John Kapnis Belchertown High School Skills Unit: Badminton 9th-10th Grade November 14th - December

John Kapnis
Belchertown High School

Skills Unit: Badminton
9th-10th Grade
November 14th - December
Springfield College Physical Education Health Education Department
PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level: 9th-10th Proficient
Unit Outcomes Reference MA Content to be taught Assessment

(By the end of the unit, students will be CF & NASPE (include rubrics,
Standards
able to) by #
quizzes, etc. in
written materials
section)
Psychomotor (S1.H1.L1) - Grip - Quiz

- Clears (Badminton
Students will be able to perform all five - Serves quiz 1)
shot types (serve, clear, drop, drive, - Smash - Skills Test
and the smash) successfully by - Drop shot - Peer
performing the correct skill cues - Drive Assessment
- Teacher
Observation
Display skill proficiency/strategy during
a modified game
Cognitive National - Rules/Regulations - Quiz

(S2.H1.L1) - Strategies/Game (Badminton
Students will be able to express the (S2.H1.L2) play scenarios quiz 1)
rules/situational ruling in game play - History of the - Handout
associated with badminton as well as game (Badminton
brief knowledge of history of game Cues)
- Closure
Questions
Affective National - Court Etiquette
(S4.H2.L1) - Positive talk/body - Closure
Students will be able to display proper language questions
court etiquette i.e respecting others MA CF (2.7) - Appreciation of - Thumbs up/
abilities by talking positively, and others abilities Thumbs down
waiting to retrieve a birdie on an - Turn and Talk
others groups court once they have
stopped play throughout the entire
lesson
Psychomotor: National Day 1: Technique for forehand grip/
Students will be able (S1.H1.L technique for clears and the different Handouts
to perform all five 1) types of clears (overhand, underhand,
shot types (serve, MA CF cross-court, offensive, defensive)
clear, drop, drive, 2.1, 2.2,
and the smash) 2.7
successfully by Day 2: Reiterate clears/ technique for Skills checklist
performing the serves and types of serves (short,
correct skill cues deep, forehand, backhand)
throughout the unit
Day 3: Reintroduce serves/ technique Video
Display skill for smash and quick video observation
proficiency/strategy
during a modified Day 4: Warm up with rallying 20 Peer
game and smash shots and 10 Assessment
tournament play forehand/backhand serves/ technique
for drop shot, technique for drive shot
Day 5: Modified game incorporating

game like situations
Day 6: Singles tournament Teacher

Observation
Day 7: Doubles Tournament Teacher

Observation
Day 8: Doubles Tournament Teacher

Observation
National Day 1-2: Safety and etiquette of game Closure questions
Affective (S4.H2.L1)
Day 3: Rules of the game
Students will be able MA CF
to display proper (2.7) (26)
Day 4: Respect equipment and
court etiquette i.e Thumbs up and
classmates abilities for entire class
down
respecting others
abilities by talking Day 5-8: Demonstrate proper Turn and Talk
positively, and sportsmanship during
waiting to retrieve a competition/game play
birdie on an others
groups court once
they have stopped
play throughout the
entire lesson
Cognitive Day 1: Pre quiz Quiz
National
Students will be able (S2.H1.L Day 2-3: Handout of skill cues for every Handout
to express the 1) shot/ Rules of the game
rules/situational (S2.H1.L
ruling in game play 2) Day 3-5: Game scenarios/situations Closure Questions
associated with
badminton as well
as brief knowledge
of history of game
Grading System
Participation - 50% (effort, exit slips/questions, changing, following directions)
Pre/Post Quiz - 30%
Skill Performance - 20% (proficient, utilization, control, pre-control)

Grading Policy
5- Outstanding- Student excels in all three domains throughout all lessons. Student comes to
every class prepared with proper attire and follows all class expectations consistently. Student
works well with classmates and respects all. Student shows tremendous improvement in skill
ability from beginning to end of unit.
4- Good- Student excels in all three domains most of the time. Student comes prepared to at
class at least 90% of the time and follows class expectations consistently. Student respects
classmates and environment. Student shows significant skill improvement throughout unit.
3- Average- Student performs in all three domains at times. Student comes prepared to at 80% of
the time and follows most class expectations. Student behaves inconsistently, but does show
effort most of the time. Student shows some improvement throughout unit.
2- Below Average- Student does not perform in all three domains. Student fails to come to class
prepared on a consistent basis. Student is disruptive throughout most of unit and does not show
full effort. Student does not show much improvement throughout unit. Student knows minimal
knowledge of badminton rules and regulations.
1- No Participation- Student is unprepared to participate for multiple lessons and does not fill
out unprepared student evaluations.
Observable characteristics of Skill Proficiency

