EDUC 3601- C&1 for Majors- Physical Education

Unit Plan Assignment

Cassandra Cleverley

February 18th, 2023

Introduction:

Welcome to the 2023 spring badminton bootcamp! This bootcamp is designed to challenge student’s manipulative skills and to

improve their personal performance on the badminton court. Throughout PE 20 we have discussed the importance of active living and

physical literacy. This unit aims to solidify feelings of confidence, motivation, and engagement in relationship to sport. The unit will

take place over three weeks, broken into 8, 70-minute blocks. Bootcamp groups will be composed of 6 students and will be their

basecamp group for the entirety of the unit. Students during the first class will create a school appropriate bootcamp name that they

will be referred to during the unit. Throughout the 8 class blocks, basecamp groups will be awarded points based on principles of fair

play, participation, inclusivity, and performance. During the unit, students will be assigned roles that they will undertake based on

classroom activities and lesson objectives. Badminton bootcamp is structured in a way that should provide opportunities for specific

skill building, in pursuit of a culmination tournament to end the unit. Both the mini tournament (class 6) and final round robin event

(class 8) will be played, with their base camp group. In addition to two tournaments, students will learn sport specific skills (serve,

drop shot), perform manipulative tasks, complete written evaluations, and work collaboratively with other students. As such, the unit

aims answer the following essential questions: Students will be able to use complex strategies and apply them to all sports and

Students can collaborate and work with others in a sporting context. Badminton bootcamp will end with a celebration of student

success, following the completion of a round robin tournament. The winning team will be awarded the 2023 bootcamp boot and add
their team’s name to the list of previous winners. Runner up awards and prizes will be given based on points acquired throughout the

unit. Students will be graded both through observation and completed written work.

At the start of the bootcamp students will create an overarching goal for the unit which they will reflect on, following the

completion of each class period. Goals may be linked to specific sport skills or can target themes such as motivation, participation, and

fair play. Students will receive feedback from both the teacher and “General officer”, that should be included in at least two

submissions. Following the completion of the badminton unit, students will hand in two additional pieces of written work. The first, is

a self-reflection, that adheres to the learning objectives. Students will meet with the teacher to complete this form as they give

themselves an overall mark for the unit. Marks will be given in combination with teacher observations from prior lessons. Students

will write a one-page reflection about the pros and cons of the tournament structure and their individual participation in team sports. A

passing mark (50%) is awarded to any student who attends all 8 lessons and submits all pieces of written work. A rubric is provided to

students at the start of the unit outlining the expectations of meeting varying degrees of participation, that in combination with written

work, will make up their final grade.

Roles:

Bootcamp Captain: Responsible for leading their bootcamp group through a safe and productive class period, encouraging positive
interactions and assisting their teammates if required in their individual roles.

Medical Personal: Responsible for creating a 3-minute warmup/ cooldown that they will lead their bootcamp group through during
the class period.
Training Officer: Responsible for collecting any equipment needed for the class block, and ensuring it is moved to the proper spot
when working within their groups.

Junior Officer: Responsible for keeping the team’s energy high during the class by showing positive sportsmanship and support for
their team members.

Music Specialist: Responsible for arriving at the start of the class block with a song of the day for their team (must be school
appropriate and if it is not approved by the teacher a point will be removed from the bootcamp scoreboard for the corresponding
team.)

General Officer: The general officer is the highest ranking official for the team. They will evaluate the participation for their team
members and provide rationale in which students will include in their progress plan and final reflection.

Teaching Philosophy:

My goal as a teacher is to always strive for greatness, constantly improve myself as an educator, and grow through self-

reflection and evaluation. This is apparent in my unit as my students, will be expected to reflect and question their own abilities in the

pursuit of growth. I will be committed to unlocking each student's full and individual potential, granting freedom in how they choose

to learn. It is important that in this unit, students are marked based on the strides they have made, and not based on a one sized all

approach. In my classroom, all students will feel welcomed and know they belong. By fostering values of mutual respect and

collaboration in our classroom community, we ensure that students know both their peers and instructor are dependable. My

philosophy will be ever-changing and growing, just like the learning we will be doing in the classroom, and although this unit is

planned it one way, it may evolve as we progress, to best meet the needs of my students. As a teacher, I want to remember that failure

is not negative, but is an essential part of becoming a more effective educator. My students will be reminded of the same and
encouraged to overcome when faced with difficult situations. I will be the teacher who encourages both success and failure equally,

knowing both ends of the spectrum provide us with opportunities to develop learning skills and build self-esteem.

