Badminton Unit Grade 12 and Grade 10

Backward Design for Unit Planning and Lesson Planning in HPE
Teacher(s): Diana Carreira
Course: PPL2OV and 4OV Grade: 10 and 12
Unit/Conceptual Focus:Badminton
Curriculum Expectations:
A1.1, A1.3, A2.1, A2.2, A3.1, B1.1, B1.2, B1.3, B1.4, B2.1, B2.2, B2.3, 1.1, 1.2, 1.3, 1.4, 1.5, 1.5
Learning Goals:
● We are learning to use communication and teamwork skills so we can be successful working as a team. (1.1, 1.3, 1.4)
● We are learning to follow rules for our own safety and the safety of others. (A3.1)
● We are learning to develop our personal fitness by actively participating to the best of our ability. (A1.1, A2.1, A2.2)
● We are learning to apply movement principles to refine our skills. (B1.4)
● We are learning to effectively move in games while sending and receiving objects. (B1.1, B1.2)
● We are learning to understand and use tactics in order to send an object into open space to get points or to successfully defend
space from an opponent scoring. (1.1, 1.5, B2.1, B2.2)
● We are learning to use problem-solving so we can implement tactical solutions to be successful in net/wall games. (1.5, B2.1, B2.2)
Success Criteria:
● I can use verbal and non-verbal means to communicate with my partner or team members. (1.1, 1.2, A1.3)
● I can work collaboratively with my partner or team to achieve our goals. (1.4, A1.3)
● I can participate to the best of my ability in each activity. (A1.1)
● I can select exercises and activities that will help me develop health and skill related fitness components. (A2.1, A2.2)
● I can receive an object by keeping my eye on it. (1.1, B1.2)
● I can apply movement principles in order to send an object using appropriate force and direction. (1.1, B1.4)
● I can move in different ways to cover space and receive an object. (1.1, B1.1, B1.2)
● I can use strategies in order to make it difficult for my opponent to return the object across the net or back to the wall. (1.1 1.5,
B2.1, B2.2)
● I can read my opponent’s moves to successfully defend space or to return the object across the net or back to the wall. (1.1, 1.5,
B2.1, B2.2)
Guiding Questions:
How can I best work with my partner or team to defend space and to return the object across the net or back to the wall?
● What strategies can I use to effectively defend space against an opponent’s attack?
● What clues should I pay attention to when anticipating an opponent’s attack?
● How can I mask my own attack from my opponent?
● How can I use movement principles in order to refine my skills?
● What movement principles and strategies can I use to successfully receive and send an object?
● What strategies can I use to make it difficult for my opponent to return the object across the net or back to the wall?
Lesson # 0 Focus: Basketball Assessment Test
Lesson # 1 Focus: Badminton Introduction: Forehand Grip/Clear and Backhand Grip/Clear with Underhand and Overhand Swing
- Forehand underhand clear without a shuttle
-forehand underhand clear with a shuttle
-backhand underhand clear without shuttle
-backhand underhand clear with shuttle
Lesson # 2 Focus: Serving: Long and Short Serve
-Serving without a shuttle
-serving with a birdie to targets
-overhead clear without a shuttle
-overhead clear with a shuttle
Lesson # 3 Focus: Overhead Forehand and Overhead Smash
-Overhead smash without a shuttle
-overhead smash with a shuttle
Lesson # 4: Review Overhead, Net Lob, Net Drop Shot, Drive

- SINGLES AND Doubles Tournament Play: Underhand clear concepts, serving concepts, drive concepts, overhead smash
concepts, drop shot concepts
Lesson# 5: Singles and Doubles Tournament
At the end of the unit students will participate in a one day team tournament using the games played throughout the unit. While
effectively participating as a team member, students will be assessed on their communication and teamwork skills and their
application of skills, concepts, principles and strategies to increase their chances of success while participating in net/wall games.
Assessment Tool A rating scale will be used to assess movement skills and communication skills. A rubric will be used to assess
application of movement strategies to increase students’ chances of success in a game situation.
Lesson 0
Unit/Conceptual Focus: Basketball
Lesson #: 0 Focus: Assessment

