Lesson Plan 5

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?
This will be the final day of the min-unit. Students will put everything they have learned together, and compete in a competition day.
cognitiveR U Ap An E C*
Learners will be able to:
physical
development
socioemotional
YES
Yes
Be able to apply the drop shot during competition

Be able to apply the clear shot during competition
Be able to apply the smash shot during competition
Be able to correctly use a forehand and backhand shot
Grip the racquet correctly for different shots
Apply a strategy they learned to the competition
YES
YES
YES
YES
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 skills.
Knowledge of the rules of badminton. Also a general basis of skills and strategy that they can apply to
the game.
Pre-assessment (for learning): Ask the students before we start to identify some skills and strategies that can be
used during the competitions.
Outline assessment
activities
(applicable to this lesson)
Formative (for learning): We Will review different movements to start the game.
Formative (as learning): Ask at the end what the students felt most comfortable using.
Summative (of learning):
What barriers might this

lesson present?
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
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will be playing almost the
whole hour. They will switch
partners for different gameplay,
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Kings court is a pretty popular
game that everyone should be
excited about.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and

communication- increase medium
of expression
Provide options for sustaining effort

and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
They will be playing against a

different partner many different
times to provide different
experience.
This is a competition game. Kids

will move on forward to give a
stronger sense of effort so they
can win.
Provide options for comprehensionactivate, apply & highlight
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
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
30 Badminton racquets, 20 birdies, gym space and badminton nets.
The classroom will be set up in courts, with the intention of making as many badminton courts as
possible.
III. The Plan

Time
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
Closure
9-15-14
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher will tell the students to take a seat around
Students will listen to the teacher, and participate in
him. Will instruct the students to stretch on their
the discussion well they are stretching on their own.
own well they listen and participate in the
discussion. Teacher will review and go over
different movements, strategies, and skills used in a
badminton competition.
Teacher will go over the rules of KINGS COURT.

The gym will be divided into different court
sections. There will be a winners court, at the top
of the ladder and from there students will either
move up or down based on if they won the
badminton game or not. Each game will last 5
minutes. If the student wins they will move toward
the winners court and if they lose they will move
down, creating a new matchup of people every
different time period. Teacher will divide the
students each on to their own court randomly to
start.
Students will listen to how kings court works.
Start the clock for five minute games, and walk

around during the five minutes to encourage the
players and help them. This will last until the
closing activity.
Students will play kings court and apply everything

they learned about badminton during the games to
the best of their ability.
To wrap up, students will come together and talk

about what they learned from a full day of
Students will review the day and what they learned

from it.
(conclusion,
culmination,
wrap-up)
competition. Ask students different questions such

as, what was used most often, strategy they found
most effective, so on.
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.)
I prepared this lesson to give the students a full competition game day. Alot of times students will not get the true competition
in a badminton unit when the objective is winning instead of playing. Giving the students a kings court type of event was
supposed to engage students as much as possible.
9-15-14

Lesson Plan 5

Uploaded by

Copyright:

Available Formats

Lesson Plan 5

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan 5

Uploaded by

Copyright:

Available Formats

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Subject/ Topic/ Theme

Learners will be able to:

Be able to apply the drop shot during competition

II. Before you start

What barriers might this

Provide Multiple Means of

Provide Multiple Means of Action

Provide Multiple Means of

Provide options for language,

Provide options for expression and

Provide options for sustaining effort

They will be playing against a

This is a competition game. Kids

Provide options for comprehensionactivate, apply & highlight

How will your classroom

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

30 Badminton racquets, 20 birdies, gym space and badminton nets.

III. The Plan

Describe teacher activities

Teacher will go over the rules of KINGS COURT.

Students will listen to how kings court works.

Start the clock for five minute games, and walk

Students will play kings court and apply everything

To wrap up, students will come together and talk

Students will review the day and what they learned

competition. Ask students different questions such

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.