Proficiency Level- The skill has become almost automatic, and performances in a similar
context appear almost identical.
- The student is able to focus on extraneous variables- an opponent, an
unpredictable object, the flow of travel-and still perform the skill as intended.
- The movement often seems effortless as the child performs the skill with
ease and seeming lack of attention.
- The movement can be performed successfully in a variety of planned and
unplanned situations as the child appears to modify performance to meet the
demands of the situation.
Utilization Level- The movement becomes more automatic and can be performed successfully,
with concentration
- Even when the context of the task is varied, the student can still perform the
movement successfully.
- The student has developed control of the skill in predictable situations and is
beginning to be able to move skillfully in unpredictable situations. The student
can execute the skill the same way consistently.
- The child can use the skill in combination with other skills and still perform it
appropriately.
Control Level- The childs movements appear less haphazard and seem to conform more to the
childs intentions
- Movements appear more consistent, and repetitions are somewhat alike.
- The student begins to perform the skill correctly more frequently
- The childs attempt to combine one movement with another or perform the
skill in relation to an unpredictable object or person is usually unsuccessful.
- Because the movement isnt automatic, the student needs to concentrate
intensely on what he/she is doing
Pre-control Level- Student is unable to repeat movements in succession; one attempt doesnt
look like another attempt to perform the same movement.
- Student uses extraneous movements that are unnecessary for efficiently
performing the skill.
- Student seems awkward and frequently doesnt even come close to
performing the skill correctly.
- Correct performances are characterized more by surprise than by expectancy
- When the child practices with a ball, the ball controls the student.
Name______________________Class ___________________ Date _________________

Badminton Quiz 1
TRUE/FALSE: Place a T in front of the number if the statement is TRUE. Place an F in

front of the number if the statement is FALSE.
_____ 1) Badminton was originally created in India and called Poona, it earned the name
badmintonf when British army officials brought the game back to England and
played at Lord Badmintons summer estate; where they eventually changed the
name after him.
_____ 2) The server must serve diagonally across the net on all serves
_____ 3) In a singles game, if the person serving has a score of three they serve from the
right hand service court
_____ 4) A shuttle landing on a boundary line is out
_____ 5) The receiver of a serve may move as the server serves
_____ 6) Only the side serving can score
_____ 7) A side loses a rally if they hit the shuttle before it crosses the net
_____ 8) In a double game, any player may return the serve
_____ 9) A shuttle hit high and deep is called a drop shot
_____ 10) The score of a doubles match is 10 to 5; team A has 10 and is serving the birdie.
Player A serves from the left service box
Opponent player B returns a clear shot
Player A hits a smash shot back.
The birdie hits the net but lands on player Bs side.
Player A wins the point.
LIST ALL 5 SHOT TYPES
Serving Skill Test

Perform 10 forehand and 10 backhand serves; aiming to serve the birdie
into the hula hoop placed on the opposite side of the court and record the
results.
Forehand Serve Backhand Serve

Pre Test Pre Test
/10 /10
Post Test Post Test
/10 /10
Handout: Badminton Cues

Grips: High serve: Low Serve: Underhand clear:` Drop shot :
Forehand grip Server stands near short Server stands Step forward with Move directly under
Shake hands with serve line close toward mid near front corner next opposite foot shuttle
racquet line to midline Pull racquet back Weight on back foot
Thumb on ten Opposite foot points to Opposite foot and high Opposite foot points
oclock target points to target Strong swing to target
All four fingers Opposite shoulder Backhand grip forward Racquet moves to
wrapped around the points to target Racquet head at Follow through to overhead hitting position
grip Hold shuttle on hitting waist target Racquet strikes
Backhand grip: side Shuttle held in Shuttle travels shuttle high .Chest turns
Thumb on nine Use a long underhand front of racquet head high toward back of to target
oclock swing to strike shuttle Push racquet opponents court Player steps forward
All four fingers Turn chest to target on forward with thumb with hitting foot
wrapped around the follow-through Shuttle travels low Shuttle drops just
grip Shuttle travels high to and lands just over over the net
back opponents court short serve line
Overhead clear: Overhead smash Backhand shots: Positioning: Game knowledge :