Curriculum Expectations:
A1.1 actively participate in all aspects of the program (e.g., being appropriately prepared and equipped to participate in the activity, being
engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress
and successes in order to boost their confidence and increase their willingness to try new activities), choosing from a wide and varied
range of activities (e.g., individual activities; small- and large-group activities, sports, and games; outdoor and recreational pursuits) [PS, IS]
A1.3 demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and
enjoyable environment for participation in physical activities (e.g., encourage others; show respect for others’ points of view; listen
attentively; show appreciation; encourage fair play; be inclusive; provide leadership by leading an in-class activity such as a warm-up or
cool-down or suggesting ways to adapt an activity so that individuals with different physical or intellectual abilities can successfully
participate) [PS, IS]
A2.1 participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes
(e.g., continuous circuit training, cross-country skiing, ultimate disc, swimming) [PS]
B1.2 perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g.,
send objects, varying distance and placement, to advance runners in striking/fielding activities; move into position to receive an object in
net/wall activities; maintain control of the ring while moving towards the opponent’s net in a game of ringette; throw a ball, perform a full
turn, and catch the ball while performing a rhythmic movement sequence) [PS, IS, CT]
B1.4 apply appropriate movement principles* in order to refine skills in a variety of physical activities (e.g., extend all joints to achieve
maximum force in the execution phase of an overhead or underhand serve in a net/wall activity; bend knees to lower centre of mass to
increase stability in wrestling) [PS, CT]
B2.1 demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules
and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a wide variety of physical
activities, in a range of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and
snow trails) [IS, CT]
Learning Goals:
Guiding Questions:
Before: Minds On Materials

Time:
20minutes Fitness Blast/Warm Up none
Time:40 During: Action! Materials

minutes
Assessment Day: Basketballs
Recap passes and evaluate with students on end line. Handout
Assess Passes: Chest Pass, Bounce Pass
Assess Shooting: BEEF
Assess Dribbling
Assess in partners (hand out)
End with Basketball Game

Time: 5 Consolidation & Connection Materials
minutes RECAP basketball unit with questions.
- none
-
-
Change and get ready for health

Assessment Opportunities
Peer assessment
Teacher assessment
Next Steps
End of basketball unit. Next unit is badminton.
Lesson 1
Unit/Conceptual Focus: Badminton
Lesson #: 1 Focus: Forehand/Backhand Grip with Underhand/Overhand Clear

Success Criteria
I can communicate using verbal and non-verbal means to communicate with my partner or team members. (1.1, 1.3, 1.4)
● I can move and assume the ready position to receive the ball. (B1.3)
● I can move to open space and apply movement principles to receive and send the ball across the net. (B1.2, B1.4)
● I can use a variety of tactics on offence in order to make it more difficult for my opponent to return the ball. (1.5, B2.1, B2.2)
Learning Goals:
We are learning to:
● We are learning to use communication and teamwork skills so we can be successful working as partners or as a team. (1.1, 1.3,
1.4)
● We are learning to apply movement principles to refine our skills in net/wall games. (1.1, B1.4)
● We are learning to effectively move in games while receiving and sending an object over a net or against a wall. (B1.1, B1.2)
● We are learning to move an opponent around a court in order to score points. (B1.1, B1.2, B2.2)
● We are learning to defend open space to prevent an opponent from scoring points. (1.5, B1.1, B1.2, B2.2)
Guiding Questions:
● How does communication play a role when we are on offence or defence?
● What do I have to do to successfully receive and send the ball?
● What do I have to do to move my opponent around the court?
● How do we work together as partners or as a team to successfully defend open space and make it difficult for our opponent to
return the ball?

