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Badminton
Grade 9

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Table of Contents:
Physical Education Philosophy
.
3
Unit Plan Introduction

4
Unit Plan Grid
.
. 5-6
Assessment/Grading Explanation
.. 7
Skills Checklist

.. 8
Effort/Participation Rubric
.
. 9
Exit Slip

.. 10
Sample Student Grades

. 11

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Physical Education Philosophy:
My teaching philosophy is inspired by the ancient Greek philosophy of Padeia.
I believe fully in a broad education focusing on the liberal arts, science and
mathematics, and moral and physical development. Physical education is a critical
element in this holistic approach especially for moral and physical development. As
a physical educator it is my job to give my students the skills to live successful and
healthy lives. Physical activity is essential to a healthy lifestyle and because of that I
will expose my students to a wide variety of activities that they can participate in
throughout their lives. It is my job to create a positive learning environment and to
provide positive learning experiences for my students so that they will want to
continue to participate in sport and other forms of physical activities long after they
leave my class. I will achieve this by making PE first and foremost about having fun
and being active. Students need to enjoy what they are doing in order to stay
motivated, they need to have goals, and they need to see themselves succeed and
improve. To keep it fun I will always kill and activity before it gets old, by keeping
lessons and units short I am not only able to keep it fresh and interesting, but am
also able to expose the students to an even wider range of activities. To keep it
interesting I will use a variety instruction methods including but not limited to direct
instruction, guided discovery, teaching games for understanding, and the sport
education model. Goal setting is important part of seeing personal growth, without
goals students have nothing to work towards and no way to measure their growth.
To ensure students see success and improvement I will work on developing both
general physical and social skills and sport specific skills. To help my students see
success and meet their goals I will provide ongoing assessment and feedback to
both the large group and individual students and differentiate where necessary

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through flexible grouping and through other methods. As an educator I want to help
my students build self-confidence both in and out of the classroom as well as to
build life skills such as communication, leadership, and teamwork.

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Unit Plan Introduction:
The main goals of this unit are to re-introduce grade 9 students who have previously
played the sport to badminton, develop the appropriate skills, and for students to be
active and enjoy their experience with the sport. Within this unit plan is a daily
opportunity to practice skills in a game situation with similar skilled peers. In the
first class instruction is kept simple and no specific shot types covered, this is to
allow students to demonstrate the skills and knowledge they already have and to let
them get used to playing again. The next 3 classes focus on serving, defensive
shots, and offensive shots. Lessons should be adapted for each day depending on
what is observed in class one and subsequent classes. There are 6 courts at in the
gymnasium which means 24 students can play doubles at a time, or 24 can play
court singles. The focus is on keeping students active and having them enjoy
badminton so having them play as much as possible is important. The unit is set up
as an ongoing doubles ladder tournament for lesson 2-4, and a singles ladder
tournament in the 5th class. For the first class students will play doubles with
teacher selected grouping. The main motivating factors are learning new skills that
can be applied immediately, and competition. Students today are wired for
immediate gratification and so I think that having them learn and practice
something quickly and then apply it immediately is the most effective way to have
them learn. I also give the students a great deal of responsibility in terms of them
challenge their own opponents, setting up their own games, and dealing with the
nets and equipment etc. to bring in some elements of the sport education model
and to help build a relationship of mutual trust and respect. Ultimately, I want every
student to be successful in this class and I think both the learning activities and
assessments make that possible.
5

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Grade: 9

Unit: Badminton

Dates: March 10-

17
# Lesson
Title

Introductio
n

G
L
O
s
A
D

SL
Os

Learning
Activities

Assessment

Safety

A95
A96
D91
C93

Have
students
who know
how to set
up nets
teach others
how to.

Observation and
participation
(formative)

On-site and
in-area
supervision.
Code of
etiquette for
court play
taught and
enforced,
e.g., not
entering a
court being
used.

Discuss
court
boundaries
and doubles
rules.
Introduce
Grip &
forehand vs.
backhand

Students
Play doubles
Serving

A A9C 5
D A96
C93
C94
D91

Quick lesson
on serving
technique
and
demonstrati
on, review
serving
zone.

Guided
Discovery

Equipm
ent

Motivatio
n

25
badminto
n rackets

Immediate
chance to
apply
learning

30
birdies
12 poles
and 6
nets

Emphasize
on spacial
awareness
and space
required to
make
uninterrupte
d swing.

Demonstrate
Overhand
clear
technique
and serve
briefly.

Instructio
n
Strategie
s
Direct
Instruction

Observation and
participation
(formative)
Skills checklist

Inspect
rackets to
make sure
they are in
safe playing
condition,
tell students
to report
anything
that needs
repair.
Remind
students of
walls, the
net poles,
and stage
area and to
be cautious
around
them.

Target
Practice
Have
students
serve into
hula hoop
targets cross
court

Insure
tournament
white board
is in a safe
location
away from
courts.

Doubles
gamesbegin
ongoing
ladder
tournament,
focus on

Selfselected
groups
(and
conseque
nce of me
picking
groups if
they are
off task)
Play music
during
games if
students
are ontask

Direct
Instruction
Guided
Discovery

25
badminto
n rackets
30
birdies
12 poles
and 6
nets

Immediate
chance to
apply
learning
Competiti
on
Selfselected
partners
(and
conseque
nce of me
picking
groups if
they are
off task)
Play music
during
games if
students
are ontask

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proper
serving.