Move directly Move directly under Backhand grip Singles-after Student knows and
under shuttle shuttle Hitting side foot hitting, player returns follows game rules
Weight on back Weight on back foot steps to shuttle to middle of court Calls score correctly
foot Opposite foot points to Back almost faces Doubles-players Serves or receives
Opposite foot target net as racquet is move to appropriate serve in correct box
points to target Racquet moves to pulled backwards positions Uses appropriate
Racquet moves to overhead hitting position Strike strongly Defense positions court lines to call shuttle
overhead hitting Racquet strikes shuttle through shuttle are side by side in in or out Correctly
position high (long lever) pushing with thumb middle of each court calls shuttle in or out
Racquet strikes Chest turns to target Attack positions Knows when to use
shuttle high (long Player steps forward are front and back each skill
lever) with hitting foot
Chest turns to Shuttle travels fast on a
target downward angle
Player steps
forward with hitting
foot
Shuttle travels high
to back of opponents
court
PSR : Safety : Fitness : Strategy
Follows class & maintain control of the agility Hits shots to open
safety rules racquet no wild arm reaction time spaces
Works swings Communicates
cooperatively with well with partner
others Works with partner
Gives skill to cover the court
feedback to others to
improve performance
Demonstrates
persistence & focus to
improve performance
Results of Assessments
Throughout the unit several different forms of assessments were provided to the
students in order to document the student learning and evaluate if students were
fulfilling the student objectives. Some of the assessments provided to the students
were, pre/post quiz, skills test, teacher observation, and questions discussed during the
closure of lessons. The variety of assessment allowed for all students to show their
strengths during the unit, whether they be the skill performance or even the conceptual
understanding of the material. I feel this was effective in assessing students success
and helped to reach most all styles of learners.
The pre/post quiz as well as skill performance varied the most from beginning to
end during the unit. Every student I observed made some type of progress with the
physical performance of the game; some more drastic than others. Do to the fact that
some students came into the class at a proficient level they did not have a large area for
improvement and in some cases of students who truly struggled, they only were
physically able to progress so much in the time we had provided for them. Regardless
progress was made. The one assessment that I would have changed during the unit
was the serving skills test. I had students work in pairs and one evaluate the other.
This caused a hold in OTR for half the group who was recording the results of their
partner. Eventually I made the adjustment to have each student assess their own
performance while expressing the importance of honesty and how their score will not
affect their actual grade. This made the skills test move faster and students were able
to perform in game play once completed. The assessment that resonated the greatest
difference in results however, was the pre/post quiz.

The pre/post test displayed a drastic change in content knowledge. Although the
students did take the quiz at the start of the unit, they were never shown them again or
informed on what grade they received. From the point after the pre quiz until the post
quiz, the students were taught on the aspects of badminton including a brief history of
the game, rules and aspects of badminton, and game scenarios. Students grades rose
significantly from the pre to post quiz. The average grade for the pre quiz was slightly
below a forty-six percent. Students struggled mostly with the five shot types of
badminton and basic concepts of the rules. After about eight classes however, the
students were very familiar with these aspects and scored much higher on them during
the post quiz. The post quiz average was around an eighty percent, where every
student improved. From a teaching standpoint this improvement was nice to see
however, I do feel as though some students may have just been recalling the first quiz
for answers as opposed to truly thinking the question out.
Springfield College
Daily Lesson Plan
Name: John Kapnis Date: 11/14/17 Time: 7:45-8:29
School: Belchertown High School Facilities: Gym
Class Size: 20-30 Grade: 9th-10th
Unit/Theme: Badminton
Equipment: Badminton Rackets, Nets, Birdies, Pre-quiz
Focus of Lesson: Pre-quiz, Introduce Badminton
Student Performance Objectives (SPO): (National # ; MA CF #; Task/Activity #