My goal is to encourage students to step outside the mold, question freely and be bold in all they do. Their personal growth is

just as significant as the strides they make in academics and their achievements are my own. Students learn best when they are

comfortable, welcomed, and safe; my classroom will be a space where all students are celebrated for their uniqueness. Regarding PE, I

will encourage cooperation and teamwork, ensuring students listen to new perspectives, experience different cultures and embody

what it means to be active participants of the community. I will provide my students with the tools they need to progress while

regularly assessing engagement and mastery of specific sport skills, ensuring they are treated as individuals and respected for their

personal goals surrounding activity/ fitness. Systematic formative assessment is crucial in gauging understanding, but students should

always feel like confident and resilient learners and will be actively involved in the grading process. I will be adaptable in my

instruction and adjust to the needs of my students. As a teacher, I will carry my quirks and sense of individuality into the classroom.

We are all unique and bring strengths and weaknesses; combined, they create a mosaic that fosters a sense of unity. My main goal as a

physical educator has been and continues to be that my students will move forward with a sense of joy towards activity and understand

the benefits associated with being physically active for life.

Classroom Management:
 Safety is of the upmost importance every time we enter the gym. Activities and games do not begin until everyone is aware

and adhering to the rules previously implemented. Expectations will be laid out at the start of each term and highlighted based on the

specific sport we are learning in the unit. During the first lesson, I will outline the design and structure of the unit and break down the

roles each student will be exploring throughout the consecutive classes (class 2-8). Students will receive an outline of the assignments,

list of roles and class overview prior to the unit starting and will be posted in the gym office if required during school hours. A poster

will be created high lightening expectations with task cards for each unit, to help further break down the activity. I hope that at this

point in the school year my students and I have built up repour and there is no need to use a whistle during the class period. It is

important to me that we work collaboratively and in a way that affords equal opportunity for everyone's learning style. To increase

engagement, positivity, and fair play we will use a point system during the bootcamp. Groups will be awarded additional points based

on the characteristics they display and their participation with the unit itself. By allowing teams to receive bonus points we continue to

create a climate and culture that celebrates diversity and inclusivity. Students will navigate their own growth, and scene where they

can step outside their comfort zone and grow as individuals. My main goal is to create a space that fosters excitement, but students

must adhere to the expectations we have laid out together. Students will be given the first 5 minutes of class to change and must arrive

to class in proper athletic attire (non-marking shoes, hair tied back, no loose clothes). Students will be dismissed 5 minutes before the

warning bell, to provide time to make it to their next class without penalty. If students are not respectful of themselves, others, or

equipment they will face penalization, that may impact their overall participation mark for the unit.
 Unit Assessment Plan
Subject: Phys. Ed Topic: Badminton 
Grade: 11 Length: 8 classes (70 minutes each)
Stage 1 – Desired Results
Established Goals (GOs): 

GENERAL OUTCOME A
Students will acquire skills through a variety of developmentally appropriate movement activities, dance, games, types of
gymnastics, individual activities and activities in an alternative environment, e.g., aquatics and outdoor pursuits.
GENERAL OUTCOME C
Students will interact positively with others.

All outcomes are achieved through active and safe participation in physical education.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the outcomes  What rules and safety procedures are put in place
 Badminton is a sport adaptable for many ages and skill levels that for productive gameplay?
can be played as students age. Beyond the specific unit activity,  What are some skills that you can improve upon
students will recognize the benefits of physical education and the for better personal success?
“do it daily, for life!” motto.   What are some examples of badminton
 Badminton is an activity that exemplifies sportsmanship and terminology that are used during the game?
etiquette that can be carried over and demonstrated elsewhere, in (Shuttlecock, clear, drop shot, etc.) 
and out of sports.

