Badminton Unit Plan

1
Badminton Unit Plan

Monson High School, Monson MA
November - December
Emmanuel Kalamu
2
Table of Contents
Page 1 Title page
Page 2 Table of contents
Page 3 Unit Plan outcomes
Page 6 Grading Policy
Page 8 Serving exit slip
Page 9 Grips exit slips
Page 10 Doubles Tactics Exit Slip
Page 11 Serving peer checklist
Page 12 Sportsmanship Rubric
Page 13 Video Assignment

Page 14 Lesson plan 1
PAge 38 Lesson plan 8

3
Soccer Unit Plan

Grade Level: 9-10th-grade Unit: Badminton
Unit Outcomes (By MA CF & Content to be Taught Assessment
the end of the unit, NASPE (include rubrics,
students will be able Standards quizzes, etc. in
to…) “written
materials” section)
Demonstrate the NASPE: 1 Day 1: The serve ● Peer

basic racket skills to and 3 Checklist
Day 2: Backhand
perform the MA CF 2.1,
Forehand shot, 2.2, 2.7 ● Final Quiz
Day 3: forehand
● Video
backhand shot, lob
Day 4: Dropshot
assignment
shot, and drop shot
during gameplay.
Day 5: Lob Shot
Day 6: Clear
Day 7: Tournament
Day 8: Tournament
4
Understand NASPE :
different offensive MA CF 2.1, Day 1: Background ● Exit Slips
and defense tactics, 2.2 information of the game. ● Final Quiz
and rules of Rules and gameplay
Badminton and
Day 2: When to use the
apply them in game-
backhand in badminton
like situations
Day 3: When to use the
forehand.
Day 4: Strategic play

using the drop shot as
an offensive shot

using lob shot as a
defensive shot

using the clear and a
defensive and offensive
shot.
Day 7: Doubles strategies
Day 8 Test
5
Exhibit responsible MA CF 2.7 Day 1: Respecting the

personal and social NASPE 5 equipment and others. ● Rubric
behavior when Importance of spatial
playing badminton awareness
Day 2: Importance of
teamwork and team
cohesion in badminton
Day 3: Always be
constructive and help out
struggling classmates
Day 4: sportsmanship/ stay

positive and have fun
Grading Policy
6
Effort (50%)- Student comes to class prepared every day with proper attire and footwear.
Student shows consistent effort and participation. The student follows direction and
respects others throughout the entire lesson.
Skill (25%)- Student shows the ability to perform daily badminton tasks/activities. Student
shows improvement from lesson to lesson.
Knowledge (25%)-Student correctly completes written/oral assessments with basic

knowledge of badminton.
5- Outstanding-Student excels in all three domains throughout all lessons. The student
comes to every class prepared with proper attire and follows all class expectations
consistently. Student works well with classmates and respects all. Student shows
tremendous improvement in skill ability from beginning to end of the unit.
4- Good-Student excels in all three domains most of the time. Student comes prepared to at
class at least 90% of the time and follows class expectations consistently. Student respects
classmates and environment. Student shows significant skill improvement throughout the
unit.
3- Average- Student performs in all three domains at times. Student comes prepared to at
80% of the time and follows most class expectations. Student behaves inconsistently but
does show effort most of the time. Student shows some improvement throughout the unit.
2- Below Average- Student does not perform in all three domains. Student fails to come to
class prepared on a consistent basis. Student is disruptive throughout most of the unit and
does not show full effort. Student does not show much improvement throughout the unit.
Student knows minimal knowledge of badminton rules and regulations.
1- No Participation- Student is unprepared to participate in multiple lessons and does not

fill out unprepared student evaluations.
Daily Observation
7
Students are scored daily on a scale of 1-5.
5- Outstanding- Student comes prepared for class and achieves the day’s goals for the
lesson and follows class expectations throughout the entire lesson.
4- Good- Student comes prepared for class and achieves the day’s goals for the lesson and
follows class expectations throughout most of the lesson.
3- Average- Student comes to class prepared and achieves some of the day’s goals for the
lesson and follows class expectations some of the time.
OR
Student comes to class unprepared but fills out unprepared student evaluation fully and
with 100% accuracy.
2- Below Average- Student comes to class prepared and shows inconsistent effort towards
the day’s goals, and fails to follow class expectations consistently.
OR
Student comes to class unprepared but fills out unprepared student evaluation fully with
75% accuracy.
1- Unsatisfactory- Student comes prepared for class, but does not achieve day’s goals for
the lesson and does not follow the class expectations for most of the lesson.
OR
Student comes to class unprepared but fills out some of the unprepared student evaluation
with some accuracy.
0- No Participation- Student is unprepared for class and does not fill out unprepared
student evaluation.
Exist Slip
8
Serving
Name 3 things required to have a legal serve.
_______________________________________________________
________________________________________________________
_________________________________________________________
What side do you stand on when serving when
You have even points __________________
You have odd points ___________________
Exit Slip
9
Grips
What are the two grips we learned and when are they used
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Exist Slip
10
Doubles Tactics
Name 1 doubles tactics that can be used to prevent miscommunication while in the
middle of a rally
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Serving Peer Checklist