By the end of the lesson, students should be able to:
(P) SWBAT demonstrate proper technique for Clears by successfully rallying for 10 hits
in a row with a partner during activity 2. National(S1.H1.L1); MA CF (2.2)
(C) SWBAT display knowledge of badminton rules, game scenarios/aspects and history
by completing the pre quiz at the start of class. National (S2.H2.L1); MA CF (2.17)
(C) SWBAT during the closure of lesson students will express the difference between
an offensive clear and a defensive clear and when they should be used in game play
.National (S2.H2.L1); MA CF (2.17)
(A) SWBAT display proper court etiquette i.e respecting others abilities by talking
positively, and waiting to retrieve a birdie on an others groups court once they have
stopped play. National (S4.H2.L1); MA CF (2.7)
Teacher Performance Objectives During the lesson the teacher will:

1. Explain activities effectively and quickly, getting students right to activities
2. Use cross group feedback to point out one student successfully performing
activity
3. Keep students on task by having a variety of activities and tasks.
Safety:
- Emphasize spacing with badminton rackets
- Let people on other courts know if a birdie has gone onto their court
- Wait for play to stop before running on another court to get birdie
- Stay within boundaries/badminton court unless instructed otherwise
Lesson Summary
Students will complete the unit pre quiz to assess their prior knowledge and once
completed will begin to learn the forehand grip and types of clear shots
TIME SEQUENCE OF LESSON ORGANIZATION
Locker rooms- Ss will change. ssssssssss

s sssssssss
Warm up- Students will take two laps around
the courts T
Transition- Students will gather around the T

teacher in a tight circle so everyone can see sssss ssss
and hear the teacher.
sssss ssss
Informing- Teacher will assign rackets to the
students and they will responsible for the
racket
Skill Cues
Forehand Grip
Shake hands with racquet
Thumb on ten oclock
All four fingers wrapped around the
grip
Activity 1- THE QUIZ students will perform a

quiz designed by the teacher testing their
knowledge of badminton history, rules, and
game aspects/scenarios. Teacher will provide
students with quiz, clipboard, and pencil and
monitor students during quiz.
x = net
Transition: Students will turn their quizzes in s = students
to the teacher upon completion and gather b = ball
around teacher to go over proper grip
xxxxxxxxxxxx xxxxxxxxxxxx
Teacher will demonstrate technique for grip s s s s
Forehand Grip s s s s
Shake hands with racquet T
Thumb on ten oclock
All four fingers wrapped around the
grip
Activity 2: Partner hitting. Students will

partner up and will have partner one hit the
birdie to partner two using an overhand
forehand shot. Partner two will CATCH the x = net
birdie and hit it back to partner one who will s = students
also CATCH the birdie. Students will b = ball
complete 10 hits each. Students will then
work 10 hits each of an underhand clear shot
with their partner. Once students have xxxxxxxxxxxx xxxxxxxxxxxxx
completed 10 hits each they may begin
rallying back and forth if they are comfortable sb sb sb sb
or the teacher feels they are ready. sb sb sb sb
Express difference in offensive and defensive T
clear shots. Trajectory of offensive shot is
less arched than the defensive shot and used
to throw opponent off. Defensive is used to
recover and get back on court to a set
position.
Extension up: Use backhand

Extension down: Stick to only overhand or
only underhand
Check for understanding:
Demonstration: Have 2 students perform the
skill making sure they are displaying correct
for and following instruction
Transition: Students will gather around the

teacher in a small circle.
s s s s s
Closure: Everyone perform the forehand s s
grip. s s
What is the difference between an offensive s s
and defensive clear shot. When should you s s T s s s
use them.
Locker rooms to change
Overhead Clear
Skill cues
Contact birdie at highest point
Flick wrist
Follow through to target
Springfield College
Daily Lesson Plan
School: Belchertown High School Facilities: Tennis Courts
Equipment: Badminton Rackets, Nets, Birdies
Focus of Lesson: Reintroduce clear shots, serves

(P) SWBAT demonstrate proper technique for the forehand and backhand serve by
successfully serving the birdie diagonally across the court to partner during activity 2.
National(S1.H1.L1); MA CF (2.2)
(C) SWBAT display knowledge of badminton rules, game scenarios/aspects and history
by completing the pre quiz at the start of class. National (S2.H2.L1); MA CF (2.17)

