3/28-3/29

Physical Education Lesson Plan

Teacher Name (s): Myles Cardenas Equipment Needs:
Content/Skill Theme: Badminton - Badminton Rackets
Date of Lesson: 3/28-3/29 - Birdies
Lesson # 1 of 4 - Projector
Grade Level: High School - Phones

National Standards & Grade Level Outcomes
Standard 2: Applies the terminology associated with
exercise and participation in selected individual-
performance activities, dance, net/wall games, target games,
aquatics and/or outdoor pursuits appropriately. (S2.H1.L1)
Uses strategies and tactics effectively during game play in
net/wall and/or target games. (S2.H5.L1)
State Standards & Grade Level Outcomes
Standard 1: Explain and demonstrate offensive,
defensive and transitional strategies in lifelong sports and
games. (Level 1) (PE.HS.1.1)
Standard 2: Evaluate the role of cooperation and
positive interactions with others when participating in a
variety of settings. (PE.HS.3.1)

Standard 4:Exhibits proper etiquette, respect for others and Initiate responsible behavior, and function independently
teamwork while engaging in physical activity and/or social and cooperatively. (PE.HS.3.2)
dance. (S4.H2.L1)

Standard 5: Analyzes the health benefits of a self-selected

physical activity. (S5.H1.L1)
Student Learning Objectives Assessments
Psychomotor: SWBAT do a successful backhand or Teacher observation of students ability to serve
underhand serve with a birdie and badminton rackets
Cognitive: SWBAT identify and apply terms used within the Teacher observation of students knowledge of terms such
game of Badminton as backhand and underhand, smash, or dropshot
Affective: SWBAT work with a variety of classmates Teacher observation of students ability to work with
respectfully and participate in gameplay classmates
Teacher Performance Objectives Data Sources for Self-Reflection
#1: Ensure transition times are not too long when going Mentor Teacher Observation
from the videos to the activity
#2: Interact with every student at least once Mentor Teacher Observation
#3: Allow modifications to students who may need a Mentor Teacher Observation
challenge or need some ease
Tim Task Details Performance Organization
e (set induction, instant activity, transitions, Cues (diagrams, descriptions)
(mi learning experience descriptions, Safety
n) modifications/challenges, assessment tasks, Reminders
closure) Teacher
Actions
10 Change out and Attendance Circle - Allow
Min students ample amount of time in order to change out
and get into class. After 5-8 minutes pass, ask
students to head to their attendance circles.

Walk around the circle and take attendance, if a

 student is not in their spot, then they will be counted
absent. If they enter afterwards, mark them as tardy.
(Keep an eye out for students failing to meet the
dress code; -5 points)

3-5 Warm-up Stretches - Ask students to get onto the Teacher Students will be lined up on the
Min sideline of the court and make one big line from side Actions sideline of the basketball courts. They
to side. Call out the stretches for students to do from Move around will complete the stretches to the
one sideline to the other. the line and other side of the courts and come back
interact with for the next stretch.
Stretches Include: multiple
- Toe Touches (opposite hand to opposite students, as well
foot) as participate in
- Quad Pulls some stretches
- Frankensteins (High Kicks)
- Alternate Lunges
- High Knees
- Butt Kickers
- Karaoke (Back and Forth)
- Skip For Height

10- Nike Fitness Training - Have students grab their Teacher Students will find a space in the gym
12 phones and get into groups of at most four. Ask Actions with their groups, have their phone
Min students to pick a workout that lasts at least 10 Move from where the group can see the workout,
minutes, they are allowed to choose whatever group to group and complete the workout.
workout they see fit as it is the first day from break. and offer
Instruct students to be in groups of 4-5 at most. feedback to
Students will come show their phone and the timer to students
ensure that they did what was instructed.

5 Break - Students will have time to use the restroom

Min and grab water if needed
4 Badminton Instruction Videos - Use the video Students will be near the door
Min from the canvas module on Badminton and show the entering the hallway in the gym, and
class. The video does a good job at helping students the projector. They will be seated
learn the rules in a concise manner. while the video is played and while
the teacher offers cues for the
Link: https://www.youtube.com/watch?v=UyLIi- students.
TbcFc

Cues - When you are serving, remember to serve

below the waste. Grab the birdie with two fingers,
index and thumb.
25 Serving Introduction - Have students pair up with Teacher No nets will be set up in the gym,
Min another classmate, and have them grab two rackets Actions instead students are allowed to find an
and a birdie. Go across the gym from sideline and Move from open space in the gym and begin
sideline in order for students to gain some familiarity group to group serving back and forth to each other.
with serving. Ask students to not rally yet, rather and offer
catch the birdie and return the serve that way. Once feedback to
students get a feel, have them practice rallying back students,
 and forth with each other. specifically look
for students
hitting below
the waist, and
using the pinch
method for
holding the
birdie