Defensive
technique

Offensive
technique

Tournamen
t
w/
pedometer
s

A A9C 5
D A96
C93
C94
D91

A
C

A95
A9D 6
C93
C94
D91

A95
C A9D 6
A913
B97
C93

Lesson on
defensive
shots then
time to
practice
(clear shot,
drive shot)

Observation and
participation
Skills checklist

Music at
reasonable
volume so I
can still hear
what is
going on and
students can
hear each
other

Direct
Instruction
Guided
Discovery

*same for all

lessons.

Observation and
participation

Direct
Instruction

Skills checklist

Guided
Discovery

Singles
ladder-style
tournament
Take home

25
badminto
n rackets
30
birdies
12 poles
and 6
nets

Doubles
games in
ongoing
ladder
tournament,
focus on
offensive
and
defensive
techniques

Teach
singles rules
and court
boundaries.

30
birdies
12 poles
and 6
nets

Doubles
games in
ongoing
ladder
tournament,
focus on
proper
serving,
clears, and
drives)

Lesson on
offensive
shots and
time to
practice
(drop shot,
smash)

25
badminto
n rackets

Observation

Guided
Discovery

Skills checklist
Exit Slip
recording steps
from pedometer
and describing
the role
Badminton

Fitness for
Life
Sport
Education
Model

25
badminto
n rackets
30
birdies
12 poles
and 6
nets

Immediate
chance to
apply
learning
Competiti
on
Selfselected
partners
(and
conseque
nce of me
picking
groups if
they are
off task)
Play music
during
games if
students
are ontask
Immediate
chance to
apply
learning
Competiti
on
Selfselected
partners
(and
conseque
nce of me
picking
groups if
they are
off task)
Play music
during
games if
students
are ontask
Competitio
n
Immediate
and
measurabl
e
feedback
of activity
level

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C94
D91

Journal entry
journals to
be handed in
next class.

plays in
personal fitness.

(pedomet
er)
Play music
during
games if
students
are ontask

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Assessment / Grading Explanation

Students will receive marks for this unit based on skills, effort, and a closing
exit slip. There will be no formal skill testing however students will have from
the time the skill is introduced till the end of the unit to demonstrate that
they can perform each skill with proper form and/or accuracy. I will not grade
this on a rubric instead however they will get a check mark for GOT IT and
a blank for WORKING ON IT. I believe that this takes the pressure of the
students and allows them to enjoy the process of learning new skills and
participating in the sport which I hope will transfer into a greater number of
my students becoming lifelong participants. It also increases the fairness of
this assessment because I can assess at different times in the unit without
students graded later in the unit having an unfair advantage over those who
were graded earlier while still allowing me to see who has or has not met the
objectives. I will give each students a daily mark on a scale of 1-4 for
participation, cooperation, leadership, and attendance as outlines in the
rubric. Finally, on the last day students will make connections to personal
fitness levels in an exit slip.

Weighting:
Skills checklist

25%

Effort

70%

Exit slip

5%

10

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SKILLS CHECKLIST
Through observation I will assess students beginning on the first day each
skill is taught for both form (how they perform the movement), and accuracy
(when they are using it, and the shot placement). Students are given a
checkmark if they HAVE IT, or the box left blank if they are still WORKING
ON IT. Students have until the last day of the unit to demonstrate the skill
to a satisfactory level.

Student

Serve

Clear

Drive

Drop

Smash

For
m

Accurac
y

For
m

Accurac
y

For
m

Accurac
y

Form

Accuracy

For
m

Accuracy

Billy

Brett

11

Total
(_/
10 )

10
7

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EFFORT/PARTICIPATION RUBRIC

Participation

Cooperation /
Teamwork

Leadership

Attendance

Student
consistently
comes to class
prepared and
participates in
all activities to
the best of
their abilities.
Works hard to
improve skills.
Displays a
positive
attitude and
enthusiasm
toward the
activities,
works
cooperatively,
and provides
encouragemen
t and support
for others.
Student
consistently
takes initiative
in class with
things such as
equipment set
up/take down.
Student
consistently
attends class
and is
consistently on
time.

Student usually
comes to class
prepared and
participates in
all activities.
Works to
improve skills.

Student
sometimes
comes to class
prepared and
participates in
most activities.

Student rarely
comes to class
prepared and
does not
participate in
all activities.

Displays a
positive
attitude, works
cooperatively
with others.

Displays an
indifferent
attitude, needs
reminders in
order to work
cooperatively.

Expresses
disinterest in
activities,
needs
supervision in
order to work
cooperatively.

Student usually
takes initiative
in class with
things such as
equipment set
up/take down.

Student
sometimes
takes initiative
in class with
things such as
equipment set
up/take down.
Student usually
attends class
and is
sometimes on
time.

Student rarely
takes initiative
in class with
things such as
equipment set
up/take down.

Student
consistently
attends class
and is usually
on time.

12

Student
sometimes
attends class
and is rarely on
time.

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EXIT SLIP
Step Count (1
mark)
Using the lines below describe the role badminton could play in personal
lifelong fitness. What are some of the health benefits of participating in
badminton? (4 marks)

13

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GRADE BOOK (SAMPLE STUDENT)

STUDE
NT

Billy

SKILLS
(25%)

10

EFFORT (70%)

Participa
tion

Coopera
tion

Leaders
hip

Attenda
nce

14

Exit
Slip
(5%)

Grade
(%)

90