Physical Education 20 Badminton Unit Plan

Cid Padron
Title of Unit and Physical Education, Grade Level Physical Education
Subject: Badminton Unit 20

Teacher: Cid Padron Number of Days 2-3 Days

Unit Overview and Rationale

This unit focuses on learning the skills, strategies, and rules of Badminton, which consists of

focusing on specific skills, such as footwork, shots, serves, and teamwork skills. Students will

be assessed based on participation and effort (P.E.), cooperation, leadership, attitude, and

sportsmanship (C.L.A.S), and application, skills, and knowledge (A.S.K). The unit focuses on

helping each other to create a positive environment for everyone, while ensuring that students

are being safe by following the safety standards or expectations set by the teacher, while

working towards leading an active and healthy life.

Physical Education 20: Badminton Unit

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Safety Equipment/
Day SLO Resources/
Technology
Day 1 Introduction A20-5 Has anyone played Badminton Knee Tag When whistle is blown, Badminton
to C20-1 P.E. before? Students have to tag each other students will stop what Rackets
Badminton C20-3 (S) on the knee and see how many they are doing
C20-5 What are the skills required in points they can get. Birdies
C20-6 C.L.A.S. Badminton? Progression: Free for all and if No obstacles in the way
D20-1 (S) you get tagged in the knee, you Badminton Nets
D20-3 What is a proper ready stance sit down or get out of bounds Boundaries
A.S.K. when playing?
(S) Grip Demonstration Students should not be in
How do you properly hold a Get students to grab a racket for the way while games are
Observation racket? themselves. Teacher will happening
(F) quickly demonstrate the proper
Different ways to hold racket way of holding the racket. You Respect your instructor,
or hit with the racket? want to give the grip or handle a classmates, equipment,
handshake. Racket should and yourself at all times.
How do you score? always stay above waist level
Follow all classroom
How do you win? Keeping the Birdie Up protocols and instructions.
Students will grab their own
What are the rules on serve? birdie. They will try to keep Be cautious of other
their birdie up by hitting with students around you when
their racket properly and have to using equipment.
keep the birdie up above waist
level. Progression: Do it while Be safe and have fun.
moving or making a race out of
it. Then progress it by
STRIKING the birdie after 10
ups.

Ready Stance Demonstration

Demonstrate to students the
proper way of getting ready
while playing the game. Have
knees bent and staying low,
while having racket high above
the waists.

Partner Toss and Hit Back

Get students in pairs and find a
spot at the court. One student
will hit their partner to either
left or right. Then the partner
has to hit back forehand or
backhand to the partner. Do 10
passes per partner and then
switch or time it. Emphasize on
staying low and properly
holding the racket, while hitting
with a forehand and backhand.

Serving Demonstration
Teacher will demonstrate
serving to the students. Explain
that serving will depend on what
your score is. Odd, you will
serve on the left. Even, you
score from the right. You toss
the ball and hit it to the other
side. It has to go past the short
serving line.

Serving Practice
Let students practice serving
from each side.

Smashing Demonstration
With a student, do a
demonstration of a smash. Have
the student toss a birdie from
the other side of the court, then
the teacher or student
demonstrates a smash. You need
to have your elbow high up with
your racket high as well, and
have to flick your wrist down
and smash the birdie down. Let
student practice after
demonstration

Singles Games
Badminton Singles is a match
consisting of the best 3 games
 of 21 points. Every time there is
a serve - there is a point scored.
The side winning a rally adds a
point to its score. At 20 all, the
side which gains a 2 point lead
first, wins that game. At 29 all,
the side scoring the 30th point
wins that game. The side
winning a game serves first in
the next game.
At the beginning of the game
and when the score is even, the
server serves from the right
service court. When the server’s
score is odd, the server serves
from the left service court. If the
server wins a rally, the server
scores a point and then serves
again from the alternate service
court. If the receiver wins a
rally, the receiver scores a point
and becomes the new server.
They serve from the appropriate
service court - left if their score
is odd, and right if it is even