2. Provide each student with a racket number so they are responsible for the racket
and demonstrate respect for the equipment
Safety:
Lesson Summary
Students will complete the unit pre quiz to assess their prior knowledge and once
completed will begin to learn the forehand grip and clears
Locker rooms- Ss will change then take ssssssssss

equipment and head outside to tennis courts. s sssssssss
Warm up- Students will practice clears hitting T
10 each way to partner.
T
Transition- Students will gather around the sssss ssss
teacher in a tight circle so everyone can see
and hear the teacher. sssss ssss
Informing- Teacher will use guided discovery

to help students use proper form when
swinging the racket; asking question about
angles to lead to answer
Skill Cues-High Serve
Stand near short serve line close
towards midline
Opposite foot towards target
Opposite shoulder towards target
Shuttle on hitting side
Long underhand swing to hit shuttle
Turn chest and follow through to
target
Low Serve:
Stand near front corner of midline
Opposite foot towards target x = net
Backhand grip s = students
Racquet head at waist b = ball
Shuttle in front of racquet
Push racquet forward with thumb xxxxxxxxxxxx xxxxxxxxxxxx
s s s s
Activity 1- Students will work on hitting 10 s s s s
low serves with their partner. Partner 1 will T
serve the birdie and partner 2 will catch the
birdie. Partner two will then low serve the
birdie and partner 1 will catch it. Each
students will complete 10 hits doing this and
then repeat by performing a high serve.
Transition: Students will be split into 4

separate teams, each on half of a court facing
opposing side.
Activity 2: Students will be split into 4

opposing side. The first person in line will
high serve the birdie over to the group facing
them and the first person in the other line will
return it. After hitting the birdie each time the
student will run to the back of their own line
ect.
Extension up: run to opposing teams side x = net
Extension down: Move closer to one s = students
another b = ball
Check for understanding: What will each
person do after they hit the birdie?
Demonstration: Have 2 students perform the xxxxxxxxxxxx xxxxxxxxxxxxx
skill making sure they are displaying correct
for and following instruction sb sb sb sb
sb sb sb sb
teacher in a small circle. T
Closure: What are the two types of clears?

How do you determine if you are serving from
the right hand side or left hand side?
Locker rooms to change s s s s s

s s
s s
s s
s s T s s s
Backhand Serve
Skill Cues
Same foot same racket hand forward
High racket elbow in line with shoulder
Flick wrist push shuttle below waist

Springfield College
Daily Lesson Plan
School: Belchertown High School Facilities: Tennis Courts
Focus of Lesson: Smash

(P) SWBAT perform 10 successful smash shots by driving the birdie in a downward
direction towards opponents midcourt during activity 1. National(S1.H1.L1); MA CF
(2.2)
(C) SWBAT display existing knowledge of badminton rules, game scenarios/aspects
and history by completing the pre quiz at the start of class. National (S2.H2.L1);
MA CF (2.17)

Safety:
Lesson Summary
Students will watch a video expressing how to properly perform the smash shot and
perform it in game play.


10 each way to partner and perform
T
Informing- Teacher will play a video that

shows the proper form for the smash shot
https://www.youtube.com/watch?v=8QlW8_P
dYbw
Express that this is an attack shot and
designed to be hit with great force in a
downward direction in order to score points.
Set it up by causing your opponent to hit the
birdie high in the air with a clear shot.
Skill Cues- Smash shot
Wrist cocked
Extend High x = net
Snap wrist down s = students
Target is below waist in the front court b = ball
Activity 1- Students will work on hitting 10 xxxxxxxxxxxx xxxxxxxxxxxx

smash shots with their partner. Partner 1 will s s s s
hit the birdie and partner 2 will catch the s s s s
birdie. Partner two will then smash the birdie T
and partner 1 will catch it. Each students will
complete 10 hits doing this and then repeat
by performing a high serve.
x = net
Transition: Students will be split into 4 s = students
separate teams, each on half of a court facing b = ball
opposing side.
Activity 2: Students will be split into 4 xxxxxxxxxxxx xxxxxxxxxxxxx

opposing side. The first person in line will sb sb sb sb
high serve the birdie over to the group facing sb sb sb sb
them and the first person in the other line will
return it. After hitting the birdie each time the T
student will run to the back of their own line
ect.
Extension up: run to opposing teams side
Extension down: Move closer to one
another
Check for understanding: What will each
person do after they hit the birdie? s s s s s
Demonstration: Have 2 students perform the s s
skill making sure they are displaying correct s s
for and following instruction s s
s s T s s s
Closure: Why would you use a smash shot in

a game as opposed to a clear shot?
How can you set up a smash shot?
Smash shot
Skill cues
Extend High
Snap wrist down
Target is below waist in the front court
Springfield College
Daily Lesson Plan
Focus of Lesson: Drop shot, Drive shot

