Unit Plan Overview

Unit: Badminton
Stage 1- Desired Results
Connections to Context:

Transfer
Students will be able to
I will discuss a big problem in the independently use their learning
badminton world. That is everyone to
thinks it is not possible to play once
Enhance their Badminton
they are done with class because
Skills
they dont want to pay a lot of
Effectively know how to
money for the materials. What they
Serve and Volley
do not know is most outdoor
Know basic concepts and
volleyball or all purpose nets that
Badminton strategies
are sold can be adjusted for
Be able to play Badminton
badminton. All you would need then
outside of the PE Classroom
is birdies and a couple rackets to
get a fun, competitive cardio
workout.
Meaning
(How does this fit with students
UNDERSTANDINGS
experiences, the school goals, and the
Students will understand that
larger societal issues?)
Badminton is not for everyone
It is okay to mess up as long as they are giving
Established Goals
their best effort with a respectful attitude
Badminton can be a great cardio exercise
Standard 1: The physically literate
individual demonstrates
competency in a variety of motor
skills and movement patterns.
Standard 2: The physically literate (What specifically do you want students to understand?
What inferences should they make?)
individual applies knowledge of
concepts, principles, strategies and
tactics related to movement and
performance.
Standard 3: The physically literate
individual demonstrates the
knowledge and skills to achieve and
maintain a health -enhancing level
of physical activity and fitness.
Standard 4: The physically literate
individual exhibits responsible

ESSENTIAL
QUESTIONS
Students will
keep
considering
How
different
strategies will
effect the
game
How to
improve their
volleyball
skills on their
own
The
different
ways you can
change the
game to
make it
different

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

personal and social behavior that

respects self and others.
(What content standards and programor mission-related goal(s) will the unit
address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?
Include source and identifying number)

(What thoughtprovoking
questions will
foster inquiry,
meaning- making
and transfer?)

Acquisition of Knowledge, Skill

and
Values/Commitments/Dispositio
ns
Students will know
The basic concepts of
Badminton (Serve and Return)
Some basic strategies used
in Badminton
The importance of hustle and
strategic placement

(What facts and basic concepts should

students know and be
able to recall?)

Stage 2- Evidence
Evaluative Criteria

Students will show their learning

by
PERFORMANCE TASK(S):
-For the kings court lesson we will
Students will show they
have a rubric to accurately asses
posses the skills of serving,
students. The grading will be on
volleying, forehand, backhand,
skill to the point of being able to
soft shot, power shot and
play competitively and use the skills
mobility around the court by
and strategies we learned during
playing competitively against a
competition. There will also be a
partner.
behavior point on the rubric.
(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)

(How will students demonstrate their

understanding- meaning-making and
transfer- through complex
performance?)

Students will be skilled at

Serving the birdie
Being able to keep a
volley
Analyzing their skills and
strategies they need to use
to beat their opponent
(What discrete skills and processes
should students be able to use?)

Students will exhibit

Positive attitude and
behavior
Hard work
Listening Skills
Respect towards their
Classmates

(What values and commitments and

attitudes should students acquire or
wrestle with?)

(Regardless of the format of the

assessment, what qualities are most
important?)

OTHER EVIDENCE:

(What other evidence will you collect to

determine whether Stage 1 goals were
achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Stage 3- Learning Plan

This will be the first time many of the students
play badminton. To get an understanding of
where they are at, I will ask them the correct
form/grip and call on students to see if they can
answer. This way, I can tell what students may
have experience while noticing some may not
have much. This will help me gauge how I will
approach my lessons.

(What pre-assessments will you use to check

students prior knowledge, skill levels, and potential
misconceptions?)
(Toward which goal does
each learning event build?)
Acquisition

Pre-assessment

Learning Events

Student success at transfer, meaning, and acquisition depends upon their

participation in these learning events

(How will you monitor students

progress toward acquisition,
meaning, and transfer during lesson
events?)

Group conversations at the beginning when we discuss goals as well as at

the end before they leave when we discuss how the day went.

I will continue to have them

demonstrate their knowledge by
using correct form when hitting
a birdie in all different ways.

Meaning
Transfer

Progress Monitoring

Taking their role as partners seriously by providing feedback and

encouragement.
Communication during the game keep it up as well as keeping the birdie
alive
Using correct form when they are in their groups hitting by using the correct
grip and arm motion
Using correct form when they are in the groups by keeping a straight arm
on smash shot follow through
Staying on task during the activities I present to them (Not talking and being
preoccupied with the racquet or birdie)

(How will students monitor their

own progress toward
acquisition, meaning, and
transfer?)

When the students have the chance to

be a coach or demonstrate it with
partners, they will provide feedback to
their peers.This feedback will help
everyone in the group gain that extra
knowledge. They will be able to
correctly asses eachother and make
sure everyone is performing the correct
movements as we learned.

 (What are potential rough spots and

student misunderstandings?)

Star the multiple means of representation; underline the multiple means of

action and expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in
the learning plan?)

(Does the learning plan reflect principles of learning and best practices?)

(Is there tight alignment with Stages 1 and 2?)

Students think that when hitting a

smash shot all the power and
speed comes from your hand
speed. Although hand speed is
important, it comes from
creating torque and tension
through your legs to your core
to your torso.
-When students serve they think
they are just trying to get the
birdie over the net. For students
who can consistently get this
down, they can use strategic
serves.
-Students believe that they need
to win the point by making a
great shot or smashing the
birdie to their partner, when in
reality you can win by returning
all hits and allowing your
competition to make a mistake.

(How will students get the feedback

they need?)

They will get most of the feedback

from me, intsructing at the
beginning and walking around
during the activity. I will be helping
them and communicating with
them during the activities to make
sure all students are getting more
proficient in the lesson.
-They will also be getting more
feedback from their peers. There
are countless partner activities
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

where they will get peer feedback,

which will improve the person
giving feedback and the person
performing the activity.