Ladder Tournament
Have one court being the “top”
court. Goal of each player is to
keep winning and move up the
ladder and stay at the “top”
court and win as much as they
can. When you lose at the “top”
you go back down at the
beginning and try again.
Different Ladder Tournament.
Challenge people beside you or
above you

Day 2 Badminton A20-5 P.E. Rally Warm up When whistle is blown, Badminton
C20-1 (S) How do you properly hold the Students will find a warm up students will stop what Rackets
C20-3 racket? partner and they will rally with they are doing
C20-5 C.L.A.S. each other. They will keep Birdies
C20-6 (S) When playing singles, how count. Whoever loses will do a No obstacles in the way
D20-1 many sets do you need to win?
D20-3 A.S.K. And up to what points?
(S)
Which side do you serve when
Observation your score is even or odd?
(F)
How do you serve properly?
Are there different types of
shots?
What is a kill or smash?
When is the best time to use
the drop shot?
consequence Badminton Nets
Boundaries
Drop Shot Demonstration
Teacher will demonstrate a drop Students should not be in
shot. A drop shot is basically a the way while games are
short shot. You can use either happening
back or front hand, but the back
hand is much easier. Let Respect your instructor,
students practice drop shots. classmates, equipment,
and yourself at all times.
Drop Shot One on One’s
Students will play a game where Follow all classroom
they can only play in the short protocols and instructions.
serving line.
Be cautious of other
Clear Shot Demonstration students around you when
Teacher will demonstrate clear using equipment.
shots, which is a shot where you
want it to go high and far back Be safe and have fun.
to the opponent's side. It is best
to do it when the opponent is
close to the net. Forehand or
front hand is ideal when doing
this shot. Let students practice
this
Clear Shots Continuous
Two lines facing each other.
They have to clear, after they
clear, they go to the other side.
Clear Shot One on One’s
Students are only allowed to do
clear shots. If they use their
backhand or a dropshot, they
lose a point. Progression: Play
at the long service line
4 Square
Doubles Game
Same scoring point system as
single game. But instead of
 using the court as long and
narrow, you use the court short
and wide. You can do a ladder
tournament or best court
tournament. Ladder tournament:
A ladder tournament (also
known as a ladder competition
or pyramid tournament) is a
form of tournament for games
and sports. Unlike many
tournaments, which usually
have an element of elimination,
ladder competitions can go on
indefinitely. Players can
challenge people that are above
them or beside them

Continuous Doubles Game

In their doubles team after the
time ends, they only move one
over to the next court or game.
This will allow them to play
with different people every time

Day 3 Singles/ A20-5 What are the skills required in Singles Tournament When whistle is blown, Badminton
Doubles C20-1 P.E. Badminton? Students will partake in a students will stop what Rackets
Badminton C20-3 (S) singles tournament first. The they are doing
Tournament C20-5 What is a proper ready stance tournament is set up where each Birdies
C20-6 C.L.A.S. when playing? student will have a chance to Be aware of how hard they
D20-1 (S) play everyone. Whoever has the are striking the ball Badminton Nets
D20-3 How do you properly hold a most wins will win the
A.S.K. racket? tournament No obstacles in the way
(S)
Different ways to hold racket Doubles Tournament Boundaries
Observation or hit with the racket? Students will find a partner they
(F) want to play with for the Be aware of surroundings
How do you score? doubles tournament. Same when chasing after the ball
format with the singles
How do you win? tournament. Students should not be in
the way while games are
What are the rules on serve? happening

Types of shots?
When is the best time to use
specific shots?
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome A
o Students will acquire skills through a variety of developmentally appropriate movement
activities related to Badminton
● General Outcome C
o Students will positively work together and/or with each other with specific activities
● General Outcome D
o Students will assume responsibility to lead an active way of life through Badminton
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will be able to learn the basic ● Has anyone played Spikeball before?
skills of Badminton
● What skills are involved in Spikeball?
● Students will increase their ability to
● What sport is it similar to Spikeball?
cooperate with others, increase their
teamwork, while being able to have a ● How is Spikeball a team game?
better understanding of fair play
● Why is it important to work as a team in Spikeball?
● Students will step towards leading an
active and healthy lifestyle, by focusing ● How does the game start?
on improving their attitude and effort
● How do you gain points?