Get students to change.
Time: 15
minutes Q: What net wall games have you played/interested in? When you played badminton the last
time: what did you like/not like, what was easy/difficult
Fitness Based Warm Up:

Badminton
Introduce learning goals and co-construct success criteria. Racquets x 29 -
Students reflect and share what they know about the importance of communication when playing Birdies x 29 - 8
net/wall games with a partner or as a team. hula hoops - 8
discs -
Before the lesson, set up nets on 4 courts. Place a hula hoop and a frisbee on the midright on each Badminton Nets
side the 4 courts. Also place 3 racquets and 3 birdies on each side of the courts.
Gather students in front of me in a semi circle. **********

Split students into 4 groups of 4 onto 4 courts. Each group of 4 will have a leader leading the
activities on their court. We will start by playing Angry Birdie.
Angry Birdie (Warm-up game)

– Will demonstrate the game. One group of 4 will be split into 2 groups of 2. One group of 2 will
play on one side of the net, the other group of 2 will play on the other side.
- Line up students single file behind the far back line on each side of the court.
- One student from each side will attempt to hit the birdie however they can over the net into the
specified targets (hula hoops and disks). After each attempt, they will walk to the back of the line.
Point system: 5 shots, count points. Rotate players
Transition - Everyone: finish up the game after 5 minutes, gather everyone in the centre of the
gym where Diana or student will demonstrate the fundamentals of badminton swings
– underhand, overhand, and backhand swings, as well as the proper stances.
The rest of us will pick up the hula hoops and Frisbees and store them away in preparation for the
next game.
Drills:
Get students to spread out, arms width apart, on a line facing him. Drop their birdies on the
ground, hold onto their racquets.
- Begin by modelling underhand swings. Describe the motion as how one would roll a bowling ball.
Swing the racquet hand back, take a small step forward with the leg opposite of the racquet hand,
and swing through. Ask students to follow along with their racquet.
- Next, move onto modelling overhand swings. Describe the motion as how one would cast a
fishing line. Whip the racquet hand back over the head gently, take a small step forward with the
leg opposite of the racquet hand, and swing through. Ask students to follow along with their
racquet.
- Finally, finish off fundamentals by modelling backhand swings. Describe the motion as how Elvis
would “rock and roll”. Take a step forward with the leg on the same side as the racquet hand,
move hips side to side like Elvis, and swing forward along with the hips.
- After 5 minutes, end the fundamentals lesson.
BACKHAND: VISUAL DESCRIPTION: Student will start in ready position (eyes forward, shoulders
and hips square, knees bent and feet shoulder width apart). Open up the body to the non-
dominant side, shifting weight to the back foot and bringing the racket backwards. Shift weight to
front foot while swinging racket forward and contact shuttle in front of body, following through
across body and finishing in the ready position WITHOUT + WITH SHUTTLE
CUES: Ready position, cross-over step, contact, follow through
FOREHAND: VISUAL DESCRIPTION: Student will start in ready position (eyes forward, shoulders
and hips square, knees bent and feet shoulder width apart). Pivot to dominate side, shifting
weight to back foot and bringing racket backwards. Shift weight forwards, swing racket at an
upward angle and contact shuttle in front of body, following through across body and finishing in
the ready position. WITHOUT + WITH SHUTTLE
CUES: : Ready position, step, contact, follow through
Extensions -
Angry Birdie: Extend difficulty by letting the students stand farther back or moving the targets
farther away.
Fundamentals: Move around instead of being stationary while practicing the movements.
Batty Rally: Not allowed to use the same techniques twice in a row
Adaptations/ Modifications -
Angry Birdie: Use a frisbee instead of a hula hoop to increase difficulty.
Batty Rally: If one is unable to name an item from a category while rallying, they can choose to
just rally without naming anything.
Badminton Quick Overview

Badminton Mini Game: Students will be teams of 2. Each team will play another team of 2 in 1-
on-1 half court games. The players will play ) to 5 points, with the eventual winner getting a point
for their team. After the team has finished playing all the players on the other team, the 2 teams
tally up their points (out of a possible 9), and move on to play a different team.
Switch on 4 teams. Assign each court another team. To 5 . winning team goes on losing team goes
off.
Time: After: Consolidation & Connection Materials
Using a Walk and Talk strategy as students walk around the gym and reflect on one skill or
strategy they used with some success and one skill they would like to focus on to improve over
the unit.
- Ask students if they had any questions, difficulties, or concerns about any of the
activities.
- Ask someone who feels confident in what they learned to demonstrate the fundamentals
(underhand, overhand, backhand).
- - Ask if any student can demonstrate the 3 techniques - underhand, overhand, and
backhand swings.
- - Ask students to put away racquets and birdies in their respective bins.
Assessment Opportunities (include minimum one of each – for, as and of learning in lesson and/or unit overview)
Strategy/Tool: Use an anecdotal recording chart to assess movement skills.
Next Steps
This is the first lesson of the badminton unit. Next lesson we will focus on serving and overhead clear.
Lesson 2
Lesson #: 2 Focus: On Keepups Serving