Specific Learning Goals (SOs):

Students will be able to…

Basic Skills: Manipulative

 A20-5: analyze, evaluate, and modify performance of manipulative skills and concepts—effort, space and relationships—to
perform and create a variety of activities to improve personal performance

Application of Basic skills in games 

 A20-11: apply the relationship among skills, rules and strategies in the creation and playing of games 

Fair Play
 C20-3: demonstrate etiquette and fair play

Teamwork
 C20-6: identify and demonstrate positive behaviours that show respect for self and others
Prior understanding… Where does this lead? (Future outcomes in the same
 Students have had to refine manipulative skills and concepts in a course, following grade-level classes, etc.)
variety of physical activities to improve personal performance.  Students will be able to advance further in
 Previously, in grade 10, students have incorporated simple and grade 12 and progress into more advanced
complex strategies into gameplay.   skills and game play.
 Students have employed sport-specific terminology, etiquette and fair  Students will be able to use complex strategies
play practices in all units leading up to badminton.  and apply them to all sports.
 Students have worked on demonstrating sportsmanship during all  Students can collaborate and work with others
stages of the previous lessons; learning the appropriate behaviors in a sporting context.  
conducted during the context of various sports and games.
Stage 2 – Assessment Evidence
Pre-Assessment: 
Inquire about prior knowledge in relation to badminton

Formative Assessments: Observation during in-class activities 

End of class discussions: 
 1: Main takeaway discussion with the group (intro to the concept)
 2: Basic technique (cross court service)
 3: Jargon words (basic understanding of badminton terms used)
 4: Rules/Strategies
 5: Form (swing) 
 6: Mini round robin tournament
 7: Manipulation games
 8: Full tournament day with reflection of skills
Summative Assessment(s): 
 Self-reflection
 Progress Plan
 Final reflection: One-page written paper about the pros and cons of the tournament structure, and individual participation in
team sports
Other Evidence (observations, work samples, dialogues): 
 Progress plan (goals based on the first day and self-reflection during the progression of the course)
 Listening to students communicate when playing and strategizing 
 Learning Stage 2: Assessments
Outcomes 
Title In-class End of class
Inquiry of Progress Self Final
Observation/ discussion
Knowledge Plan Reflection Reflection
participation (continuous)

Type  
(Formative/Summative)  F  F  F S  S  S 

Weighting 15%  N/A   N/A  15%  30% 40%

Basic Skills: Manipulative      

A20-5: analyze, evaluate and modify
performance of manipulative skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to  x x  x
improve personal performance

Application of Basic skills in games:        

A20-11: apply the relationship among skills,
rules and strategies in the creation and playing
of games  x x         x x 

Fair Play:          
C20-3: demonstrate etiquette and fair play x x x 

Teamwork:         
C20-6: identify and demonstrate positive
behaviours that show respect for self and x  x x 
others

Based on stage 2 listed above: 

Assessment Brief Description Assessment Assessment
Tool  FOR OF Learning
Learning

At the beginning of the unit, we will inform students that this can contribute  
to the summative mark for the 2 week period, both the teacher and student
Inquiry of will discuss this mark at the end of the unit. Open class discussion x
Knowledge surrounding what students already know about badminton. The teacher gets
an understanding of how knowledgeable the students are surrounding the  
skills, scoring, serving, etiquette etc.

 
This is the time for the teacher to walk around and observe what is going on. x 
In-class
During this time, you can stop and answer student questions and guide
Observation
conversations. 

End of class  
discussion (Informal) End of class discussions surrounding the main takeaways from x
(continuous) that lesson (skills, jargon, example of proper form).   

Progress Plan/ Students will choose a goal surrounding the skills necessary for badminton/  
journal sport at the beginning of the unit. Then they will reflect on their progression x
of that skill after completing the 8 classes. (Skills can be about motivation  
and participation/ engagement)

Self-Evaluation    
Students will reflect on their participation and growth during the unit and use
it to assess their overall understanding of the SLOs. Evaluation will also be
given by the “general” and can be discussed in their progress journal. x

Final Reflection Students will reflect on their experience during the badminton lesson and  
 playing in the tournament. They will incorporate the progress plan into this
writing to highlight their experiences in the unit.  Specifically, they will
provide examples of the pros and cons of tournament play, and how they x 
contributed to their team as a cohesive team player. The student and teacher,
following the submission of final reflection will discuss the overall
participation for the unit, which has been reflected on prior in other formative
assessment strategies.
 
