Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Nick Kronemeyer

Date
10____

Subject/ Topic/ Theme

Badminton

Grade ____________9-

I. Objectives
How does this lesson connect to the unit plan?
We will be learning how to grip the racket and correctly use a forehand shot, which will come into play any time we play badminton.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to grip the racket the correct way

Students will be able to determine when a forehand shot is necessary
Students will be able to correctly hit a forehand shot
Students will be able to determine the difference between a clear shot and smash shot

physical
development

socioemotional

YES
R,U,A
YES
U,A,E

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement
and performance.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skill

The basic understanding of how a badminton game works. A understanding of court movements.
Pre-assessment (for learning): Ask students what they know about a forehand shot and demonstrate for them

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): After explaining the proper form, have them recall what they just learned and then
demonstrate it to me so I can see where they are at and if they can demonstrate.
Formative (as learning): Ask students to think about the strategy of the game and when/why they would use a
forehand shot.
Summative (of learning):

What barriers might this

lesson present?
-Lesson might be
boring
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

9-15-14

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
I will have students apply what they
saw and try to do it on their own.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
running and badminton

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
I will talk in context and word
choice that makes sense to the
student if they are beginners.

Provide options for expression and

communication- increase medium
of expression
They will be in groups of three to
get as much interaction as possible.
They will also be switching
partners in the last activity. The
first activity they they will be
providing each other with feedback.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The lesson will have many different
activities that should capture a
students attention in many different
ways.
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
Students will play different partners
throughout the lesson. They will
also play competitive games where
they compete against themselves
instead of against a partner so they
can always try to get better even if
they are winning.

Provide options for comprehensionactivate, apply & highlight

Clarify and connect the language
that I use so it makes sense to the
student.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students will be getting constant
feedback. To start they will be
giving each other feedback. To end
they will getting feedback based on
their performance.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Students will be getting constant
feedback. To start they will be
giving each other feedback. To end
they will getting feedback based on
their performance. We will also
recap the lesson as a class to end.

Badminton Nets
Space
30 rackets
20 Birdies

The classroom will be set up with nets down on the two courts to make about 12 courts. From there
they will start off with a partner in their own part of the court. We will then have four people to a court
for the second activity. The third activity is volleying only using forehand so two people to a court as
we started.

III. The Plan

Time
0-7
Min

7-12
Min

12-18
Min

9-15-14

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will be encouraging the students as they run
Students will run around the track at their own pace
around the track at the top of the gym for 5-7
for 7 minutes and write down how many laps they
minutes as a warm up.
have achieved. (something we track throughout the
semester). They are allowed to jog at their own
pace.

I will then tell the students to take a seat and listen.

After they take a seat I will pass a racket and birdie
out to each student but tell them to just set them on
the ground next to them until we are ready.
From there I will explain to them the proper
technique in gripping a racket.
Two main points: Do not grip your racquet too
tightly. This will make your wrist less flexible in
rotating and flicking.
Use ONLY your thumb, index, and middle finger to
control the racket. Your last 2 fingers should rest
comfortably on the badminton grip to balance the
weight of the racquet.

Students will sit down and and listen to the correct

grip of a racket so they can apply it when they use
it.

After the explanation I will tell students to pick

their racket and birdie and find room in the gym to
hit it to themselves to gain a feel of the racket.

Students will find a place in the gym with space and

hit the birdie to themselves to try and get a feel for
the racket with the correct grip.

18-24
Min

After the students get a feel for the racket, I will

teach them how to correctly hit a forehand shot.
Without a birdie I will guide them through the cue's
and hints that will make it easier for them.
Momentum, hips and and shoulder movement.
I will also explain the difference between a clear
shot and a smash shot.

Students will listen and think about what makes a

good forehand shot and when to use it.

24-32
Min

I will help students get organized on courts with a

partner. Once they start volleying I will walk
around and help them get their forehand hits
corrected. Every three minutes I will help the class
switch partners to play against different people.

Students will get a partner and practice their

forehand shots. They will volley with eachother,
only allowing the forehand shot.

32
-50
Min
Min

Forehand Game
Explain Game
The tosser with toss the birdie over the net, the
hitter will make a forehand shot, aiming for one of
the hoops on the ground, the retriever will gather
the birdies back to the feeder
The goal is for the hitter to hit 10 birdies putting as
many as possible into either of the hoops. After 10
shots, switch
-Second/third time through students keep track of
how many they landed in the hoops

-Students will be in groups of 3, one is the hitter,

one the tosser and one with retriever.

We will discuss what the students learned, and how

they felt they implemented their strategy in the
game. We will reflect on what the students liked,
and disliked.

Students will participate in the discussion..

50
-58
Min

Closure
(conclusion,
culmination,
wrap-up)

I will dismiss the students to shower and Change

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson was prepared as a basic introduction of skills in a badminton game. These skills are something we can build on
and the foundations of badminton.

9-15-14