SPRINGFIELD COLLEGE LESSON PLAN Template

PHED 237
NAME: Quinn McKenna
DATE TAUGHT: 4/6-4/10
TIME: 8:55-2:30
CLASS SIZE: 25
FACILITIES: Soule Road Gymnasium
LESSON #: 5

SCHOOL: Soule Road

GRADE LEVEL: 4 -5th
th

EQUIPMENT NEEDS (#): 5 Marker/crayon bins, Activity worksheet, Large piece of computer paper, projector, computer
LESSON FOCUS: Creating your own activity

UNIT: Badminton

STUDENT PERFORMANCE OBJECTIVES: By the end of this lesson, the students should be able to:
(C)- Identify the components of the underhand and overhand strikes while playing badminton jeopardy during the class time. (S2.E3.4b)(MA CF 2.2)
(C)- Create their own badminton activity based off of given equipment, strikes to be used and rules to be made with their squads during activity time.
(S2.E3.4b)(MA CF 2.2)
(A)-Work cooperatively with their squads to create a badminton activity, showing each member respect and equality while participating in the lesson.
(S4.E2.5b)(MA CF 2.7)
TEACHER PERFORMANCE GOALS: During the lesson the teacher will:
1. Use teacher positioning to make sure each student is allowed their input and the group members are being treated fairly
2. Desist any misbehavior that occurs immediately so that students surrounding the incident are not affected.
3. Use questions to check for student understanding while each squad works to create their own activity.
REFERENCES:
Mitchell Stephen, Oslin Judith, Griffin Linda. Teaching Sport Concepts and Skills: A Tactical Games Approach. Human Kinetics, 2006. Pg. 19-25
Zerbee, Vicki. Fundamental Skills & Rules in Badminton. http://www.livestrong.com/article/191286-fundamental-skills-rules-in-badminton/. 2015
Shape American National PE Standards. http://www.shapeamerica.org/standards/pe/.
Jeopardy Productions. Jeopardy-Americas Favorite Game Show. http://www.jeopardy.com/. 2015

TIME
SEQUENCE OF LESSON
0-4 Introduction- Mr. McKenna will enter the students into the art room
quietly as they sit down at a table with squads. Mr. McKenna will
take attendance and will be notified of who has boots for the days
classes. Mr. McKenna will have a volunteer read the message on
the easel, which will read Turn to a friend and begin to think about
your own badminton activity. The students will have 2 minutes to
answer the questions amongst their squads before sharing what they
come up with to the whole class. From there, Mr. McKenna will give
his expectations for the day.
- Work together with your squads
- Give everyone an equal chance to voice their ideas
- Follow the rules on the worksheet
- Use inside voices
- Use the markers/crayons appropriately
- Listen to all of Mr. McKennas directions
4-14

ORGANIZATION
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Activity 1- Jeopardy
In the first activity the students will be playing badminton Jeopardy.
The students will work in their squads, and will be playing against
other squads. There will be 10-15 jeopardy questions asked to the
students pertaining to the aspects of the game (rules, equipment,
strikes, serve, boundaries, strategy,). Each group will get a fair
chance to answer a question, and answer other groups questions if
a correct answer is not given.
Rules- Only the selected group may answer the question
- Non-answering groups must remain quiet
- A selected spokesmen will answer the question for the group
- If the question is answered wrong, it will go to the next squad
- An answer must be given in 30 seconds
- Students may choose any question value they want
- Squad with the most points at the end will be the winners
Teacher positioning- Mr. McKenna will be positioned behind the
computer so that he can control the power point. He will make sure
that the groups are remaining quiet and orderly
Demonstration- Mr. McKenna will do a demo question with one of the
squads. The question will not count to the squads points, but will
serve as an example of how to correctly answer the question in the

[Squad 1 table]

[squad 2 table]

[squad 3 table]
[squad 4 table]

[squad 5 table]

REFLECTION
I did a good job of entering the
students, not allowing them to touch
any of the art work or other equipment
in the art room. I sat them down in
their art seats, not their squads, and I
adjusted the lesson from there (5
groups not 6). I took attendance in a
quick manner so that the students
would have as much time to
participate in the classes activities.