*Weighting of overall grade may differ; self-assessment grades are not final until teacher student discussions have occurred. Grades
will be determined following final reflection and discussion. Overall participation, in class responsiveness and teamwork may impact
the student’s final grade.

Grade: 11 Unit: Badminton Dates: March 13-29th

Date Lesson Title GLO’s SLO’s Assessment Key Questions Learning Safety Instructional Equipment/ Mot
Planne related to this Activities Strategies Resources/
d to Lesson Technology
Teach
March Welcome to A A20-5 In class What is Introduction to Students Videos and Slideshow/ Use
13th badminton A20- observation Badminton badminton must arrive pictures projector set technology
bootcamp! 11 and bootcamp and bootcamp in gym strip up in the gym/ to enhance
participation how does including a with close Self- additional engagement
(F) group fitness presentation toed shoes. evaluation resource with the
create a sense from past years classroom content
Discussion of community? (videos, Long hair Demonstration (provide
(F) pictures, and the (falls lower and modeling Gymnasium overview of
What badminton boot than the from teacher what is to
similarities are trophy) shoulder) Printed copy come!)
there between must be tied Peer teaching/ of bootcamp
badminton and Have students back out of collaborative groups Show
other racquet join up with face) learning students the
sports? their previously Racquets (one bootcamp
assigned teams Spatial per student) boot trophy
What rules and and have them awareness and share
safety create a team (where is Birdies (2 per last year’s
procedures are name. your body student) champion
put in place for in
productive Provide an relationship 10 Nets Let students
gameplay? overview of the to others?) create and
learning Whistle connect as a
objectives, Traveling group when
specific rules, projectiles Music and coming up
explain roles (birdie and speaker with a team
that students racquet) name
will occupy and Clock or timer
briefly Environme Introduce the
introduce the ntal hazards point system
summative based on and give
tasks. the gym each team a
space point if all
Have students there
pair up within members are
their group and in attendance
start practicing
(rallying, Provide
serving, and verbal
smashing) support and
encouragem
 Meet for a quick ent for
debrief and students as
remind students they begin
to write in their skill building
progress books. activities

Have music
prepared as
groups form
to practice
enhancing
excitement
and energy

Cross court A A20-5 In class How can we Warmup As noted Self- Gymnasium Use music to
March competitors. C A20- observation demonstrate activity led by above: evaluation get teams
15th 11 and positive medical Racquets (one excited
C20-3 participation behaviours personal Demonstration per student) engaged.
(F/S) that show and modeling
respect for self Test students’ from teacher Birdies (2 per Switch
Discussion and others? previous student) activities
(F) knowledge Peer teaching/ constantly
What (how does collaborative 10 Nets and add
Progress manipulative serving in learning additional
plan patterns/ badminton Whistle challenges if
(S) activities have work?) Progress plan students are
similarities to entry Music and progressing
badminton? Begin with a speaker efficiently.
group activity
(solo Clock or timer Provide
equipment) - support and
angry birdie Hula hoops verbal
 aimed at getting (fox and encouragem
more touches chickens) ent.
with the birdie
while moving Switch up
their feet partnerships
and groups
Students will consistently
pair up with through the
another student class.
and play fox
and chickens.
The goal of this
activity is to
practice
accuracy in the
swing.

Have students
meet up with
their bootcamp
groups to
practice cross
court serving

Remainder of
the class will be
given to playing
mini games with
their groups (3
vs 3 changing
service each
time for
practice)
 Medical
personal leads
group
cooldown.

Meet for a quick

debrief and
remind students
to write in their
progress books.
(First feedback
from general)
Court A A20-5 In class How can we Warmup As noted Self- Gymnasium Use music to
March movement C A20- observation demonstrate activity led by above: evaluation get teams
16th mania. 11 and etiquette and medical Racquets (one excited
C20-3 participation fair play? personal. Demonstration per student) engaged.
C20-6 (F/S) and modeling
How does Test students’ from teacher Birdies (2 per Switch
Discussion attitude affect previous student) activities
(F) the way we knowledge Peer teaching/ constantly
interact with (how do we collaborative 10 Nets and add
Self- others in generate power learning additional
Evaluation sport? in our swing?) Whistle challenges if
(S) Progress plan students are
Partner passing. entry Music and progressing
Find a partner speaker efficiently.
and begin
striking the Clock or timer Provide
birdie with your support and
partner Hula hoops verbal
diagonally. encouragem
Pylons ent.
Batty Rally-
find bootcamp Switch up
groups and a partnerships
court. Rally and groups
back and forth consistently
while choosing through the
a topic. Ex: class.
food, on each
hit the person Have
says a food and students use
cannot repeat specific
one previously examples in
said their self-
evaluation
Have groups of from the
3 assign class.
themselves as A
or B. remainder
of the time is
dedicated to
small moving
rally’s (up to 6
points or 5
minutes). Group
A from the
group will be
stationary and
all B groups
will move
clockwise.