11
Yes NO
Starts from a station position
Birdie is hit from below the waist
Birdie travels diagonally
Stands on the right side depending

on the score
Sportsmanship Rubric
12
Name__________________
Partner_________________
Students will pair up with another person on their team. During

gameplay students will have to support their teammates by providing
positive feedback. At the end of gameplay students will evaluate their
partners.
Category 4 3 2 1
Effort Partner Participated Rarely Did not
participated all of most of the participated participate at
the time time all
Sportsmanship Shook other teams Shook hands Rarely shook Didn’t shake
hands every game after most of hands hands at all
the games
Feedback Gave positive Gave Rarely gave Did not give

feedback after positive positive any positive
every play in the feedback feedback feedback
game after most of
the plays.
Score:______/12
13
Video Assignment
You and a partner will select one shot to teach the class. You will shoot an instructional video
that demonstrates the proper form of the shot is have selected to do. All students must be part of
the video.
Rubric
The video is at least 30 seconds long /2

All students are in the video /2
Video has skill cues that demonstrate proper /2
technique for the skill
Name of shot and when it is used in a came is /2

clearly stated.
A demonstration of the shot is performed in /2

the video
Total Points ___/10

14
SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Emmanuel Kalamu DATE: 11/18/2018. TIME: 12:45-1:55 SCHOOL: Monson High
School. LESSON#: 1
FACILITIES: Gym CLASS SIZE: 32 GRADE: 9-10th-grade UNIT/THEME: Badminton
GENERIC LEVEL: Controlled
EQUIPMENT: 1). 32 rackets 2). 12 badminton shuttlecocks. 3). Speaker. 4). 4 nets
FOCUS OF LESSON: Intro to the game and serving
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
P: Perform at least 6 proper serves using all 5 of the skill cues during the first activity(National
#S1.H1.L1.; MACF 2.17; Activity 1)
C: Identify at least 3 skill cues and rules of the badminton serve when asked by the teacher at the end of
class.(National #S2.H1.L1; MACF 2.19;)
A: Demonstrate safety and sportsmanship by encouraging other teammates by giving positive feedback to
teammates and opponents. (National #: S4.H5.L1; MACF #: 2.26; All
Activities)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson, the teacher will:
1. Provide at least three pieces of positive specific feedback and one piece of positive corrective feedback
to each student by the end of class.
2. Explain each activity clearly by asking at least two questions to students to check for understanding
after giving directions or providing information. (PST 1.b)
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Make sure that students are aware of their surroundings and stay within their courts to avoid accidents.
REFERENCES:
Couturier, L., Chepko, S., & Holt/Hale, S. A. (2014). National standards & grade-level
outcomes for K-12 physical education. Champaign, IL: Human Kinetics. pg. 56-59
MACF http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
15
LESSON PLAN FORM
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Changing time: Students are given 55
12:45-1:00 minutes to change.
Introduction:
The introduction was
Today we are going to start badminton informative and well done. It
Before we get started we are going to wasn't too short and it wasn't
1:00-1:06 talk about the rules and then work on too long.
the serve. Asking the students what their
experience in badminton was a
● History of the game good thing. Got to know what
● Talk about the rules of the to focus on.
game
● The objective of the game Most student if not all had
played before in prior classes.
Skill cues of serving
● staggered stance with opposite
foot forward
● Shoulder pointing toward
service area with weight on the
back foot
● Make an "O" to hold birdie
(using your index finger and
thumb)
● Contact made in front and on
side of the body below the
waist When doing a demo, Have 3
● Transfer weight to front foot more students join in a play a
with racquet following through quick game to 5 that way
across body students can see what full
gameplay looks like.
Demo: Teach will demonstrate with a
student.
Safety:
● Stay inside your court at all
times
● Don’t cross into the other court Handing out equipment after
until gameplay or rally ends. the teacher is done talking is a
● Keep your head up at all times great way to avoid student
16
distractions.
Equipment safety
● Don’t smash rackets on the
floor
● Don’t high five with rackets
1:06-1:16 ● When putting them away, make
up the head is up
Transition: students will pair up and