Success Criteria:
● I can use verbal and non-verbal means to communicate with my partner or team members. (1.1, 1.3, 1.4)
● I can move to receive the ball and assume the ready position. (B1.2, B1.3)
● I can choose which strategy is the best to use in different game situations. (1.5, B2.1, B2.2)
● I can work collaboratively with my team to defend open space. (1.2, A1.3)
Learning Goals:
● We are learning to use communication and teamwork skills so we can be successful working as partners or as a team. (1.1, 1.3, 1.4) ●
We are learning to effectively move in games while receiving and sending objects. (B1.1, B1.2)
● We are learning to move an opponent in order to score points. (B1.1, B1.2, B2.2)
● We are learning to defend open space. (B2.1, B2.2)
● We are learning to use tactics in order to make it difficult for our opponent to send an object across the net or back to the wall. (1.5,
B1.2, B2.2)
Guiding Questions:
How can we best communicate to be successful as a team offensively and defensively?
● How can we work together to keep the ball from touching the ground on our side of the net?
● How do I apply the phases of movement when sending an object to produce the force I need or send it in the appropriate direction?
● What decisions do I need to make before I send the object?
● What strategies can I apply to send the ball into the opponent’s open space?
● What decisions do I need to make when I’m setting up to defend?
● How will we position ourselves to cover the playing area on our side of the net?

Time: Fitness Blast
20minutes
● Students reflect and share what they did to be successful in keeping the ball up

minutes ● Play a game such as Keep it Up/Switcheroo as a warm-up. one racket and one
Introduce learning goals and co-construct success criteria. shuttle cock each
● With their partner, students reflect on how successful they have been at using verbal and non-
verbal communication skills and teamwork skills and what they will focus on for the remainder of
the unit.
● Students assemble into teams and determine how they will adjust their passes to make it
difficult for their opponent to return the ball in the game played.
Switcheroo
Batty Rally (Game 2)
Everyone: split your group of 6 into 2 groups of 3.
One group of 3 will play on one side of the net, the other group of 3 will play on the other side.
- Tell students to rally with each other on their court, using the swings and methods modelled
previously by Diana.
- To make the game more fun and difficult, ask students to name an item from a category (eg.
animals, food) with no repetition each time they hit the birdie.
- Everyone: Change the categories used on your court after a few rounds.
Transition - Everyone: After 8 minutes, end the game and gather everyone around the centre of
the court for cool down and conclusion.
Last court who hasn’t dropped it wins. **
Drill 1:
SERVING VISUAL DESCRIPTION: Student with feet staggered on the baseline of court with weight
on back foot. Student will hold birdie with thumb and index finger to the side of their body. As
student drops shuttle, they should swing the racket forward contacting the shuttle in front and off
to the side of their body below the waist. Follow through across body.
WITHOUT SHUTTLE, WITH A BIRDIE TO TARGET

CUES: Serve: O-Shape, swing, make contact, follow through
Players must make contact with the shuttle below the waist
The racket shaft must be pointing downwards at any degree, ie, the head of the racket must be
below the racket hand before making contact with the shuttle.
Both feet should be on the floor
High Serve: This type of serve is most commonly used in singles matches, sometimes known as a
long serve. the aim is to send the shuttle high and long and make it drop as close to the furthest
backline as possible. This will make it very difficult for an opponent to hit an effective return.
Low Serve:This type of serve is most commonly used in doubles matches. Aim to hit the shuttle so
it just clears the net and lands as close to the service line as possible, but it must touch the line at
least, if it drops short it will not count. Keeping the shuttle low and short will make it very difficult
for an opponent to hit an attacking return.
on-1 half court games. The players will play (a vs a, b vs b, c vs c) to 5 points, with the eventual
winner getting a point for their team. After the team has finished playing all the players on the
other team, the 2 teams tally up their points (out of a possible 9), and move on to play a different
team.

