Lesson Planning Template (Based on Wiggins & McTighe, Damian Cooper & MB Ed)

Grade / Course: Grade 8 Physical Education________________

Unit: Badminton_______________________________________
Length of Lesson: 35 Minutes___________________________
Stage 1 Desired Results
General & Specific Outcomes (Knowledge, Skills, & Attitudes / Values):
K.1.8.A.1
Recognize characteristics of selected movement skills and patterns (e.g.
balance/ready position) as applied in a variety of physical activities, including
net/wall and target-type activities (e.g.. badminton, paddleball, tennis, curling)
K.1.8.B.3
Analyze movement concepts in net/wall activities (e.g., body awareness in ready
position to receive a serve in badminton...) and target type activities (.. e.g. effort qualities
in backswing, and wrist action on out turn in curling.

1. Enduring Understandings:
2. Essential Questions:
Students will understand that . . .
The key questions we will answer are
There are different types of shots in Can the students execute a proper smash,
badminton and each shot has an and can they hit the different shots we have
advantage.
worked on in sequence.

3. Students will know . . .

They will know how to properly hit a smash.

4. Students will be able to . . .

Students will be able to apply the different
shots in a game situation.

Stage 2 Assessment Evidence (Assessment AS / OF/ FOR Learning)

1. Assessment Strategy (Performance
Task, Observation Checklist,
Interview, etc.):
Students will not be assessed in this class;
it will be used for me to observe their skills.

3. Formative / Summative (How will

assessment be used in this lesson?)
Assessment will be formative, the lesson
will be used to see the students skills.

2. Assessment Criteria (Rubric,

Achievement Indicators from
Curriculum, Student or Teacher
Generated):
None will be used.

4. Consideration of Assessment For

I.E.P. students (if any):
Students will partake in the class and they
will try the skills to the best of their abilities.

Stage 3 Learning Plan

Instructional Strategies For This Lesson
Consider learning styles, multiple intelligences, learner abilities, and student interests.
1. Activating
I still start with a quick review on how we
want to hit a smash, and then I will do a
quick demonstration of how the drill will
work.

2. Acquiring
We will start with the students spitting up
into partners and working on the skills.
Students will hit an underhand clear to their
partner, then that partner will hit a drop
shot. Then The student will return the drop
with a net shot. Then the students will
continue hitting clears, drops, and net
shots. Then the partners will switch roles.
After a few minutes partners will rotate and
we will start the drill over. Then we will
have Students rotate partners again and
they will start to work on their smash.
Students will hit a clear to their partner, and
there partner will smash it back at them.
After a few minutes students will rotate
than continue to hit smashes.

3. Applying
After the drills, students will apply their skills
in a game situation. Students will play kings
court singles badminton. They will play
games of 2-3 minutes In length, and then
they will rotate partners depending on how
they did in their previous match.

4. Accommodations / Modifications for

Exceptional Learners

Resources/Technology:
Curriculum Notes
Notes from Cooperating Teacher

Learning Materials Required:

Racquets
Birdies
Gymnasium

Cross-Curricular Integration:

Stage 4- Reflection

Supportive Ideas for Lesson Plan and Unit Plan Development

1 Gardners Multiple Intelligences include:
a Linguistic (reading, writing, telling stories)
b Logical / Mathematical (experimenting, working with numbers,
questioning)
c Spatial (drawing, building, creating, very visual)
d Musical (singing, listening to music, using instruments)
e Bodily / Kinesthetic (moving, touching, interacting, acting)
f Naturalistic (interacting with ones environment and surroundings,
enjoying the outdoors)
g Interpersonal (talking with peers, mediating, sharing, organizing)
h Intrapersonal (thinking inward, working independently, pursuing
personal goals)
i Existential (understanding religious & spiritual needs, naturalistic, see
the big picture in life and the universe)
2 Learning Styles to Consider:
a Visual (spatial): prefer using pictures, images, and spatial
understanding.
b Aural (auditory-musical): prefer using sound and music.
c

Verbal (linguistic): prefer using words, both in speech and writing.

d Physical (kinesthetic): prefer using your body, hands and sense of

touch.
e Logical (mathematical): prefer using logic, reasoning and systems.
f

Social (interpersonal): prefer to learn in groups or with other people.

g Solitary (intrapersonal): prefer to work alone and use self-study.

3

Groupings (Taken from MB Education & Training)

A variety of groupings facilitate differentiation in a multilevel classroom, including
flexible and cooperative groups.
Flexible groups:
a meet a particular need or interest of a small group of learners for strategic or
explicit instruction, guided practice, or independent inquiry.
b will change frequently throughout a day or a learning/teaching sequence.
c may be formed by and across developmental levels and by student choice.
Cooperative groups:
a develop a collaborative micro learning community within the larger classroom
community (Johnson and Johnson).

b
c

may stay together for an entire term.

offer valuable opportunities for independent learning, thereby also allowing the
teacher more time to work with flexible groups.
d require thoughtful role assignment in cooperative groups is essential so that
younger students are not overshadowed by older ones. Assign roles that are
based on students skills (e.g., reader, recorder, reporter, helper) and rotate them.
Alternatively, suggest a share-the-pen strategy, with each member taking a turn
at recording an idea while the others are coaches, assisting with spelling, and
encouraging thinking.
e may be formed across developmental levels. Select students who have a range
of social and academic abilities that will foster interdependence.