practice serving to each other. Make sure that the students are
1:16-1:26 just practicing the serve rather
Activity one: Students will partner up than rallying. The lack of
and both will grab a shuttlecock and a space and the number of
racket. The student will compete with students could result in an
there partners juggling the shuttlecock. injury
Activity will help get student holding
the rackets and hitting the shuttlecock.
Activity two: Students will pair up

with one another to practice serving to
each other. The student will practice
performing a legal serve over the net to
their partners. the partner will grab the
shuttlecock and return it by serving it
back. Because there is a lot of
1:26-1:45 Extensions: Have students work on students in the class and we
placing the shuttlecock. Serve to don't have as many courts.
different locations of the court Rotating students through was
good. Just make sure to clean it
Activity Three: Students will practice up so all students have an
serving while in a game like situation. equal amount of time on a
The student will travel with there court.
partners to play another set of partners.
2v2 with games played to 21. Games
1:45-2:00 will be played for 5 minutes and then
teams will rotate. Because there aren't
enough courts, some students will
practice serving and hitting the
shuttlecock on the side without a net.
Every student will be rotated to use the
net
Transitions
Students will put rackets in the bucket
and come to meeting place for a
closure.
17
Closure:
Name the skill cues of serving in
badminton
What are the rules of the serve
Locker room
NAME: Emmanuel Kalamu DATE: 11/27/2018. TIME: 12:45-1:55 SCHOOL: Monson High
School. LESSON#: 2
FOCUS OF LESSON: Backhand
P: Perform at least 6 proper backhand shots while using all 3 of the skill cues during the first
activity(National #S1.H1.L1.; MACF 2.17; Activity 1)
C: Identify 3 skill cues of the backhand and when to use it in a game when asked by the teacher at the end
of the unit (National #S2.H1.L1; MACF 2.19;)
Activities)
in this class?
REFERENCES:
18
LESSON PLAN FORM

12:45- minutes to change.
1:00
Introduction:
Today we are going to work on the

backhand shot and when to use it in a
game.
1:00-1:06
When to use the backhand
● When the birdie is on
the inside of your body.
● birdie is flying to the
opposite side of your
racket hand
● Start in an athletic position
● Reach across your body with
the racket
● hit the birdie going from low to
high

student.
Safety:
times
● Don’t cross into the other court
until gameplay or rally ends.
● Keep your head up at all times
● Make sure no one is next to
you while swinging the racket.
Equipment safety
19

floor
● When putting them away, make
up the head is up

practice serving to each other.
1:06-1:16
Activity one: Students will get into
groups of 6 to 5 students. One student
will be on the other side of the net and
the rest of the students will be on the
other side of the net in a straight line.
The one student will serve the birdie to
1:16-1:40 the other student across the net to and
set them up for a backhand shot. Once
the birdie is hit that player will go to
the back of the line. After each student
in line has had 3 good backhands, then
students can switch

with one another to practice serving
and keeping score. While rallying, the
students have to try to get at least 3
1:40-1:45 backhands hit.
Extensions: UP: Have students only
rally and play with the backhand shot.
Transitions
closure.
1:45-2:00
Closure:
Sportsmanship rubric
Locker room
20
NAME: Emmanuel Kalamu DATE: TIME: 12:45-1:55 SCHOOL: Monson High School.
LESSON#: 3
FOCUS OF LESSON: Forehand
P: Perform at least 6 proper forehand shots while using all 3 of the skill cues during the first
activity(National #S1.H1.L1.; MACF 2.17; Activity 1)
C: Identify 3 skill cues of the forehand and when to use it in a game when asked by the teacher at the end
of the unit (National #S2.H1.L1; MACF 2.19;)
Activities)
in this class?
21
REFERENCES:
MACF http://www.doe.mass.edu/frameworks/health/1999/1099.pd
LESSON PLAN FORM