● What are the rules on serving?

● What is the “pocket”?

● How many hits can you have?

● How many points do you need to win the game?

● Are your rules safe?

● Are the rules reasonable?

● Why did that rule win overall?

Specific Outcomes (in full):
Students will be able to…
● A20-5: Analyze, evaluate and modify
performance of manipulative skills and
concepts—effort, space and
Prior understanding…
● A10-5: Students have applied and refined
manipulative skills and concepts—effort, space and
relationships—to perform and create a variety of
activities to improve personal performance
● C10-1: communicated thoughts and feelings in an
 relationships—to perform and create a
variety of activities to improve personal
performance
● C20-1: communicate thoughts and
feelings in an appropriate respectful
manner as they relate to participation in
physical activity
● C20-3: demonstrate etiquette and fair
play.
● C20-4: describe, apply, and practice
leadership and followership skills
related to physical activity
● C20-5: recommend practices that
contribute to teamwork.
● C20-6: identify and demonstrate positive
behaviours that show respect for self and
others.
● D20-1: participate regularly in, and
identify, and describe the benefits of, an
active lifestyle
● D20-3: select and apply rules, routines
and procedures for safety in a variety of
activities
appropriate respectful manner as they relate to
participation in physical activity
● C10-3: demonstrated etiquette and fair play
● C10-5: developed and applied practices that
contribute to teamwork
● C10-6: identified and demonstrated positive
behaviours that show respect for self and others
● D10-1: demonstrated a commitment to an active
lifestyle through participation in and out of class
● D10-3: selected and applied the rules, routines and
procedures for safety in a variety of activities in all
dimensions
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
● A30-5: Students will be able analyze, evaluate
and adapt performance of manipulative skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● C30-1: Students will communicate thoughts and
feelings in an appropriate respectful manner as
they relate to participation in physical activity
● C30-3: Students will continue to demonstrate
etiquette and fair play
● C30-5: Students will continue to develop and
apply practices that contribute to teamwork
● C30-6: Students will continue to identify and
demonstrate positive behaviours that show
respect for self and others
● D30-1: Students will learn to model an active
lifestyle
 ● D30-3: Students will develop and apply rules,
routines and procedures for safety in a variety of
activities from all movement dimensions

Stage 2: Assessments
Cooperation,
Application,
Leadership, Participation
Skills, and
Learn Title Observation Attitude, and and Effort
Knowledge
ing Sportsmanshi (P.E.)
(A.S.K.)
Outco p (C.L.A.S.)
mes Type
(Formative/Summativ Formative Summative Summative Summative
e)
Weighting N/A 20% 30% 50%
A20-5: Analyze, evaluate and
modify performance of
manipulative skills and concepts
—effort, space and relationships x x x
—to perform and create a variety
of activities to improve personal
performance
C20-1: communicate thoughts
and feelings in an appropriate
respectful manner as they relate x x
to participation in physical
activity
C20-3: demonstrate etiquette and
x x
fair play.
C20-4: describe, apply, and
practice leadership and
x x
followership skills related to
physical activity
C20-5: recommend practices that
x x
contribute to teamwork.

C20-6: identify and demonstrate

positive behaviours that show x x
respect for self and others.
D20-1: participate regularly in,
and identify, and describe the x x
benefits of, an active lifestyle
D20-3: select and apply rules,
routines and procedures for x x x
safety in a variety of activities
 Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
To see how students perform the skills related to
Badminton, as well as, demonstrating ideas such
Observation x x
as teamwork, communication, and how the skills
develop from start to end of the unit.
Application, Students will be assessed on their application of
Skills, and skills and knowledge based on observable student
x
Knowledge behavior and skills based on the rubric. The rubric
(A.S.K.) will be found in Appendix A.
Cooperation, Students will be assessed on their cooperation,
Leadership, leadership, attitude, and sportsmanship based on
Attitude, and observable student behavior and skills based on x
Sportsmanship the rubric. The rubric will be found in Appendix
(C.L.A.S.) A.
Students will be assessed on their participation
Participation and and effort based on observable student behavior
x
Effort (P.E.) and skills based on the rubric. The rubric will be
found in Appendix A.
 APPENDIX A – Teacher/Student Resources
Rubric
P.E. - PARTICIPATION & EFFORT
LEVEL EXAMPLES
Outcomes: A, B, & D
● Demonstrates a strong commitment to an active lifestyle through participation in and out of
class
● 100% effort given for all activities and shows signs of effort (sweat, heavy breathing)
“This is awesome!”
● Great understanding of the positive benefits gained from physical activity
4
● Has developed a personal plan that is self-motivating and encourages ongoing participation “I am exhausted from that activity”
EXCELLENCE
● Demonstrates excellent choices for daily activity within the school and the community “This new game is fun”
● Understands the positive benefits that occur as a result of participation in physical activity