Encourage
students to run
 to the next net
when the time is
up to keep up
their heartrate.

Medical
personal leads
group
cooldown.

Meet for a quick

debrief and
remind students
to write in their
progress books.
(First feedback
from General)
March Forehand A A20-5 In class What are ways Warmup As noted Self- Gymnasium Use music to
20th and C A20- observation in which we activity led by above: evaluation get teams
backhand 11 and can analyze, Medical Racquets (one excited
comparison. C20-6 participation evaluate, and personal. Demonstration per student) engaged.
(F/S) modify and modeling
performance Test students’ from teacher Birdies (2 per Switch
Discussion of previous student) activities
(F) manipulative knowledge Peer teaching/ constantly
skills and (how do we collaborative 10 Nets and add
Progress concepts hold the racquet learning additional
plan (effort, space, to generate Whistle challenges if
halfway and power? How Progress plan students are
point check- relationships) can we explain entry Music and progressing
in Ex. Swing, backhand hits to speaker efficiently.
(S) Strike, Serve a peer)
Clock or timer Provide
Forehand game support and
(groups of 4: 2 Hula hoops verbal
playing 2 encouragem
observing then Pylons ent.
repeat)- students
will aim to get Switch up
all 10 birdies partnerships
into the hoop and groups
using a forehand consistently
swing. Once through the
they have class.
swung 10 times,
they retrieve the At the end of
ones that did not class tell
make it and students who
repeat until is currently
complete. Have in the lead
2 students per based on
one hoop. points.

Have peers
share feedback
and repeat in the
opposite
position.

Backhand
activity- Have
partners practice
back hand hits
in an open
space. Added
challenge:
increase space
between for
eery 10
consecutive hits

Remainder of
the class is
dedicated to a
culminating
activity.
Students will
play a game
against a partner
using both
forehand and
backhand shots.
Games will last
three minutes
and then players
will rotate one
court so that
everyone gets a
chance to play
different
players.

Medical
personal leads
group
cooldown.

Wrap up and
conclusion as a
 class.
March Swing! And A A20-5 In class How can we Warmup As noted Self- Gymnasium Use music to
22nd no miss. C A20- observation use knowledge activity led by above: evaluation get teams
11 and of other sports Medical Racquets (one excited
C20-3 participation and transfer personal. Demonstration per student) engaged.
C20-6 (F/S) them into and modeling
badminton? Test students’ from teacher Birdies (2 per Switch
Discussion previous student) activities
(F) How does knowledge Peer teaching/ constantly
positive (Why is a collaborative 10 Nets and add
Participation encouragement proper warmup learning additional
score** impact important?) Whistle challenges if
(informal performance? Progress plan students are
assessment) As a group we entry Music and progressing
(F/S) will be playing speaker efficiently.
a version of Participation
octopus tag with informal Clock or timer Provide
one person in assessment support and
the middle to check-in Hula hoops verbal
increase encouragem
students heart Tennis balls ent.
rate.
Pickle ball Switch up
Today's class racquets (one partnerships
focuses on per student) and groups
combining consistently
forehand and Speaker and through the
backhand music class.
drives. Peers
will be During
assessing the games set
elements of both goals for
of the swings; students to
partners will meet that
throw the birdie challenge
to their partner their
to hit. competitive
side.
Partners will
then join an
additional
group, to create
a group of four.
They will play
an activity
entitled up up
and away.
Participants
learn about
receiving and
manipulating an
object in a small
space during
this activity.

Medical
personnel leads
group cool
down. Students
will have and a
lot of time to
write in their
progress
journal.