1:00
Introduction:
Today we are going to work on the

forehand shot and when to use it in a
game.
1:00-
1:06 When to use the forehand
● When the birdie is on
the outside of your
body
● birdie is flying to the
same side of your
racket hand
● Start in an athletic position
● Bring your racket out and back
● hit the birdie going from low to
high

student.
Safety:
times
22

● Make sure no one is next to
you while swinging the racket.
Equipment safety
floor
up the head is up

practice serving to each other.
1:06- Activity one: Students will get into

1:16 groups of 6 to 5 students. One student
will be on the other side of the net and
the rest of the students will be on the
other side of the net in a straight line.
The one student will serve the birdie to
the other student across the net to and
set them up for a forehand shot. Once
1:16- the birdie is hit that player will go to
1:40 the back of the line. After each student
in line has had 3 good backhands, then
students can switch

with one another to practice serving
and keeping score. While rallying, the
students have to try to get at least 3
backhands hit.
Extensions: UP: Have students only
rally and play with the forehand shot.
1:40-
1:45 Transitions
closure.
Closure:
Grip exit slip
1:45-
23
2:00
Locker room
Exit Slip
Grips
What are the two grips we learned and when are they used
______________________________________________
______________________________________________
______________________________________________
______________________________________________
________
24
NAME: Emmanuel Kalamu DATE: 3/6/2018. TIME: 8:30-9:15 SCHOOL: Williams Middle
school. LESSON#: 4
FACILITIES: Gym CLASS SIZE: 26 GRADE: 9-10 grade UNIT/THEME: Badminton
EQUIPMENT: 1). 26 rackets 2). 12 badminton shuttlecocks. 3). Speaker. 4). 4 nets_
FOCUS OF LESSON: Close net hits.
P: Demonstrate the ability to volley the shuttlecock at least 10 consecutive times over the net using both
forehand and backhand during the first activity of class (National #S1.H1.L1.; MACF 2.17; Activity 1).
C: Identify 3 offensive tactics that can be used in badminton when asked by the teacher at the end of the
lesson (National #S2.H1.L1; MACF 2.19;)
teammates and opponents. (National #: S4.H5.L1; MACF #: 2.26; (All Activities)

25
in this class?
REFERENCES:
LESSON PLAN FORM

12:55
Introduction:
Today we are going to work on close

up net shots.
These are shots that are performed as
12:55- either a defensive tactic or offensive
1:00 tactic. When performing a net shot,
you don’t need to overpower the shot.
Instead, you just need a simple tap to
the shuttlecock.
Skill cues
● Ready position
● Open to your target
● Tilt racket toward the target
● Hit the shuttlecock at chest
level

26
student.
Safety:
times
Equipment safety
floor
up the head is up
Transition: students will be split up in

group and head to the court. Because
we don't have enough courts for all the
student, some student will be on the
side. Students will be rotated s
everyone get a chance to play on the
courts.
1:00-1:10
Activity one: Students will practice up
close net shots with the team that is
standing across from them. Students on
the A side will start by throwing the
shuttlecock to the players on the B
side. The player on the B side will
stand about 4 feet from the net and hit
the birdie back to the player on the A
side. Because both sides will have two Activity 2
players, the side that is throwing the
shuttlecock will alternate to whom it is
being thrown to. Once, everyone what
hit the bird 10 times, The B side will
serve, and the A-side will hit.
Extensions up
Have the student hit the shuttlecock to
different locations of the court?
1:10- Extension Down:
1:16 Have student throw to themselves and
then hit over the net
27
Activity Two: Two group will be

made. Within the groups, students will
work on a challenge.
Within their groups, students will split
into half and stand across each other
with the net in between. In their
groups, students will move the birdie
1:16-1:40 from one side of the net to the other by
hitting it over the net to the person
across them. Teams fust try to be as
fast as possible to win.
Activity 3
Students will get into groups of four
and start some gameplay. Students on
the court will be rotated so everyone
1:40-1:45 gets a chance to play on the court.
Transitions
1:45-2:00 closure.
Closure:
How can net shots be used in a game
What is one important thing you do
when hitting a net shot
Name an offensive tactic that can be
used with what we have learned so far
Locker room
28
NAME: Emmanuel Kalamu DATE: TIME: 12:45-2:00 SCHOOL: Williams Middle school.
LESSON#: 5
FOCUS OF LESSON: Lob shot
P: Demonstrate the ability to hit a lob shot over the net at least 5 consecutive times during the first
activity of class (National #S1.H1.L1.; MACF 2.17; Activity 1).
C: Identify 3 skill cues of the lob shot when asked by the teacher at the end of the lesson (National
#S2.H1.L1; MACF 2.19;)
29
in this class?
REFERENCES:
LESSON PLAN FORM

12:55
Introduction:
Today we are going to work on the lob shot.

