1.

Lesson Plan Information

Subject/Course: P.E 10-12 Name: Marina Glavas
Grade Level: 10-12 Date: 01/23 Time: 10:43am-11:42am
Topic: Badminton Length of Period: 60mins

2. Expectation(s)
Learning Objectives (State Standards):

California Physical Education Standard 1.2: Demonstrate competency in motor skills and movement patterns for
lifetime activities

California Physical Education Standard 2.3: Apply strategies and principles of team dynamics in individual and
group sports

Learning Skills (Where applicable):

Communication
Leadership
Critical Thinking

3. Content
What do I want the learners to know and/or be able to do?

Know:
-Rules of Badminton
-Rules for Doubles Serving in Badminton
-Basic Badminton shots including the drop, drive, smash and clear
-Badminton Etiquette and Safety

Understand:
-How to apply the rules of the game and doubles serving rules in a match
-How to use a variety of different badminton shot to throw opponent out of position

Do:
-Participate in a doubles Badminton Tournament

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?

Rubric will be used by the teacher during observation of play during the tournament

5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Have previously taken part in 2 other racket sport units including tennis and table tennis

(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)

-Flexible pairing based on skill level and progression

-Additional support and time allocated for practicing specific skills for students who need it
-Divide the Tournament into 2 sections including Beginner and Advanced
B. Learning Environment

10 Badminton court gym

C. Resources/Materials

10 badminton courts
Class set badminton rackets
Badminton shuttles
Chart Paper
Markers
Printed Assessment Rubric
Speaker

6. Teaching/Learning Strategies

INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)

Locker Room, Warm-ups and Attendance.

Students have already watched videos and completed a quiz on rules and strategy of the game as well as had time
to practice.

TODAY: Introduce student to the tournament by going over the tournament bracket (More Competitive and Less
Competitive) and informing them about the prizes.

MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).

Go over the specific rules of the tournament including how to run a double elimination bracket and how to report
scores on the chart.

Reiterate, by checking for understanding, the rules of Badminton, Doubles serving in Badminton and Basic strategy.

Floating students who are waiting to play and/or have been eliminated will take on the role of peer
assessors/referees.

Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?

Check for understanding by walking around, surveying and offering suggestions to students who are struggling or
showing a lack of understanding prior to the tournament.

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)

Students will participate in a Doubles, Double Elimination, Badminton Tournament

CONCLUSION: How will I conclude the lesson?
Awards ceremony for Beginner and Advanced Tournament.
Clean up and report to locker room

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?