1.

Lesson Plan Information

Subject/Course: Healthy Active Living
Education, Open, (PPL3O)
Grade Level: Grade 11
Topic: Movement Skills (Net/Wall
games; Badminton)

Name: Introduction of underhand serve

in Badminton
Date: November 7th
Time: 10:30
Length of Period: 1 full period; 7 minutes

2. Expectation(s)
Expectation(s) (Directly from the Ontario Curriculum):
- Demonstrate the development of movement skills in a variety of physical
activities(e.g., performing such skills as on overhead serve in volleyball, a
parallel turn in down-hill skiing, or a j-stroke in canoeing);
- Apply movement principles to refine their movement skills (e.g. using all of
the joints that can be effectively used to produce maximum force, as in an
overhead clear in badminton or a slapshot in hockey);
Learning Skills:
- Students will learn and demonstrate the proper steps/technique of an
underhand serve in badminton;
- Physical skills as well as knowledge and understanding will be applied;
3. Content
What do I want the learners to know and/or be able to do?
Today learners will:
- Be introduced to the underhand serve in the game of badminton;
- By the end of the lesson, students will :
o Identify how to properly do an underhand serve (steps and technique);
o Demonstrate and apply the movement skills associated with an
underhand serve;
o Apply principles in order to refine the underhand serve (power, speed,
hitting a target);
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?
- This lesson is intended as an introduction type lesson;
- During the activities, the teacher will get a general understanding of what
students already know in reference to this movement skill ;
- Evaluation will be based on observations and discussions throughout the

lesson;
The teacher will be able to identify areas that need to be further explored
throughout the unit;
During the lesson, the teacher will observe as students identify and
demonstrate the proper technique of an underhand serve;

5. Learning Context
A. The learners
What prior experiences, knowledge and skills do the learners bring with
them to this learning experience?
o Learners will identify vocabulary and technique they have already
seen/practiced in the game of badminton;
o Students will have a general understanding of the overhead served
based on what they already know about the underhand serve
(proper technique and positioning of body parts);
o This will allow the teacher to get an understanding of what students
already know and where they need to go in their learning
experience;
o Students will participate in open discussions and practice
throughout the entire lesson, allowing them to be engaged in their
learning and discuss/demonstrate their prior knowledge;
o Students may reference personal experiences and stories they have
encountered and/or practiced;

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 identifies as
exceptional.)
o Throughout the lesson, the teacher will modify/use different
strategies in order to include all learning types;
o Accommodations will include:
Repeating instructions
Varying equipment
Modelling/demonstrating techniques
Writing key words on the white board
Using diagrams or images
Clearly identifying the steps of each technique
o Modifications will include:
For students with IEPs, the teacher must follow the specific
goals of the students plan
Adapting goals by varying equipment and varying practice
time
These students can also be paired with peers in order to

encourage team work and participation

B. Learning Environment
- The lesson will take place in the gymnasium;
- All students must be in proper uniform and follow safety rules/regulations;
- Students must remember that this is an open learning environment for all;
C. Resources/Materials
- Materials:
o Badminton nets (as many courts as possible, depending on the size of
the gymnasium)
o Shuttlecocks (one per student if possible)
o Badminton rackets
o Tape or hula hoops
- Resources:
o The Ontario Curriculum, Grade 11 and 12: Health and Physical
Education, 2000
o London District Catholic School Board , Physical Education Resource
Units, 1997
6. Teaching/Learning Strategies
INTRODUCTION (~10 15 minutes)
- The teacher must always take attendance at the beginning of class;
- The teacher will ensure all students are properly dressed and in uniform
(checking that shoe laces are tied, piercings are covered, jewellery is
removed, etc.,) to ensure safety of all students;
- The teacher will then present todays expectations:
o Demonstrate the development of movement skills in a variety of
physical activities(e.g., performing such skills as on overhead serve in
volleyball, a parallel turn in down-hill skiing, or a j-stroke in canoeing);
o Apply movement principles to refine their movement skills (e.g. using
all of the joints that can be effectively used to produce maximum force,
as in an overhead clear in badminton or a slapshot in hockey);
- The teacher and students will then write the success criteria together (in a
language students can understand) in order for students to be aware of what
they will be learning today;
- For example, success criteria for these expectations may be:
o Demonstrate the proper technique used for an underhand serve in
badminton;
o Apply different principles to refine the underhand serve (varying power
and hitting a target);
- Students are now aware of the learning expectations for the lesson and the
teacher can begin the lesson;
- Success criteria will be posted in gymnasium for students to reference during
the lesson;
MIDDLE (~50 minutes)
Set up / Organization:

The teacher will select 5 students that will help to set up the nets and
prepare the gymnasium for the lesson;
This will include helping to carry the posts/set up net and taking out the
rackets and shuttlecocks (preferably one per student);
No students will be allowed to touch the rackets until the net is properly set
up to ensure the safety of all students;
The teacher will supervise and check that the net is properly set up to ensure
safety;