This shot can be used defensively. The lob
shot makes the birdie fly high and stays in the
12:55- 1:00 air longer which gives you time to reset your
self. This shot can be performed with the
backhand and the forehand.
Skill cues
● Ready position
30
● Bring racket back

● hit birdie from low and finish high.
● Aim for the backcourt
Demo: Teach will demonstrate with a student.
Safety:
● Stay inside your court at all times
● Don’t cross into the other court until
gameplay or rally ends.
Equipment safety
● Don’t smash rackets on the floor
● When putting them away, make up the
head is up
Transition: students will be split up in group

and head to the court. Because we don't have
enough courts for all the student, some student
will be on the side. Students will be rotated s
every one get a chance to play on the courts.
Activity one: Students will practice the lob

shot. Students will get in groups of 5 and go to
a court. One student will stand on one side of
the court and the rest of the four students will
be on the other side. The one student will set
the other students up for a lob shot. Students
1:00-1:15 hitting the lob shot will aim to have the birdie
land in the backcourt. Once everyone has
completed 5 lob shots, Have someone replace
the passer on the other side so they get a
chance to try the lob shot.
Extensions up
Extension Down:
Have student throw to themselves and then hit
over the net.
Adapted adjustments: Rather than having
the birdie set from across the court, the teacher
will toss the birdie to student and students will
1:15- 1:40 hit it and try to get the birdie as high in the sky
31
as possible.
Activity Two: Students will get into groups of

four and start some gameplay. Students on the
court will be rotated so everyone gets a chance
1:40-1:45 to play on the court.
Transitions
Students will put rackets in the bucket and
come to meeting place for a closure.
Closure:
How can lob shot be used in a game
1:45-2:00 Name an offensive tactic that can be used with
what we have learned so far
Locker room
NAME: Emmanuel Kalamu DATE: TIME: 12:45-2:00 SCHOOL: Williams Middle school.
LESSON#: 5
FOCUS OF LESSON: Lob shot
P: Perform at least 5 smash shots using proper form over the net during the first activity of class (National
#S1.H1.L1.; MACF 2.17; Activity 1).
C: Identify 3 skill cues of the smash shot when asked by the teacher at the end of the lesson (National
#S2.H1.L1; MACF 2.19;)

32
in this class?
REFERENCES:
LESSON PLAN FORM

12:55
Introduction:
Today we are going to work on the smash

shot.
This is a high-velocity shot aimed to the floor
12:55- 1:00 that is mostly used to end a rally. Because this
shot sets you up with the opportunity to score,
it is an offensive shot.
Skill cues
● Bring racket over your head

● use the opposite hand as a guide
● hit the birdie
● Follow through downward.
Demo: Teach will demonstrate with a student.
Safety:
● Stay inside your court at all times
33
● Don’t cross into the other court until

gameplay or rally ends.
Equipment safety
● Don’t smash rackets on the floor
● When putting them away, make up the
head is up
Transition: students will be split up in group

and head to the court. Because we don't have
enough courts for all the student, some student
will be on the side. Students will be rotated
every one gets a chance to play on the courts.
Activity one: Students will practice the smash

shot. Students will get in groups of 5 and go to
a court. One student will stand on one side of
the court and the rest of the four students will
be on the other side. The one student will set
1:00-1:15 the other students up for a smash shot.
Students hitting the smash shot will aim to
have the birdie land in the backcourt. Once
everyone has completed 5 smash shots, Have
someone replace the passer on the other side
so they get a chance to try the smash shot.
Extensions up
Extension Down:
Have student throw to themselves and then hit
over the net.
Adapted adjustments: Rather than having
the birdie set from across the court, the teacher
1:15- 1:40 will toss the birdie to student and students will
hit it and try to hit the birdie as hard as
possible.
Activity Two: Students will get into groups of

four and start some gameplay. Students on the
1:40-1:45 court will be rotated so everyone gets a chance
to play on the court.
34
Transitions
Students will put rackets in the bucket and
come to meeting place for a closure.
Closure:
1:45-2:00 How can lob shot be used in a game
Name an offensive tactic that can be used with
what we have learned so far
Locker room
school. LESSON#: 7
FOCUS OF LESSON: Tournament .
P: Perform at least half of the learned skills which are forehand back and backhand grips and all the shot
during the tournament (National #S1.H1.L1.; MACF 2.17; Activity 1).
C: Apply 3 or more offensive tactics while playing the game in the tournament.(National #S2.H1.L1;
MACF 2.19;)
35
in this class?
REFERENCES:
LESSON PLAN FORM