● Has analyzed current physical activity lifestyles and established personally challenging goals to
maintain participation for life

● Demonstrates a commitment to an active lifestyle through participation in and out of class

● Effort occasionally falls below 100% for activities and shows signs of effort (sweat, heavy
breathing)
● Good understanding of the positive benefits gained from physical activity “Whoa... I’m tired from doing that”
3 ● Has thought about a personal plan that is self-motivating and encourages ongoing participation
“That was fun”
AVERAGE ● Can demonstrate some choices for daily activity within the school and the community
“I am glad I tried handball”
● Somewhat understands the positive benefits that occur as a result of participation in physical
activity
● Analyzed current physical activity lifestyles and has thought of goals to maintain participation
for life
“I can’t work hard I have a game tonight”
2 ● Rarely demonstrates a commitment to an active lifestyle through participation in and out of

FAIR class “Sorry I am tired I was up late last night”

● Inconsistent and weak effort just going through the motions, shows little sign of effort (sweat,
“It’s too hot out to run”
heavy breathing)
● Has trouble seeing the positive benefits gained from physical activity. “I’m only playing when the ball is near”
● Very little thought about a personal plan that is self-motivating and encourages ongoing
participation
 ● Cannot demonstrate choices for daily activity within the school and the community.

● Little understanding of the positive benefits that occur as a result of participation in physical
activity
● Rarely analyzes current physical activity lifestyles and has not thought of goals to maintain
participation for life

● Does not commit to an active lifestyle through participation in and out of class

● Very little effort just going through the motions, shows no signs of effort (sweat, heavy
breathing)
● Does not see the positive benefits gained from physical activity
“My gym strip is in the wash”
1 ● Has not thought about a personal plan that is self-motivating and encourages ongoing
participation “this sucks”
WEAK
● Doesn’t make good choices for daily activity within the school and the community. “I don’t like soccer so I don’t want to play”
● Has no understanding of the positive benefits that occur as a result of participation in physical
activity
● Has never analyzed current physical activity lifestyles and never made goals to maintain
participation for life
 C.L.A.S. - COOPERATION, LEADERSHIP, ATTITUDE, SPORTSMANSHIP
LEVEL EXAMPLES
Outcome: C
“Great pass”
● Always shows leadership by assisting with set up and takedown
“You can join our group”
● Always shows leadership by acting as a role model who takes initiative

● Always demonstrates teamwork by being genuinely enthusiastic, supportive, and positive to “What equipment do we need to set up?”
teammates
“Try this when shooting a ball”
4 ● Always demonstrates fair play and sportsmanship in all activities

● Always looks for opportunities to lead and get everyone involved

EXCELLENCE
● Always tries new activities with enthusiasm and positive communication

● Always demonstrates and encourages fair play

● Always communicates appropriately with peers

● Always shows leadership by dressing appropriately for PE class and showing up on time

“That was in you actually scored”

● Often shows leadership by assisting with set up and take down
“Fitness Centre again? Fine”
● Often shows leadership by acting as a role model who takes initiative

● Often demonstrates teamwork by being genuinely enthusiastic, supportive and positive to “Can we get to games now”
teammates
“That part of class was fun”
3 ● Often demonstrates fair play and sportsmanship in all activities

● Often looks for opportunities to lead and get everyone involved

AVERAGE
● Often tries new activities with enthusiasm and positive communication

● Often demonstrates and encourages fair play

● Often communicates appropriately with peers

● Often shows leadership by dressing appropriately for PE class and showing up on time

“Can we get changed now?”