(P) SWBAT perform a drop shot successfully by having the birdie lightly drop over the
opponent's side of the net during activity 1. National(S1.H1.L1); MA CF (2.2)
(C) SWBAT express during the closure how the drop shot can cause an opponent to
have to move and take them out of position during a game. National (S2.H2.L1);
MA CF (2.17)

Safety:
Lesson Summary
Students will learn the technique for both the drop and drive shot and incorporate them
into game play.


T
Informing- Teacher will express the concept

of using different shot types in order to move
your opponent and score points
Skill Cues- Drop shot
Wrist cocked
Little follow through
Target is in the near front court to an
open area
Skill Cues- Drive shot
Wrist cocked
Extend high
Follow through in front of body
Target is deep across the court to
open area
Activity 1- Students will work on performing x = net

15 successful drop shot, having a partner set s = students
them up with a shot and the birdie landing b = ball
just over the net. Once the student has
completed this, students will switch rolls. xxxxxxxxxxxx xxxxxxxxxxxx
s s s s
Transition: Students will be split into 4 s s s s
separate teams, each on half of a court facing T
opposing side.
Activity 2: Students will work on performing

15 successful drive shots, having a partner
set them up with a shot and the birdie by shot x = net
directly back at their partner. Once the s = students
student has completed this, students will b = ball
switch rolls.
Extension up: run to opposing teams side
Extension down: Move closer to one xxxxxxxxxxxx xxxxxxxxxxxxx
another
Check for understanding: What will each sb sb sb sb
person do after they hit the birdie? sb sb sb sb
Demonstration: Have 2 students perform the
skill making sure they are displaying correct T
for and following instruction

Closure: How can the drop shot take an s s s s s

opponent out of position? s s
Thumbs up Thumbs down: Do you feel s s
everyone has been respecting others abilities s s
by using positive encouraging talk? s s T s s s
How can we improve even more on this?
Drop shot
Skill cues
Tapping the birdie
Racket face will determine the
direction of the birdie
Follow through to target

Springfield College
Daily Lesson Plan
Focus of Lesson: Game play

(P) SWBAT perform all shots learned in previous classes and incorporate them into
actual gameplay to eliminate opponents during the modified game. National(S1.H1.L1);
MA CF (2.2)
(C) SWBAT effectively express the different types of shots used during game play and
which shot types had more success with an offensive approach and defensive
approach. National (S2.H2.L1); MA CF (2.17)

Safety:
Lesson Summary
Students perform in a modified game designed to get students to incorporate all shots
learned from previous lessons.


T
Informing- Teacher express the rules of the

game and allow students to set up their own
teams
Activity 1- Killer x = net

Students will be paired up into groups of 4. s = students
Each group will stand on half of a court and b = ball
have a person stand at each corner.
Students will play against opposing team and xxxxxxxxxxxx xxxxxxxxxxxx
whichever team loses the set the player has s s s s
stand off to the side of the court. If that s s s s
players team wins the next set they go back T
in. Objective is to have all player out on one
half of the court.

Closure: Which shot types had more

success with an offensive approach and
which had more success with a defensive
approach.
Springfield College
Daily Lesson Plan
Focus of Lesson: Tournament play

(P) SWBAT demonstrate proper technique for each shot type learned in previous
lessons during competitive tournament play National(S1.H1.L1); MA CF (2.2)
(C) SWBAT display existing knowledge of when to use specific shot types strategically
in order to score points during game play. National (S2.H2.L1); MA CF (2.17)

Safety:
Lesson Summary
Students will play in a round robin tournament displaying different shots learned while
performing in a live badminton game.