Safety
Ensure students
are not swinging
their rackets to
close to their
classmates
15 Rallying Practice - Have students focus more Teacher Students will stay in the same space as
Min heavily on rallying, while incorporating the serve Actions before and continue to rally with their
when the birdie drops. Many students at this point Move from partners.
will most likely be rallying at this point, if that is the group to group
case, offer students to count their rally, or spread and offer
apart from each other. If students are still struggling feedback to
with serving, they are allowed to keep working on it. students,
looking for
students ability
to track birdie
and returning
the birdie to
their partners

Safety
Ensure students
are not swinging
their rackets to
close to their
classmates
10 Change Out and Attendance - Students will have
Min ten minutes to change out and are expected to be
back in class in order to take attendance again. If
they fail to show back up, they will be counted as
absent for the class.
 Extent to which students achieved each objective was achieved. Provide specific examples of why
and how objectives were achieved.

I believe students were able to reach the three objectives set for this lesson. The psychomotor
objective was focused only on serving in badminton. The two types of serves that were seen
were a backhand and an underhand serve. Boshart explained badminton really well when I was
designing this lesson. Badminton is the ultimate equalizer for your athletic students and your less
athletic students, as the skills are so finesse based and hard to master. Saying that, I did see quite
a few more athletic students struggle to really understand the proper form of the index finger and
thumb pinch, and keeping the racket low. As the class went on, I would get into students' ears
about proper form again, and it slowly became more natural for many students. I do see some
students wanting to serve overhand or trying to drop the birdie and not being able to hit it. I plan
on a serving warm up game for next class and give students time to work on this before moving
on to gameplay. Moving to cognitive, this unit will lead to a quiz on canvas in which students
will be quizzed on badminton terms and rules. As of the first lesson, I do not expect students to
remember all of the key terms, but I did notice students were starting to understand terms such as
smash and dropshot, along with other terms. For the affective term, this part is one that I am still
adjusting to at the high school level. Standards wise and objective wise, the focus is on working
cooperatively and respectfully. High school students are not afraid to speak their minds towards
their friends, so I would have to tell students to calm down with their friends and show some sort
of respect towards their friends. I would argue that I did see about an equal amount of students
treating their peers with respect and helping them out, but I would like to see it with the class as
a whole.

Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

My teacher performance objectives were areas that I believe I struggle with at this moment in
my student teaching at this school. I am still adapting to working with high schoolers, because I
do enjoy elementary school very much, but I wanted to see if I can interact with every student at
least once in class. Throughout the three classes that this lesson was taught, I believe that I was
able to interact and give feedback to every student at least once. I found that a good amount of
students would brush off the idea of taking in feedback, and that comes with time and respect
from the students. So I do go for the friend approach and we will see if that works out or comes
back to bite me. Nevertheless, I was able to interact with almost every student in each of these
lessons, and hopefully that will just keep growing as time goes on. Another was ensuring
students are comfortable learning the new skill as well as being challenged if the drills do
become too easy. As mentioned, badminton is almost an equalizer because it is difficult for some
to pick up and others can pick it up and succeed. If students would struggle with the serve, I
would have them break down the individual components of a serve, both underhand and
backhand, and the students saw improvement. For other students who could have used a
challenge, I offered the challenge of counting the rally and seeing how long they can keep it up,
or move from a longer distance and work on smash shots. Students seemed to enjoy the
challenge if they wanted to try it out, and seem excited to move to gameplay. The final objective
for me was transition time. This area I feel was the weakest out of the objective set. It took me a
total of 5-6 minutes to set up and take down the projector and the video. Students were able to
move afterwards while I was taking down, but the previous part took up a good amount of time,
so students had to sit longer than I wanted. I plan on transitions being another point of concern
for me but I plan on having students assist with the setup and tear down of everything involving
equipment and nets.

How did the following go?

- Organization: The organization of the first lesson went fairly well. I did have all my equipment
out ready for the students, including the rackets, birdies, and the projector. I could have had the
projector ready at the beginning of class, because it did take a good amount of time off of the
class. In terms of the management, I feel like I was organized with the students. I feel like some
students don’t hold the same urgency as others to transition quickly, but no students were
extremely off task at any point throughout the class.

- Time Plan: I feel like I was pretty consistent with my time plan, with the first lesson in a unit, I
really like for students to explore and gain some confidence with skills. With the ample amount
of time we are allowed, I am not overly focused on the time when it is an exploration day.
However, I do think I was fairly on point with my time plan throughout the class.

Changes for Next Lesson: For the next lesson, I am going to add in some games to incorporate accuracy
and more development for serving. At this point, I do not think the students are ready to have full on
games going, rather, more time to build skills and rally. However, I do believe I will add nets to the class
in order for students to understand how high they need to hit and serve. Otherwise, the next class is
going to be more exploration again, rather than anything else.