UTEP PETE LESSON PLAN TEMPLATE

CLASS MANAGEMENT INFORMATION

Teacher: Robin Rodriguez Date: 4/6/2022
Grade Level: 5th Time: 7:45-8:35 AM
Number of Students: 25 Location (gym, playground, blacktop, etc): GYM

Theme of the Unit in which this lesson fits: Badminton, volleying and striking

List the TEKS relevant to this lesson in full text, not just numbers:
116.7
 1 (C) demonstrate attention to form, power, accuracy, and follow-through in performing movement skills.
 1 (K) demonstrate competence in manipulative skills in dynamic situations such as overhand throw, catch, shooting,
hand dribble, foot dribble, kick, striking activities such as hitting a softball.
 5 (A) use equipment safely and properly
 7 (A) follow rules, procedures, and etiquette.

Learning Objectives for the Lesson: What should the students be able to do at the end of this lesson? No more than 3 for
psychomotor and 2 for cognitive and affective.
1. Psychomotor:
 Students will be able to demonstrate serving the birdie underhand.
 Students will be able to demonstrate striking the birdie.
 Students will be able to demonstrate volleying the birdie with a partner or in a group of four.
2. Cognitive:
 Students will need to adjust their power and trajectory placement when striking the birdie.
 Students will recall how to perform an underhand serve and know how to hold the birdie.
3. Affective:
 Students will encourage each other and be respectful towards classmates.
 Students will be able to motivate and encourage each other throughout the activity.

Assessments of how well students achieved the Learning Objectives (how will you know they can do your learning
objectives):
1. Psychomotor: I will observe students striking the birdie and demonstrating underhand serve and overhand hits to
volley the birdie.
2. Cognitive: I will ask students how they hold the birdie when serving.
3. Affective: I will observe student’s interactions with each other

Learning Activities directly related to the Learning Objectives and Assessments. Perform a Task Analysis: Describe how the
students should perform the motor skills practiced in each activity; Include a performance rubric for each that describes
the key technique elements of the skill to be learned.
1. Self-volley the birdie at a spot around the perimeter of the court
2. Partner-volley the birdie
3. Serve underhand
4. Serve overhead
5. Serve sidearm

List of Equipment needed for the Learning Activities and Assessments.

1. Racquet
2. Birdie
3. Poly spots
4. Cones
List materials needed for the Learning Activities and Assessments provided by the teacher (props, videos, markers, tape,
handouts, etc.):
1. Racquet
2. Birdie
3. Poly spots
4. Cones

Pre-Class Arrangement of Facility and Equipment

1. Diagram of location and placement of equipment (cones, balls, etc) in it for the warm-up and first learning activity.
Include how the students will enter the facility/location and how you will place (arrange) them for initial instructions.

Student: Coach:

2. Diagram of facility and placement of equipment for the second learning activity (repeat this if there are more
transitions).
a. Describe how and when you will rearrange the equipment to transition to the new activity; indicate what the
students will be doing as you rearrange the equipment.

Student: Coach:

3. Modifications for Students with Special Needs. Imagine a student with cerebral palsy, blindness, or seated in a wheel
chair. Describe how you will modify the learning activities to meet the capabilities of such students.
For students with special needs, I will give them a racquet along with a bigger/softer bean bag so they are able to
strike the bean bag and volley the bean bag.
 LESSON PLAN CONTENT
LESSON PLAN CONTENT
Time Learning Activities and Assessments to be Performed Teaching Cues and Feedback Management and Safety Issues
7:45-7:50 INSTANT ACTIVITY and WARM UP upon Entering the  What is your Start Signal? Instant Activity
Am Facility Whistle, call out “Go” Transition 1 behavioral
Transition 1: Describe in detail what the students are  What is your Stop Signal? management and safety issues:
going to do when they enter the facility. List your Long whistle or double whistle.  Students talking to much
instructions to the students:  What is the Home Position? during exercises
o Students will enter the gym and sit down in their Sideline, students sitting down
exercise lines.  What are your instructional cues?
o Students will perform static and dynamic warm-up Sit down, exercises names
(jumping jacks, forward/backward arm circles,
Hour:min windmills, ski jumps, straddle, pushups, sit-ups,
running in place)
o Run around the gym 3 times and have a seat. Transition 2 management and
o For warm-up, students will spread out around safety issues:
the perimeter of the gym. Students will sit down  Students talking to peers when
and listen for instructions given by coach. Coach gathered at the sideline, and
Hour:min will demonstrate how to hold the birdie, as well playing with equipment.
as where the racquet should be (umbilicus)
when striking the birdie. Students will practice
volleying the birdie at their spot. Once students
practice volleying, coach will partner up
students and have them practice volleying the
birdie to each other. Students will familiarize
themselves with volleying the birdie and will
notice how their racquets swing.
Hour:min o List the Key Instructional Cues for the skill to be
practiced in the First Learning Activity:
 Psychomotor (3 cues):
Transition 2: Describe how you get students together to o Belly button (umbilicus)
explain the lesson. List your instructions to the students: o Above head Learning Activity 1 management
o After warm-up, students will sit down on the o Underhand serve and safety issues:
sideline or in their exercise lines. I will give o Volley  Students spaced out enough to
instruction to go grab a birdie and a racquet. Class  Cognitive (1-2 cues): perform activities.
name will be called so not all the students will o Power  Students not playing with the
grab the equipment at once. Students will sit o Accuracy equipment when sitting down,
down and wait for instruction.  Affective (1-2 cues): listening to instructions.
o Respect classmates  Students respecting
o Positive feedback equipment.
LESSON FOCUS Describe the errors students will most likely make
 Describe how you will introduce the learning when practicing this skill:
activities and get students interested (how will you
motivate them, get them excited?) Describe how you will identify performance errors
  Describe how you will explain what they are going to and correct them for
practice/learn (the learning objectives); why they are  The entire class: Mention mishandling of the
going to practice these activities; and what behavior equipment. Not holding the birdie correctly. Not
you expect of the students during class. swinging correctly. Motor Skill Practice Progression
Students have been introduced to a badminton unit  Individual students: Not keeping the racquet at the management and safety issues:
plan. Each day students learn new lessons. For the umbilicus level. Not holding birdie properly.  Students will be volleying the
next day, students will warm up by doing the same Swinging racquet out of control. Not staying in birdie by themselves then
lesson and learn a new skill and progress as each place. progress to partner volleying.
day passes. The unit plan for badminton has been  Students not handling
going on for almost two weeks. Students have Practice Progression Errors: List specific errors you equipment properly.
learned the similarities with badminton and tennis. expect students to make in each of the more difficult  Swinging the racquet with too
Students will need to focus on power and accuracy practice settings: much force.
when hitting the birdie. The activity I have planned 1. Students not striking the birdie properly.  Running into other classmates
for the students will help students progress towards 2. Students chasing their birdie after hitting it because they are chasing the
game play. We will focus on serving and hitting the without control. birdie after their partner has
birdie, with the intention of playing a game on 3. Students not hitting the birdie with enough hit it.
Thursday. power or hitting the birdie with too much
power.
SKILL BUILDING: First Learning Activity Explanation and
Demonstration
 Describe how you will explain and demonstrate the
first learning activity/motor skill:
Students will line up at a cone and sit down for
instructions. Each cone will consist of 2 students.
Students will learn how to properly serve the birdie. Transitions between practice
Coach will demonstrate how to hold the birdie, where settings management and safety
the racquet should be placed. Students will lean issues:
underhand serving first. Students will need to serve  Serving the birdie properly.
the birdie by using power and accuracy to serve the  Students listening to coach
birdie to the opposite side of where students are when explaining activities.
7:50-8:05 striking. Once students learn underhand, coach will SKILL APPLICATION ERRORS: List specific errors you  Not touching equipment
AM then introduce overhand striking. Again, the goal is for expect students to make as they perform the skill when seated down listening
students to strike their birdie and reach the opposite application exercise: to instruction.
side of where they are standing. Students can also 1. Students not understanding underhand
learn how to hit the birdie sideways. In a real game serving.
students will hit the birdie in every direction, this will 2. Not all students following coaches’
allow students to familiarize themselves with the instructions.
birdie and prepare for a game. 3. Students unable to make contact with the Transition 3 management and
 Describe the key elements of the activity/skill you will racquet. safety issues:
emphasize in your explanation and demonstration:  Students not listening or
o Birdie How will you assess whether they improved their talking while coach giving
o Umbilicus motor skill, cognitive, and affective performance as a instructions
o Volley result of your lesson using this activity?
o Striking Students will be observed and assessed by asking
 o Power students to verbalize how to hold the birdie and Skill Application management
o Accuracy how to strike the birdie. Also, students will have to and safety issues:
o Passing verbalize as to how to control their birdie.  Students have enough room
Hour:min to perform activity.
Motor Skill Practice Progression:  Handling equipment
Describe each practice settings in which the target skill properly.
will be practiced. Explain why you chose this
progression.
1. Underhand serve- students will learn to perform an
underhand serve just as they would in a game of Transition 4 management and
badminton. safety issues:
2. Overhead serve/strike- students will learn how to  Students continue to volley
hit the birdie by striking the birdie overhead. In a the birdie after a whistle.
game like situation, you would normally hit the  Students running and hitting
birdie on the return of a serve by an overhead each other because they are
strike. following the birdie when
3. Sidearm serve. Students will learn how to hit the volleying the birdie.
birdie using a sidearm swing. Again, in a game, the  Students not taking turns.
birdie will go in all directions. Students will be able  Students not counting
to recognize how to return the birdie over the net. properly.

