Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
ate
ned to
ach
24/14
26/14
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
on winning. It also gives student who may not be the most talent or interested in badminton
motivation and a chance to succeed. Students will be assessed by summative means through a
journal assignment, final quiz, three separate performance tests, and a daily cooperation rubric.
Formal assessment will be done by a pre-assessment brainstorm and survey, observation and
feedback, as well as question and answering.
Lesson
Title
Serving
SLOs
Learning Activities
Assessment
Safety
A10-5
A20-5
A30-5
-Observation
-To keep
racket to
themselves
and not hit
others.
Activity
Drop Shots
and Clears
Equip.
GLOSs
AActivity
A10-10
A20-10
A30-10
-Question
and Answer
Preassessment:
*Survey &
brainstorm
Cooperation
Rubric
Journals
- Be careful
of your
follow and
make sure
no one is
standing
too close
to you.
Mot.
Instructional
Strategies
Badminton
racket and nets
Direct
Instruction
Hula Hoops
Rackets
Birdies
Encourage
Peer
Teaching and
Feedback
Pylons
Competition
between
teams.
Motivation
from
feedback to
always be
trying to
improve.
-When
there is
running
drills, keep
your head
up to avoid
running
into people
Observation
Cooperation
rubric
Selfassessment
Journals
keep
racket to
themselves
-make sure
they are
checking
to see who
is around
Direct
Instruction
Badminton
rackets
Peer
Instruction
Birdies
Nets
Competition
Selfimprovemen
t
31/14
2/14
Subject Area
Grade Level
Topic
Length of Unit (days)
Rules and
Single Play
C-
Cooperation
AActivity
Doubles
Tournamen
t (Round
Robin)
C-
Cooperation
AActivity
C10-3
C20-3
C30-3
A10-11
A20-11
A30-11
C10-5
C20-5
C30-5
A10-11
A20-11
A30-11
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
them
before
preformin
g shots.
hula hoops
-Keep head
up to avoid
collisions
Performance
Test #1
(Rubric)
Selfassessment
Observation
Cooperation
rubric
Performance
Test 2 & 3
(rubric)
cooperation
rubric
Observation
Journals
-Spatial
awareness
-Proper
footwear
TGFU
Direct
Instruction
Badminton
nets
Competition
Selfimprovement
Birdies
-Keep
racket to
themselves
Rackets
Tape
-Explain to
students
they need
to be
aware of
where
their
partner is.
-Proper
footwear
-Keep
TGFU
Peer
Instruction
Nets
Birdies
Rackets
Paper
Competition
And playing
within a team
7/13
Subject Area
Grade Level
Topic
Length of Unit (days)
Badminton
Fest 2014
C-
Cooperation
AActivity
BBenefits
Health
C10-4
C20-4
C30-4
C10-6
C20-6
C30-6
B30-2
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
racket to
themselves
.
cooperation
rubric
Observation
Journals
Quiz
-Explain to
students
they need
to be
aware of
where
their
partner is.
Sport Ed.
Model
Nets
competition
Rackets
Birdies
-Proper
footwear
-Keep
racket to
themselves
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
wearing the proper attire for that class activity. All activities need to begin with clear and
understandable directions and demonstrations. As a teacher I will consistently reinforce the rules,
give feedback, and make sure I have students attention. Students will have clear expectation and
guidelines on how they are being assessed which will eliminate confusion and be more motivating
and engaging for the students. Overall, the classroom (gymnasium) will be a safe, caring, productive
and positive learning environment for students. These classroom management strategies will result
in increased student learning, and a better quality of life for both the student and the teacher.
Assessment Plan:
Stage 1 Desired Results
Established Goals:
A) Students will acquire skills through a variety of developmentally appropriately movement
activities dance, games, types of gymnastics, individual activities and activities in an alternative
environment; e.g aquatics and outdoor pursuits.
B) Students will understand, experience and appreciate the health benefits that result form physical
activity.
C) Students will interact positively with others
Understandings:
Students will understand that
Essential Questions:
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Student self-assessment
Daily Cooperation Rating Scale (1-3)
Self-assessment and reflection in journal.
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Assessments
Learning
Outcomes
A) Students will
acquire skills
through a
variety of
developmentall
y appropriately
movement
activities dance,
games, types of
gymnastics,
individual
activities and
activities in an
alternative
environment;
e.g aquatics and
outdoor
pursuits.
B) Students will
understand,
experience and
appreciate the
health benefits
that result form
physical activity.