12:55
Introduction:
Today we are going to start our 2-day

tournament. Due to the class size, we
will play a doubles tournament
12:55- Things to remember
1:00 ● Serving rules
● Games played to 15
● Abide by the games of the
rules
● Once your game is complete
report to the teacher so we can
start the next game.
36
Safety:
times
Equipment safety
floor
up the head is up

side. Students will be rotated s
everyone get a chance to play on the
courts.
Activity one: A bracket will be made

1:00-1:45 and the tournament will start. 4 games
will be going on at once. the students
who aren't playing can either practice
on the side or help officiate games.
Games are to be played till 15 points.
Transitions
closure.
Closure:
Study guide for the test will be given
out on the first day of the tournament
Locker room
37
school. LESSON#: 8
FOCUS OF LESSON: Test and Tournament.
P: Perform at least half of the learned skills which are forehand back and backhand grips and all the shot
during the tournament (National #S1.H1.L1.; MACF 2.17; Activity 1).
C: Apply 3 or more offensive tactics while playing the game in the tournament.(National #S2.H1.L1;
MACF 2.19;)

38
in this class?
REFERENCES:
LESSON PLAN FORM

12:55
Test: Students will be given 20
minutes to take the test.
12:55-
1:15 Introduction:
Today we are going to start our second

day of the tournament.
Things to remember
● Serving rules
● Games played to 15
● Abide by the games of the
rules
● Once your game is complete
report to the teacher so we can
start the next game.
Safety:
times
Equipment safety
39

floor
up the head is up

1:15-1:45 side. Students will be rotated s every
one get a chance to play on the courts.
Activity one: A bracket will be made

and the tournament will start. 4 games
will be going on at once. the students
who aren't playing can either practice
on the side or help officiate games.
Games are to be played till 15 points.
Transitions
closure.
Closure: Sportsmanship rubric
Locker room

Badminton Unit Plan

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1

Badminton Unit Plan

Page 1 Title page

Page 2 Table of contents

Page 3 Unit Plan outcomes

Page 6 Grading Policy

Page 8 Serving exit slip

Page 9 Grips exit slips

Page 10 Doubles Tactics Exit Slip

Page 11 Serving peer checklist

Page 12 Sportsmanship Rubric

Page 13 Video Assignment

Page 18 Lesson plan 2

Page 21 Lesson plan 3

Page 25 Lesson plan 4

Page 29 Lesson plan 5

Page 32 Lesson plan 6

Page 35 Lesson plan 7

PAge 38 Lesson plan 8

Soccer Unit Plan

Demonstrate the NASPE: 1 Day 1: The serve ● Peer

Day 4: Strategic play

Day 5: Strategic play

Day 6: Strategic play

Day 7: Doubles strategies

Exhibit responsible MA CF 2.7 Day 1: Respecting the

Day 4: sportsmanship/ stay

Knowledge (25%)-Student correctly completes written/oral assessments with basic

1- No Participation- Student is unprepared to participate in multiple lessons and does not

Students are scored daily on a scale of 1-5.

What side do you stand on when serving when

You have even points __________________

You have odd points ___________________

Serving Peer Checklist

Birdie is hit from below the waist

Birdie travels diagonally

Stands on the right side depending

Students will pair up with another person on their team. During

Feedback Gave positive Gave Rarely gave Did not give

The video is at least 30 seconds long /2

Name of shot and when it is used in a came is /2

A demonstration of the shot is performed in /2

Total Points ___/10

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

TEACHER PERFORMANCE OBJECTIVES - During the lesson, the teacher will:

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Transition: students will pair up and

Activity two: Students will pair up

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

TEACHER PERFORMANCE OBJECTIVES - During the lesson, the teacher will:

LESSON PLAN FORM

Today we are going to work on the

Demo: Teach will demonstrate with a

● Don’t smash rackets on the

Transition: students will pair up and

Activity two: Students will pair up

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

TEACHER PERFORMANCE OBJECTIVES - During the lesson, the teacher will:

LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Today we are going to work on the

Demo: Teach will demonstrate with a