way of life.

Learning ● Students will interact positively with others.
Outcomes:

Specific ● A8–5 Demonstrate ways to receive, retain and send an object with varying speeds,
Learning accuracy and distance in skills specific to an activity
Outcomes: ● C8–3 Demonstrate etiquette and fair play
● C8–4 Describe, apply and practise leadership and followership skills related to physical
activity

LEARNING OBJECTIVES

By the end of the lesson, students will be able to:

● Demonstrate how to reach a shuttle in the rear court and hit forehand overhead clear
● Students will demonstrate a high level of physical fitness through participation and peer feedback/
assessment of effort in the class period
● Students will be able to demonstrate positive interaction by working with a partner in a productive
way.

ASSESSMENTS (How I will know students have achieved the objective(s))

● Are each of the students dressed appropriately for class, with a proper change of clothes and runners?
(Formative)
● Are students engaged from the moment they step into the gym? (Knowing they can grab a ball and
shoot around until the whistle blows to start the class)
● Do students understand the instruction? Do they look confused throughout the lesson, if so ask them
to put thumb up if understanding, to the side if needing further explanation and thumb down if not
understanding.
● As students are engaged in the activity, I will be walking around to see who is participating with their
greatest efforts and who may need more explanation or motivation.
● At the end of the lesson, I will ask on a scale of 1-5 (on their hand) show their participation rate. Those
with higher numbers (4,5) great. Those with lower numbers (1,2), reconsider how I could have changed
the lesson to better fit.
 Prior to the Lesson MATERIALS AND EQUIPMENT

● Set up badminton nets, if time allows ● Rackets

● If time does not allow, use the badminton lines ● Shuttles
and have students stand in their respective ● Badminton Nets (if time allows for set up)
areas, rallying back and forth with their partner

PROCEDURE

Introduction Time

Location: Students will enter the gym, and put their backpacks, bags etc. to the side on the 5 min
benches and come into the the big space. Depending on which group goes before this lesson,
the badminton nets may or may not be set up.
**Accommodation: If time allows, we will have students set up the nets, and if time does not
allow we will use the badminton net lines and the centerline as the net.
**Variations: Instead of blowing the whistle between each game, when time is up during the
round robin tournament, music can be played throughout the lesson and when the music stops,
students move courts
Prerequisite: Students have played badminton in previous classes, working on passing the
shuttle back and forth. Students also know the 3 keys points of being ready to receive and hit a
shuttle across the net.

Teacher will: Announce that students will begin the lesson by rallying with a partner back and
forth over the net (line) working on clears (which will be explain more thoroughly later on in
class. Students must focus on “clear shots” during lesson, which consists of:
CLEAR SHOT:
- For overhead clear, contact birdie as high as you can and ahead of your body.
- Hit hard, rotate wrist and follow-through.
Student will: Students will grab a partner, and begin to rally back and forth for about 5 minutes
to get comfortable with hitting the shuttle overhand.

Body Time

Teacher will: Call the students into the middle of the space, and explain that we will be moving 13 mins
onto a drill working with ‘clears’ or ‘overhead hits.’ The drill we are going to be participating in is
called the ‘airborne drill.’ The objective of the drill is to keep the shuttle in the air for as long as
possible, with nice high clears. Things you should keep in mind while participating:
Grip and basic info to begin rallying:
- Hold racquet as if shaking hands with it.
- Turn opposite shoulder to net
- Use wrist snap
Airborne Drill Half of learning badminton is following the arc of a serve or volley so you can get
in the right position to hit it back over the net. To help kids get the hang of it, have them hit a
shuttlecock high into the air and then move under it as it descends and hit it back up into the air
again. The object: keep the shuttlecock aloft for as long as possible. Make a game of it with two
or more players by seeing who can keep the shuttlecock in the air the longest.
Teacher will: Call students into the middle of the gym, start counting down from 5 (5,4,3,2,1)
Students will: Hustle towards the teacher, for instruction.
Teacher will: Ask the students to get into pairs (this will be their team for the round robin
tourney. Announce they have 10 seconds to get into pairs standing back to back. Announce that
the pairs will be your team for the upcoming game.
Student will: Students will partner up and stand next to their partner back to back within the 10
seconds allotted
Teacher will: Explain we will now be playing Badminton Kings court. With your partner you just
chose, we will separate you onto the courts provided and will have the kings on this side of the
court (teacher will stand on the kings courtside to show them the designated area). Keeping in
mind the skills we were practicing in the beginning of class, rallying back and forth with a
partner and in the ‘airborne drill,’ you must make sure you are making ‘overhead clears’ as often
as possible.
Teacher will: Explain the rules (students should know the rules, so if majority of the class is
knowledgeable of kings court, the rules do not have to be explained).
King's Court Rules:
- Play for a time limit or final score, whatever comes first.
- When you blow the time whistle the team that wins, rotates towards the King’s Court.
- Other losing team rotates the other way.
- Winners in Kings Court stay there, losers in the lowest court stay there.
- Here is an example for a gym with 6 courts:
Teacher will: When I say go, head to a court and begin your game, you have 2 minutes until we
will switch the teams up. We will set the timer, GO.
Student will: Students will begin their games, keeping in mind overhead clears and will
participate the best they can.
Teacher will: When 2 minutes is up, the teacher will yell out or blow the whistle and ask for a fist
to five assessment (0 being no exertion, to 5 being max exertion). Teacher will split teams off
onto new courts and the students will play again for another 2 minutes.
**Games will continue until about 3 minutes is left in class, allowing time for cleanup.

Closure Time

Teacher will: Announce class is almost over, and we will now need all of your help to clean up 2 min
the rackets, nets and shuttles up.
- One partner will grab both rackets and shuttles
- One partner will help with the nets and quickly and efficiently take to the storage room.
Students will: Help clean up all equipment and get ready for following presentation.

Sponge Bounce and Balance: Give each student a racket and shuttle, then challenge
Activity/Activities them to bounce the shuttle up and down off their rackets as many times as they
can. Whoever keeps the volley going longest wins! Once they've mastered this
drill standing in place, have them try it while walking then running
Bucket Drill This drill requires players to hit their shuttles over the net into
buckets. This can be a contest to see who can sink the most shuttles into the
bucket. After each person gets a turn, the bucket is moved to a different spot
on the court.

Reflections:
- Can students display what they have learned in previous classes during this class period?
- Are students engaged in the activity? Are they participating? If so, are they maintaining a
mod-high performance level? (Raising at least 3 fingers in the air when asked?)
- Are students enjoying the activity? Are they smiling and having fun? (Formatively assess
this)
- Have students met the objective of the lesson and been given ample time to practice?
- Did I meet the objective of the lesson? If not, how can I change the lesson to fit my
objective.