T
Informing- Teacher will review the aspects of s s s s s ssss
the different shot types of badminton and
establish the way the tournament will work sssss ssss
Activity 1- Tournament play

Students will play doubles, or depending on
the size of the class, singles, focusing on the
rules and aspects of the game. Students will
be responsible for keeping score and using x = net
badminton terminology. The teacher will s = students
assign the partners and groups will play until b = ball
the match is complete. Match length will be 5
minute games. xxxxxxxxxxxx xxxxxxxxxxxx
Round robin style: Student on court one will s s s s
be locked in and students will rotate around s s s s
court one ensuring they play each team T

Closure: What were the different shots you s s s s s

used during the tournament? s s
What shots did you typically score most of s s
your points on? s s
s s T s s s
Springfield College
Daily Lesson Plan

(P) SWBAT display different game strategies in order to enhance performance by
scoring more points during tournament play. National(S1.H1.L1); MA CF (2.2)
(C) SWBAT demonstrate knowledge of different game strategies by discussing them
with teammate in between games of tournament. National (S2.H2.L1);
MA CF (2.17)

Safety:
Lesson Summary
Students will continue to play doubles in a tournament style of gameplay. Students will
focus on the types of hits learned and the rules/etiquette associated with badminton


T
Informing- Strategies that may help are

playing side by side or front and back, forcing
your opponent to hit the birdie high in the air
to you, and using different shot types to move
opponent around to score points.
x = net
Activity 1- Students will play in a two day s = students
long tournament. Teacher will create teams b = ball
and have the students perform doubles and
work through the bracket until the last game xxxxxxxxxxxx xxxxxxxxxxxx
is played. s s s s
s s s s
Transition: Students will gather around the T
Closure: What strategies did you use during

the tournament?
Springfield College
Daily Lesson Plan
Equipment: Badminton Rackets, Nets, Birdies, Post quiz
(P) SWBAT display different game strategies in order to enhance performance by
scoring more points during tournament play. National(S1.H1.L1); MA CF (2.2)
(C) SWBAT demonstrate knowledge of different game strategies by discussing them
with teammate in between games of tournament. National (S2.H2.L1);
MA CF (2.17)

Safety:
Lesson Summary
Students will continue to play doubles in a tournament style of gameplay. Students will
focus on the types of hits learned, rules/etiquette, and strategies that may be implemented when
playing badminton


10 each way to partner after they take the
post quiz T
sssss ssss
Informing- Teacher will hand out post
quizzes and provide students with a pencil sssss ssss
Activity 1: Post Quiz - Students will take the
post quiz that is composed of 10 true/false
questions and 1 open response question.
Students will had the quiz into the teacher
upon completion and prepare for the
tournament.
Transition: Students will grab rackets and

warm up.
x = net
Activity 2: Students will complete the two s = students
day long tournament in which the wins and b = ball
loses will be recorded and games will last 5
minutes. Students will rotate on the teachers xxxxxxxxxxxx xxxxxxxxxxxx
signal and students will inform teacher of s s s s
wins and loses. s s s s
T
Closure: What strategies helped you during

the tournament and throughout the unit?
Springfield College
Rainy Day Lesson Plan
School: Belchertown High School Facilities: Fitness Room
Equipment: Projector, Pencils, Clip Boards, Paper

(P) SWBAT complete an analysis by writing down the different types of shots and
strategies used during a professional badminton match. National(S1.H1.L1); MA CF
(2.2)
(C) SWBAT express how they may incorporate some of the strategies observed into
their game play and reflect on how they gameplay is different than the one they are
watching. National (S2.H2.L1); MA CF (2.17)
(A) SWBAT appreciate the proper court etiquette displayed by the pros and see if they
may have better etiquette than some of the professionals. National (S4.H2.L1); MA CF
(2.7)

Safety:
Lesson Summary
Students will observe a badminton match played by professionals and analyze their
game compared to that of a professional.
Locker rooms- Ss will not change ssssssssss

s sssssssss
Warm up- Students will not partake in a
warm up T
Informing- Teacher will hand out clip boards

and provide students with a pencil/paper
Activity 1: Students will take a seat within

the fitness room and watch a badminton
match that is being displayed upon a
projector. Students are to take notes
analyzing the strategies and shots used in the
game and then reflect upon their game
compared to the pros
www.youtube.com/watch?v=o2ywdoiBV0Q.
Closure: Students will turn papers in to the

teacher and do a turn and talk with a partner
about what they took down for notes.
Reference Page
Bojanglesbadminton. Badminton Technique - Forehand Smash. YouTube, YouTube, 11 Nov.
2008, www.youtube.com/watch?v=8QlW8_PdYbw.
Grip Coach: Badminton Grips Made Easy. (n.d.). Grip Coach. Retrieved March 23, 2014, from
http://www.gripcoach.com.au/grips-explained.htm
Home. TeachPE.com, www.teachpe.com/badminton/shots_index.php.
Michael Cowles, Badminton Suggestions November 1, 2017.