Unit: Badminton
Title
Type (Formative/Summative)
Weighting
Pre-Assessment
Formative
0%
Observation/
Feedback
Formative
0%
A305
A205
A105
A3010
A2010
A1010
A3011
A2011
A1011
SelfAssessment
Formative
0%
Cooperation
Rubric
Summative
30%
Guided
Journal
Summative
15%
Performance
Test
Summative
30%
Summative
25%
B20-2
Written Quiz
Subject Area
Grade Level
Topic
Length of Unit (days)
C10-3, C20-3,
C303
C) Students
will interact
positively with
others
C104
C10-5,
C20-5, C305
C10-6, C10-6,
C306
Taxonomic
Level
Unit: Badminton
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Knowledge/Comprehension
Application/Analysis/ Synthesis/Evaluation
All Levels
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Pre-Assessment
(0%)
Self- Assessment
(0%)
Brief Description
A survey and brainstorming
session will be put in place to
pre-assess the students
readiness and personal
interest. A survey will be given
for personal interest and the
brainstorming will be for the
readiness level. Because there
are only 8 girls in this class a
brainstorming session will
allow the students to bounce
ideas off one another and
allow me as the teacher to
assess their prior knowledge as
a whole group. The survey on
their interests will allow
students to express what they
are interested in without
feeling pressure from their
peers. This should result in
more tailored lessons specific
to their interest and more
student involvement,
motivation, and engagement.
Students will complete a selfassessment rating scale at the
end of each class. The
assessment will serve as a
personal reflection of their
cooperation, attitude,
participation and effort.
Students will be informed that
the teacher is assessing their
cooperation on a rubric daily
so this will serve as an
indicator of where they think
they are at, and how they can
Unit: Badminton
Assessment
FOR
Learning
Assessment
AS Learning
Assessment
OF Learning
Dates: March 24- April 7 2014
Subject Area
Grade Level
Topic
Length of Unit (days)
Unit: Badminton
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Subject Area
Grade Level
Topic
Length of Unit (days)
Written Journal
(15%)
Unit: Badminton
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Subject Area
Grade Level
Topic
Length of Unit (days)
Performance Tests
30%
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Unit: Badminton
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Unit: Badminton
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
Gender:
This is a difficult subject matter because the class I am teaching is specifically for
females (High School Girls Physical Education). However, I think it is important to
specify that materials and activities are equal to men and women regardless. None of the
activities would be any different if this were a boys badminton unit because men and
women have equal physical competencies in this sport. It is important as a teacher in an
all girls gym class to not assume that they are lesser athletes then a boys class, and
activities should all be as fast pace and challenging. I believe it is important to be
cautious when addressing the class and to be watchful of the types of language being
used. Example, You are hitting that birdie like a girl would not be appropriate language
to use even though it is an all girls gym class. Social Context taught me that even the
most discrete and perceivably innocent things a teacher says could be taken in a variety
of different ways. Students could take things that may seem kosher negatively or with
offense. To ensure a positive learning environment it is crucial a teacher eliminates the
chance of words or language being taken in a destructive connotation.
Ethnicity:
I think it is important to give kids a general understanding of the ethnicity and
background of badminton. At the beginning of the unit I will educate students on the
history of badminton and how it was developed in British India in the early 1800s.
Although there are no aboriginal students in the class, I will inform students that there are
Aboriginal Badminton Championships in Canada every year. So although, it is not a
traditional aboriginal sport, aboriginals in modern society are currently practicing it. This
Unit: Badminton
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
will create a better appreciation for the British history as well as the future of aboriginal
sports.
Social Class:
For the most part badminton is a fairly inexpensive sport to play. Participants
mainly cover just the cost of their attire and badminton racket. I suspect the socioeconomic backgrounds of the students are a mixture of lower class, middle class, and
upper class families. The school provides all the nets, shuttlecocks, and badminton
rackets for the students so students have equal opportunities in materials and equipment.
However, I also think it is important for students to all have appropriate footwear for all
units in physical education. If this is a problem in the physical education class I am
teaching, I would set up a program where the teachers and community members bring
used sneakers and then students without the proper footwear could choose from those. I
would need to experience the class for a period of time to see if a program similar to that
would be necessary and if it was it would be completely confidential to avoid bullying.
21st Century Competencies:
This unit definitely contains activities that promote the acquisition of 21st century
competencies. Students are required to work collaboratively with others and come up
with teamwork strategies. This encourages engaged thinkers and an entrepreneur spirits
within the students. This unit exposes students to team play where they are urged to
collaborate with one another and demonstrate leadership and communication skills. In
order to be successful and beat their opponents they need to exemplify critical thinking,
problem solving, as well as appropriate communication between them and their
Unit: Badminton
Subject Area
Grade Level
Topic
Length of Unit (days)
Physical Education
10/20/30 Girls
Badminton
5 Classes over 2 weeks
teammates. I think with any sporting event students have to use creativity and innovation
to improve their skills and become a more competent athlete. Badminton in particular
requires athletes to be honest because the players themselves are officials rather then
from an external source. Being an ethical and honest athlete transforms into students
become more honest and ethical citizens of society.
Unit: Badminton