2 ● Rarely demonstrates teamwork, is more of an individual than a team player

FAIR “I forgot my ND shirt”

● Only shows enthusiasm and positive teamwork when pushed by teacher
“I scored all of our teams goals”
● Rarely if ever takes on a leadership role
“NO!!! The score is 6-5”
● Does not communicate positively with others in the class or shows minimal sportsmanship
 ● Helps with equipment when asked but does not show leadership by taking initiative

● Does not always show fair play during game scenarios

● Is often late or not changed appropriately for PE Class

● “You suck at floor hockey”

● Never demonstrates leadership or team work
“FInd your own group”
● Doesn`t help with equipment set up and take down
“I don’t want to go with them”
● Does not demonstrate teamwork- doesn't pass and likes to show off their own skills

● Communicates negatively by complaining when playing new or different activities “I hate this game”
1
● Communicates negatively towards others in class, both in language and in behaviour “Sorry I was late... I was buying food”
WEAK interactions
● Does not demonstrate fair play

● Demonstrates an uncooperative attitude by always needing to be asked to help or participate in

activities
● Demonstrates poor leadership and attitude by always showing up late or not changed properly
 A.S.K. - APPLICATION, SKILLS & KNOWLEDGE
LEVEL EXAMPLES
Outcomes: A, & D
● Makes genuine attempts to improve and apply skills and strategies relevant to activity
“how can I get better at this”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts locomotor skills
and concepts appropriate to the activity “am I doing this right?”
● Knows and plays by the rules at all times
2 ●
●
Displays the basic skills and strategies for the activity
Consistently applies, refines, analyzes, evaluates and modifies to perform and create a
“I understand how to play”

EXCELLENCE variety of activities to improve personal performance “the line is in, in badminton”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance
● Understands the importance of physical activity and all the benefits that result from being
active

● Rarely displays the basic skills and strategies for the activity
“This is too hard”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts locomotor skills and
concepts appropriate to the activity “I can’t do this”
● Doesn’t know the rules or doesn’t play by the rules
1 ●
●
Makes little attempt to improve and apply skills and strategies relevant to activity
Rarely applies, refines, analyzes, evaluates and modifies to perform and create a variety of
“I’ve always done it this way”

AVERAGE activities to improve personal performance “No, you are allowed to dribble twice”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance “It is only PE it doesn’t matter”
● Doesn’t understand the importance of physical activity and all the benefits that result from
being active

1 2
P.E. ● Does not participate to best
of ability
● Very little effort just going
through motions
● Shows no signs of effort
(sweat, heavy breathing)
● Complains about
participating in learning
activities
● Rarely in class or on time not
● Rarely participates to best
of ability
● Inconsistent and weak
effort just going through
motions
● Shows little sign of effort
(sweat, heavy breathing)
● Shows little or no
excitement to participate in
learning activities
3 4
● Willingly participates to ● Participates to best of ability at
best of ability most of the all times
time
● 100% effort given for all
● Effort occasionally falls activities in class
below 100% for activities
● Shows signs of effort (sweat,
in class
heavy breathing)
● Shows signs of effort
● Is always excited to participate
(sweat, heavy breathing)
in all learning activities
● Is often excited to
● Always in class, on time and
participate in all learning
ready to participate