Describe how you will decide when the students are

ready to move to the next more difficult practice setting.

Transitions between practice settings

Describe how you will transition students from one
practice setting to the next. List your instructions to the
students:
o While students are working on partner passing, I
will go ahead and set up cones for the next
activity. Students will be asked to sit down and
wait for further instructions. I will place students
at a cone and instruct them to sit down, and to
put their birdie and racquet down.

Transition 3: Describe how you will transition students

from the practice progression to the application
exercise:
Students will now apply volleying the birdie to now
learning how to serve the birdie underhand and by
striking the birdie overhand.

SKILL APPLICATION
 Describe a fun, game-like situation in which the students
will use the skill(s) they just practiced.
Describe how you can use this activity as an assessment
of what the students learned.
Fly birdie Fly:
Students will line up at a cone and sit down for
instructions. Each cone will consist of 2 students.
Students will apply the same skills they just learned
and perform but now the only difference is coach is
adding cones to the opposite side of the court.
Students can strike the birdie by performing the
underhand serve/ overhead serve or sidearm serve.
There will be 3 levels of cones. Each cone represents 5
points. First cone is worth 5 points. Second cone is
worth 10 points and third cone is worth 15 points. If a
student lands the birdie near the cone, they will get
their points. Students will need to keep count of their
score and compete with their classmates and partner.
Students will only get to strike the birdie once and see
where it lands. Next partner in line will go.

8:05-8:20
AM
Transition 4: Describe how you will transition students
from the application exercise to the cool-down, debrief
and closing segment.

COOL-DOWN, DEBRIEF, CLOSURE

Describe how you will have the students cool down
(bring their excitement and metabolism back to resting
rate to get them ready for the classroom teacher)
Coach will instruct students on how to put away the
equipment properly. Then coach will instruct the
students will gather around. Students will sit down in
their class lines.
Describe how you will debrief/summarize the lesson by
referring back to the learning objectives and your
assessment of their performance? I will
debrief/summarize the lesson by talking about
volleying, striking, power and accuracy. I will also ask
students questions regarding the lesson to use their
higher-order thinking skills.
To close the lesson what will you tell the students they
can look forward to in the next session? Next lesson,
 students will learn to play 2vs2 or 3v3 of badminton.

8:23-8:28

8:28-8:32
put away
equipment