Olympic. China v China - Badminton Mixed Doubles Final | London 2012 Olympics.YouTube,
YouTube, 3 Aug. 2012, www.youtube.com/watch?v=o2ywdoiBV0Q.
PE & Health with Mrs. Raybould. PE & Health with Mrs. Raybould. Badminton Skill Cues, 1 Jan.
1970, peandhealthwithmrsraybould.blogspot.com/2007/10/badminton-skill-cues.html.
Simple Rules For Complete Beginners . The Badminton Bible,
www.badmintonbible.com/articles/rules/simple.

John Kapnis Belchertown High School Skills Unit: Badminton 9th-10th Grade November 14th - December

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John Kapnis Belchertown High School Skills Unit: Badminton 9th-10th Grade November 14th - December

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Unit Outcomes Reference MA Content to be taught Assessment

Psychomotor (S1.H1.L1) - Grip - Quiz

Cognitive National - Rules/Regulations - Quiz

Day 5: Modified game incorporating

Day 6: Singles tournament Teacher

Day 7: Doubles Tournament Teacher

Day 8: Doubles Tournament Teacher

Participation - 50% (effort, exit slips/questions, changing, following directions)

Pre/Post Quiz - 30%

Skill Performance - 20% (proficient, utilization, control, pre-control)

Observable characteristics of Skill Proficiency

Name______________________Class ___________________ Date _________________

TRUE/FALSE: Place a T in front of the number if the statement is TRUE. Place an F in

_____ 4) A shuttle landing on a boundary line is out

_____ 5) The receiver of a serve may move as the server serves

_____ 6) Only the side serving can score

_____ 8) In a double game, any player may return the serve

_____ 9) A shuttle hit high and deep is called a drop shot

Serving Skill Test

Forehand Serve Backhand Serve

Handout: Badminton Cues

Overhead clear: Overhead smash Backhand shots: Positioning: Game knowledge :

and helped to reach most all styles of learners.

difference in results however, was the pre/post quiz.

for answers as opposed to truly thinking the question out.

Student Performance Objectives (SPO): (National # ; MA CF #; Task/Activity #

Teacher Performance Objectives During the lesson the teacher will:

TIME SEQUENCE OF LESSON ORGANIZATION

Locker rooms- Ss will change. ssssssssss

Transition- Students will gather around the T

Activity 1- THE QUIZ students will perform a

Activity 2: Partner hitting. Students will

Extension up: Use backhand

Transition: Students will gather around the

Locker rooms to change

Contact birdie at highest point

Follow through to target

Student Performance Objectives (SPO): (National # ; MA CF #; Task/Activity #

Teacher Performance Objectives During the lesson the teacher will:

TIME SEQUENCE OF LESSON ORGANIZATION

Locker rooms- Ss will change then take ssssssssss

Informing- Teacher will use guided discovery

Transition: Students will be split into 4

Activity 2: Students will be split into 4

Closure: What are the two types of clears?

Locker rooms to change s s s s s

Same foot same racket hand forward

High racket elbow in line with shoulder

Flick wrist push shuttle below waist

Student Performance Objectives (SPO): (National # ; MA CF #; Task/Activity #

Teacher Performance Objectives During the lesson the teacher will:

TIME SEQUENCE OF LESSON ORGANIZATION

Locker rooms- Ss will change then take ssssssssss

Warm up- Students will practice clears hitting T

Informing- Teacher will play a video that

Activity 1- Students will work on hitting 10 xxxxxxxxxxxx xxxxxxxxxxxx

Activity 2: Students will be split into 4 xxxxxxxxxxxx xxxxxxxxxxxxx

Closure: Why would you use a smash shot in

Locker rooms to change

Snap wrist down

Name____________Class _ Date _________