ready to participate
● Does not get involved in
gameplay at all
● Doesn`t help with equipment
set up and takedown
● Ball hog who doesn't pass
and likes to show off their
skill
● Complains when playing new
or different activities
C.L.A.S. ● Negative to others in class,
behaviour inhibits class
interactions
● Always needs to be asked to
help or participate in
activities
● Always shows up late or not
changed properly
● Doesn’t know the rules or
doesn’t play by the rules
● Rarely displays the basic
skills and strategies for the
activity
A.S.K. ● Makes little attempt to
improve and apply skills and
strategies relevant to activity
● Doesn’t understand the
importance of physical
activity and all the benefits
that result from being active
activities
● Not often in class or on time
● In class on time ready to
rarely ready to participate ● Looks for any chance to get
participate
● Only gets involved in game involved in game play
● Gets involved in game play
play when the ball is near
most times
● More of an individual than a
● Works well with others ● Assists with equipment set up
team player
and take down
● Only shows enthusiasm ● Frequently helps with the
● Great role model who takes the
when pushed by teacher equipment in class
initiative
● Rarely if ever takes on a ● Sometimes takes on a
leadership role leadership role ● Always genuinely enthusiastic,
supportive and positive
● Can be hard on others in ● Displays good
● Exemplifies sportsmanship in
the class or little sportsmanship in most
sportsmanship activities all activities
● Only helps with equipment ● Has good enthusiasm ● Looks for opportunities to get
when continually asked most of the time everyone involved
● Sometimes absent, late or ● At times helps get other ● Tries new activities with
not changed properly for students involved in class enthusiasm
class
● Knows and plays by the
rules at all times
● Makes genuine attempts to
improve and apply skills
and strategies relevant to
activity
● Displays the basic skills
and strategies for the
activity
● Understands the
importance of physical
activity and all the benefits
that result from being active
Badminton Skills Rubric
Serve
1 Non-dominant shoulder is not pointed
towards target, contact is made above
the waist, shuttle is tossed or swing is
too fast at contact. Contact is made in
front of body, shuttle lands in front of
the short service line or doesn't make it
over the net.
2 Non-dominant shoulder points toward
target, contact is made below the waist.
Shuttle is tossed, swing is too fast at
contact spot
3 Non-dominant shoulder points towards
target, contact is made below the waist.
Shuttle is dropped. Contact is made in
front of body, weight is transferred
from back to front foot on contact.
Shuttle lands high, but behind the short
service line. Long serve lands too short
or is hit too low.
4 Non-dominant shoulder points towards
target. Contact is made below the waist.
Shuttle is DROPPED and contact is
made in front of body, weight is
transferred from back to front foot as
contact is made, shuttle lands close to
the net and behind the short service
line. Long serve is high and deep.
Clear Shot
Contact is made near head level and
behind the body, racket face is open to
ceiling, follow through stops at contact,
shuttle rarely makes it over the net.ss
Contact is made near head level, over
the head. Racket face is open, but
follow through stops at contact. Shuttle
lands high but not deep.
Contact is made near head level in front
of body, racket face is slightly open,
follow through is across the body,
shuttle lands high and deep.
Contact is made high with a straight
elbow in front of body, weight is
shifted to front foot as contact is made,
racket face is slightly open, follow
through is across the body, shuttle
lands high and deep inbounds.
Drop Shot
Mechanics are not similar to the
clear, contact is made at head level,
hard "push" of the shuttle over the
net lands it well behind the short
service line, follow through stops at
contact.
Mechanics of overhead clear are
evident, contact is made close to
head, racket speed is too fast for a
"push" over the net therefore shuttle
travels too far into opponents court.
Mechanics look like the overhead
clear, contact is made close to the
head or above it, hard "push" of the
shuttle lands it over the net and in
front of the short service line, gentle
follow through.
Mechanics look like the overhead
clear, contact is made above the
head or close to it, gentle "push" of
the shuttle lands it close to the net
and in front of the short service line,
gentle follow through
Smash
Recognized the opportunity to
smash too late to get ready.
Smash is taken from every area on
the court, mechanics are not like the
clear, contact in made near the
head, racket face is somewhat
pointing downward. Follow through
stops at contact, shuttle may not
land inbounds or make it over the
net.
Smash is taken from every area of
the court, mechanics look like the
overhead clear, contact is made
without a straight elbow, racket face
is pointed downward, follow
through is downward across the
body, shuttle land inbounds, but
may be returnable.
Smash is taken no further than 3/4
court, mechanics look like the
overhead clear, contact is made
above the head, in front of the body,
with straight elbow. Racket face is
pointed downward, follow through
is downward across the body,
shuttle lands inbounds and is unable
to be returned.