High School Badminton Lesson

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SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Lucas Bolduc DATE: October 31 st, 2014 TIME: 7:42 9:05 a.m.

SCHOOL: Ledyard High School LESSON#: 5 FACILITIES: Large Gymnasium CLASS SIZE: 25

GRADE: 9th - 12 th UNIT/THEME: Badminton GENERIC LEVEL: Pre-Control Proficient

EQUIPMENT: 1. Badminton Racquets 2. Shuttlecocks 3. Nets & Poles4. Timer/Buzzer 5. Badminton Unit Handout

FOCUS OF LESSON: Backhand Shots/Strikes & Serving

STUDENT PERFORMANCE OBJECTIVES (SPO): By the end of the lesson, students should be able to:

1. Cognitive Recognize the most effective attacking formation, front and back, by responding toquestions asked during the lesson ( SHAPE/NASPE 2; MA CF Physical Activity and Fitness2.17 )

2. Psychomotor Keep the serve low and attack the return, with a front and back formation, duringskill development periods of the lesson ( SHAPE/NASPE 1; MA CF Physical Activity andFitness 2.17 )

3. Affective Exhibit respect for the equipment by not slamming, dropping, or scraping theracquets when frustrated, throughout activity time ( SHAPE/NASPE 4; MA CF 2.29 ) Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will : Ensure students remain on-task and participate fully in group/team of 3.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students in thisclass?

No sitting at the top of bleachers sit against on floor or against wall to left of meeting area Basketball hoops better down than up; bigger surface area covering courts when up. Check nurses updated medically excused from participation.

REFERENCES :Pangrazi, Robert P., and Aaron Beighle. Dynamic Physical Education Curriculum Guide: Lesson

Plans for Implementation . San Francisco, CA: Benjamin Cummings, 2010. Print.

Mitchell, Stephen A., Judith L. Oslin, and Linda L. Griffin. Teaching Sport Concepts and Skills: A Tactical Games Approach . Champaign, IL: Human Kinetics, 2006. Print.

"Educator Services Teaching & Learning Curriculum Resources Massachusetts Comprehensive Health CurriculumFramework - October 1999." Massachusetts Comprehensive Health Curriculum Framework . N.p., n.d.Web. 08 Oct. 2012. .


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LESSON PLAN FORM

TIMEestimated

SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

10:00

mins.

5:00mins.

5:00mins.

1:00 min.

10:00mins.

Entrance: Students will enterthe gymnasium and go to the

locker rooms to get dressed forthe class period.

Attendance: Attendance will betaken and then students will goto their appropriate meeting areafor the Unit plan they started

Instant Activity: Students willget with a partner of choice and

practice the serve and variousforehand and backhand shots

practice during the previouslesson. Students will rally withtheir partner on equal andopposing sides of the court (notdiagonal).

Transition: Students will leaveracquets on the courts and returnthe shuttlecocks to theappropriate bucket and have aseat at the meeting area.

Introduction: A quick reviewof the grips and shots will be

reviewed. Also, an expansion ofcourt-positioning and morespecifically, the most effectiveattacking formation will bereviewed:

Side-to-Side Front and Back (most

effective)The following questions anddesired responses are below:Questions to be asked Q:What formation gives you thebest chance to attack your

opponents with a smash, particularly if you are serving? A: Front and BackQ: Why?

A:It gives you a betteropportunity for making an easy

smash at the front of the courtwhich is the best place to put the

point away.

s s s s s s s s s s s s s s

T

S2 S1

(net)

S2 S1

(Bleachers)s s s s s s s s s s

T (court/net) S

Students warmed up had torefocus a group who started

playing 2 v. 2 instead of practicingwith their teammate on half of thecourt.

Students came over to the white board to figure out which court to

play and who their opponentwould be for round-robintournament play. Once this wasdone, students were given verbaland visual instructions onformations and attacking. I sawsignificant use of the front-backformation throughout tournament

play.


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1:00 min.

10:00mins.

1:00 min.

6:00mins.

1:00 min.

20:00mins.

Transition: Student will have 1minute to get with theirteammates at the assigned courtson the whiteboard (same side v.another team)

Skill Development

Full CourtDoubles: During this activity,students want to keep the servelow and attack the return.Throughout game play:

Alternate serving onevery point.

Use low serves andfollow to the net.

The server keeps serves low andfollows to the net with theracquet up. Teammates coverthe middle of the backcourt toget any high, deep returns.

Transition: At the sound of the buzzer, students will placeracquets at their feet and returntheir shuttlecocks to the bucket.Then, students will gatheraround court E where ademo/informing occurs.

Skill Development Doublesdrops: an informing anddemonstration will occur prior tostudents opportunities torespond; typical doubles match,however, the game must be

played between the net and theshort service line i.e. utilizingthe drop shot forehand &

backhand.

Transition: Students will leaveracquets on the court and thentravel to far whiteboard whereteams are listed by number.Once teams are established,students will travel to the

opposing whiteboard to see theRound Robin Bracket and thecourts that games are assignedto.

Round Robin Tournament: Games will be timed at 10:00minutes apiece, teams will play 2games counting towards teamsoverall record. The following

S1

S1(net)

S2 S2

S2 S2S1 S1

Students did very well andtransitioned into game play.

Instant activity for nextclass.need more practice.


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1:00 min.

9:00mins.

format represents the 1 st tworounds of play:

Round 5:Court A: 4 2Court B: 5 12Court C: 7 10Court D: 6 11Court E: 8 9Court F: 1 3

Round 6:Court A: 8 1Court B: 9 7Court C: 10 6Court D: 2 3Court E: 12 4Court F: 11 5

Transition: Once the round-robin games are concluded,students will return theirracquets and shuttlecocks to theirrespective buckets and then meetat the meeting area.

Closure/Locker Room: ReviewAttacking formation (front and

back) and go over BadmintonUnit Handout in regards torequired material to know for theend of the unit quiz. Thenstudents will go to the lockerroom to prepare for their nextclass.

See court diagram at end ofthe lesson

s s s s s s s s s s s s

T

Scores recorded on team sheet

Unit handout reviewed, materialfor end of the unit quiz.


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Court Diagram

S1 S2

(net) D (court)C

S2 S1

S1 S2

B (net) E (court)

S2 S1

S1 S2

A (net) F (court)

S2 S1

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High School Badminton Lesson