The students thoroughly enjoyed

jeopardy. They were very excited to
play it, and they were incredibly
enthusiastic when they saw that that
was the activity planned. I did a good
job explaining my expectations, and
the rules for jeopardy. The students
were able to answer all of the
questions, many of which had been
discussed in previous classes. If I
were doing another rainy day plan, I
would definitely use jeopardy. I found
out it is an effective, and fun way to
get content across to the students.

allotted time period of 30 seconds.

Transition- The students will remain at the table they are at for
jeopardy for the next activity. They will not need to move at all and
the materials will already be placed in the middle of their tables.
15-37 Activity 2- Create your own Badminton activity
The students will be creating their own badminton activities working
with their squads. At the end of class, each group will share the
activity they came up with and explain how the activity works. The
activity is not for the whole class, it is an activity made up for just the
number of people in each given squad. The students will be given
equipment for the activity set up, and will have to create their own
rules for the activity.
Equipment given- Half of the gym space
- Everyone gets a racket
- Everyone gets a birdie
- 6 hula hoops
- 4 jump ropes
- 10 math war cones (of any point value)
- 2 math war bins.
The students do not have to use all of the equipment, but they must
use at least half of each piece of equipment. They may not add any
extra equipment to the activity. The students can use any of the
following strikes in their activity
- Overhand backhand
- Overhand forehand
- Underhand backhand
- Underhand forehand
- The serve
- J-stroke
The students also must come up with 4 rules for their activity, and 3
safety rules for the activity. After all of this has been complet4ed, the
students will make a quick drawing of their activities setup on a large
piece of computer paper.
Teacher positioning- Mr. McKenna will walk from squad to squad. He
will make sure the students are following directions, and that each

[Squad 1 table]

[squad 2 table]

[squad 3 table]
[squad 4 table]

[squad 5 table]

This activity was very effective. It

proved to me that the students
understood badminton and all its
rules. They were able to create their
own lessons, based off of specific
equipment, strikes and rule sets. This
proved to me that in both the cognitive
and psychomotor domain the students
knew the points of badminton. They
made their own rules, and their own
activities which means they were able
to satisfy my learning outcomes. The
students enjoyed this activity a lot,
most of them asking and hoping that
they would get to try and play their
activities next week in class. I did a
good job of using my teacher
positioning so that I could go around
to each table, inquire about their
activity and help them if they needed
help. I used a demonstration of an
activity that I had made for them, and I
think it helped clarify for them what I
was expecting. The sharing was
effective too, some students even
asked question to other groups about
their game. This activity really proved
to me the students knew the
badminton content which was a good
reflection upon myself.

member of the group is participating.

Demonstrations- Mr. McKenna will give examples of rules, and
[Squad 1 table]
[squad 2 table]
safety expectations
- Students must stay in the hula hoop while striking the birdie
- Students may not strike in front of the jump rope
[squad 3 table]
- students must place their racket on the ground when leaving
personal space to retrieve a birdie
- Students must be aware and check their peripheral vision
[squad 4 table]
[squad 5 table]
before striking
Transition- Mr. McKenna will ask the students to carefully place back
their markers and crayons into the bins. Mr. McKenna will call each
squad forward one at a time to present their activity.
Check For understandingHow many rules do you have to create?
S- You have to create 4 rules, and 3 safety rules
Can you use the spike as a strike?
S- No, you may only use the strikes that are stated on the worksheet
Can you add in your own equipment?
S- No, you may only use the equipment that is written non the
worksheet
37-40 Closure- Mr. McKenna will comment on the classs behavior and
ability to follow classroom expectations. Mr. McKenna will inform the
students what they will be working on next class.

The students were able to answer my

questions closely to my projected
answers. The questions aligned with
my objective, which means the
students satisfied the outcomes for
the day.

T- Why did you choose to create your activity like this?

S-Because we wanted to continue to work on our service skills so
we only used the serve
S-We wanted to work on striking with a harder force, so that why we
choose to use the overhand forehand and backhand strikes for out
activity
T- What worked well in your group?
S- We made sure that everyone got to say their input on the activity
S-We went around in a circle creating ideas until we had enough
information to create our own activity.

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