Warm up:
- While selected students are setting up the net, other students will begin
stretching from head to toe, ensuring they are properly prepared;
- Once the net is set up, students will run around the court 5 times;
- They will shuffle up to the net back and forth 5 times;
General Discussion / Modeling / Demonstration:
- The teacher will begin by explaining the steps of the overhead serve and
model a proper underhand serve;
Consolidation/Recapitulation Process: How will I check for understanding?
- The teacher and students identify overhead serve criteria together:
o Stagger stance
o Elbow is close to body
o Hold shuttlecock by the neck and then drop it
o Strike shuttlecock below waist
o Flick wrist
o Rotate forearm
o Follow through
o Try to hit a target (front near corner, back far corner)
- The teacher can model this technique several times allowing the students to
properly see the expectations;
Activity 1: Underhand serve to partner
Application: What will learners do to demonstrate their learning? (Moving from
guided, scaffolded practice, and gradual release of responsibility.)
-

This activity will allow students to practice and refine the skill on their own;
Each student will have a racket and shuttle cock and will practice the serve
with a partner;
They will serve over the net and their partner will serve is back to them;
The teacher can ask students to stand at specific line (or use floor tape if
lines are not properly identified);
Student must make sure they have enough space to ensure safety;
Students will practice each step, serving the shuttlecock in a gentle
controlled upwards arc to a designated spot on the court;

Students will repeat this drill while teacher circulates and helps students to
refine techniques;
The teacher also models during this time to allow students to compare and
visualize the proper steps of the serve;
The teacher can use the following cues in order to help students perfect the
serve:
o Forward position, knees bent, face target
o Elbow close
o Rotate forearm
o Flick wrist
o Shift weight to front foot as racket follows through
o Follow through
The teacher will also take this time to evaluate the students by observation
and by taking notes;

Activity 2: Target hitting

- Using the tape, mark areas on the court (you can divide both sides of the
court in a 9 section grid) OR place hula hoops on the floor;
- Label each section/hoop with 1, 3, 5 or 10 points;
- During this activity, each partner will stand at opposite sides of the court;
- Partners will take turns serving and accumulating points;
- Each person will track their own points;
- The person to reach 21 points first, wins the match;
- Once teams have finished, they must discuss with their partner what they
need to do in order to improve their serve;

Activity 3: Game of HORSE

- In groups of 3-4, students will play a friendly game of HORSE using the
targets already made;
- Students will take turns serving;
- The student serving must call out the target section they are aiming for;
- If they hit the target, the next person must do the same. If they miss, they
are given an H;
- The student who spells out the word HORSE first, loses the game;
- Students can practice technique and refine the skill by hitting a target and
varying power during this game;
- All students will be encouraged to actively participate and peer evaluate
during the game;
Cool down:
- Students will participate in a light jog around the gymnasium (5 times
running, then 3 times walking);
- Students will stretch out muscles used during the lesson;
- It is important that all students stretch/cool down in order to allow the
heartrate to return to normal;

CONCLUSION (~10 minutes)

How will I conclude the lesson?
- Students will gather back around the teacher in order to discuss the learning
objectives set at the beginning of class;
- The teacher may ask students the following questions:
o How do you feel now that you have practiced?
o What modifications did you use to adjust your serve?
o How did you refine your serve while playing HORSE? Did you have to
adjust certain positioning aspects, such as placing feet towards the
target?
o Did you vary speed and power?
- This is an open discussion where teacher and students can share thoughts
about the lesson and where they think they need to go in the next lesson;
- Final questions and thoughts are openly discussed;
- The teacher will use observations and discussions to plan following lessons
for the unit;
Clean up:
- Students who helped set up the net and take out volleyballs will be asked to
do the clean up;
- It is important to note that these students must always rotate as all students
should get a turn to set up/clean up;
7. My Reflections on the Lesson: What do I need to do to become more
effective as a teacher in supporting student learning?
- I believe it is very important for the teacher to always be guiding the
students throughout conversations, discussions and exploration phases;
- The teacher must always be actively engaged and encouraging students to
do the same;
- The teacher must also be open to different ideas and demonstrate techniques
several times during the lesson;
- It is important for the teacher to be prepared;
o Prepare the activities, prepare posters and visual aids that will be used;
o Prepare notes and photocopies as well as extra information for
students who need extra support (visual aids, typed notes of the
specific techniques);
o Teacher must also be well organized in order to set a good example for
the students;
- Throughout the lesson, the teacher should also note what the students
already know in order the plan the following lessons for the unit;

8. Students who cannot participate in the lesson:

Students who cannot participate during the lesson (for reasons such as
injuries) will be provided with alternative activities in order to keep them
active and participating;
They will participate in class discussions and engage in demonstrations of the
skills;
It is important that they are present so that they can acquire the skills when
they are able to return to the activity;
For example, a student with a broken arm will not be able to practice an
underhand serve;
o The student will be present during demonstration and discussion;
o While other students are practicing the skill, this student can bike or
perform another form of activity that is keeping he/she active
(depending on the requirements from doctor);
o It is important that the student is still engaged and participating in any
possible form;
Students with special needs and/or IEPs will also actively participate, but will
require certain adaptations and/or modifications (listed in section 5 of the
lesson plan);
It is important to make these adaptations/modifications based on the
students plan and while communicating with the resource teacher;
For students with special needs it is also important to consider the following:
o Lighting
o Music or loud sounds
o Behaviour
o Class size
o Team building
o Accessibility
In addition, it is always important for the teacher to communicate with the
student and /or parents who are not able to fully participate during class.