Wrap up and
 conclusion as a
class.
March Mini round A A20-5 In class How can we Warmup As noted Self- Gymnasium Use music to
23rd robin C A20- observation interact with activity led by above: evaluation get teams
tournament. 11 and others in a way Medical Racquets (one excited
C20-3 participation that personal. Demonstration per student) engaged.
C20-6 (F/S) demonstrates and modeling
sportsmanship, Test students’ from teacher Birdies (2 per Switch
Discussion both when we previous student) activities
(F) have won or knowledge Peer teaching/ constantly
lost? (how many collaborative 10 Nets and add
Self- points does a learning additional
Evaluation **Assessment badminton Whistle challenges if
(S) question: Was game go to?) Progress plan students are
I an effective entry Music and progressing
member of my Quick group speaker efficiently.
team, activity warmup
with integrity activity- hungry Clock or timer Provide
and positivity? hippos support and
List of boot verbal
Organize onto camp groups encouragem
court based on paired up ent.
boot camp
groups and play Speaker and Switch up
mini games up music partnerships
to 10 points. and groups
consistently
through the
Meet up as a class.
class and
debrief the Highlight the
activities and winners of
structure of a the round
 tournament. robin
tournament,
and runner
ups.
March Games A A20-5 In class How does Warmup As noted Self- 10 Nets Use music to
27th galore! C A20- observation physical activity led by above: evaluation get teams
11 and literacy impact Medical Whistle excited
C20-3 participation our view of personal. Demonstration engaged.
C20-6 (F/S) self and sport and modeling Music and
participation? Test students’ from teacher speaker Switch
Discussion previous activities
(F) How do games knowledge Peer teaching/ Clock or timer constantly
connect people (What does collaborative and add
Progress in the same teamwork and learning Speaker and additional
plan final way that sports fair play look music challenges if
entry (S) do? like to me?) Progress plan students are
Students will submission Tennis balls progressing
participate in Pickle balls efficiently.
stations Dodge balls
previously set Provide
up and rotate Pickle ball support and
every 8 minutes. racquets verbal
All games Cricket bat encouragem
intend to ent.
reassess specific Pylons
skills while Pinnies Switch up
increasing partnerships
engagement and and groups
motivation. consistently
Games: Twos, through the
switcheroo, one class.
hit, serve it up, Make a
4 square challenge for
 each of the
Meet as a class specific
and discuss why games. Who
games can be can set new
used to enhance records?
understanding
and increase
engagement
from students.
How does this
impact our
understanding
of physical
literacy?

March Badminton A A20-5 In class What is your Warmup As noted Self- 10 Nets Use music to
29th bootcamp C A20- observation biggest activity led by above: evaluation get teams
wrap up 11 and takeaway from Medical Whistle excited
tournament. C20-3 participation Badminton personal. Demonstration engaged.
C20-6 (F/S) bootcamp? and modeling Music and Provide
Introduce the from teacher speaker support and
Discussion Why do final round verbal
(F) certain roles Robin Peer teaching/ Clock or timer encouragem
help us to all tournament to collaborative ent.
Final be active the class and learning List of boot
reflection participants in have teams meet camp groups Encourage
(S) sport? up for a debrief Progress plan paired up students to
prior to their final give it their
first match. submission Speaker and all on this
music last
Students will tournament!
play for 50 Boot trophy
minutes and and additional Award
 complete a prizes recognition
round Robin ceremony.
style Camera to
tournament. take group Boot trophy
Meet up photos presentation.
following
completion of
the tournament
to announce
final scores and
the winner of
the 2023
badminton boot.

have students
share one of
their favorite
memories from
the tournament/
reflect on the
unit.

Discuss the
outstanding
assessments that
need to be
completed and
answer any
questions from
students.

Grading breakdown:
Students will complete three written summative assessments throughout the badminton unit.
1. Progress plan: 7 entries completed at the end of each class period based on the skill or goals they have identified: 15%
2. Self-reflection: handed in at the end of the unit to reflect on success and areas that may require additional work in
future units. Students will have multiple check-ins during the term: 30%
3. Final reflection: completed at the end of the unit and used to see growth from students and how they will apply any new
knowledge in future units: 40%
4. Inquiry of knowledge: this mark is based of observation and participation during the unit: 15%
- Observations are based on a 1-5 scale and speaks directly to the 4 SLOs for the unit.