minutes COOL DOWN
Students participate in a knowledge-building circle telling the class what they discovered about
effective strategies and tactics in net/wall games.
How do we get extra power on the shuttle?
Teacher observation of communication and movement skills and use of team strategies using a checklist.
Next Steps
End of lesson 1. Next lesson we focus on overhead clears and smashes.
Lesson 3
Lesson #: 3 Focus: Overhead Smash and Overhead Clears/ Serving

Success Criteria:
● I can use movement principles to use effective force and direction when sending the ball. (B1.2, B1.4)
● I can use a variety of tactics on offence in order to make it more difficult for my opponent to return the ball. (1.1, 1.5, B2.1, B2.2)
● I can work collaboratively with my partner or team members to defend open space. (1.4, A1.3, B2.2)
Learning Goals:
● We are learning to use communication and teamwork skills so we can be successful working as partners or as a team. (1.1, 1.3, 1.4)
● We are learning to use creative thinking skills to identify strategies and tactics to increase our chances of success. (1.5, B2.1, B2.2)
● We are learning to effectively move in games and apply movement principles while receiving and sending objects. (B1.2, B1.4)
● We are learning to use tactics in order to make it difficult for our opponent to send an object across the net or back to the wall. (1.1, 1.5,
B2.1, B2.2)
● We are learning to defend open space. (1.5, B2.1, B2.2)
Guiding Questions:
● How can we best communicate to be successful as a team offensively and defensively?
● How can we work together to keep the ball from touching the ground on our side of the net?
● What factors do I need to consider when sending an object?
● How do I apply the phases of movement when sending an object?
● What decisions do I make before I send the object? What strategies can I apply to send the ball into the opponent’s open space?
● What decisions do I make when I am setting up to defend?
● How will we position ourselves to cover the playing area on our side of the net?

Time: Fitness Blast/Warm Up
20minutes Tic Tac Toe Relay Ball of choosing

minutes one racket and one
TgFU Game shuttle cock each
TgFU :Foot Strike
Participants work together to try to score a point by having the ball bounce within the boundaries
of the other side of the court before it is caught. The opposing group of participants receive a
point if they can catch the ball before it bounces, or if the other group sends the ball outside the
boundaries of the court.
● Students play Foot Strike and apply their communication, sending and receiving skills and the
strategy they selected to focus on for the day to make it more difficult for the opponent to receive
the ball.
● Teams periodically “huddle up” and respond to the guiding questions asked to continue to
strategize tactical solutions and/or to discuss what they have to do to effectively send the ball to
an open space and defend their own court.
Sit students down and go over technique for both the high serve and overhead clear.
Students go back to court and rally using correct techniques
Rotate round on teachers call
● Introduce learning goals and co-construct success criteria.

● Review how students move and apply movement principles in order to successfully
receive and pass a ball.
● Generate a list of strategies and tactics with students that they have used to be
successful while playing net/wall games so far in the unit.
● Students focus on using these strategies and tactics for this lesson.
● Students play 3-on-3 volleyball in a modified space and with the net height lower than
the standard height.
● Students practise communication and teamwork skills, sending and receiving skills and
apply the strategies and tactics they identified at the beginning of the lesson to make it
more difficult for the opponent to receive and return the ball.
● Teams periodically “huddle up” to review the success of their application of tactics and
strategies and what they have to do to effectively send the ball to an open space and
defend their own area of play.
OR
Drill 1: Overhead smash without a shuttle/ overhead smash with a shuttle
OVERHEAD SMASH VISUAL DESCRIPTION: Student will start in ready position (eyes forward,
shoulders and hips square, knees bent and feet shoulder width apart). Approach shuttle from
dominant side bringing racket from back scratch position upward with weight on front foot. Flex
wrist downward and contact shuttle at highest point with a closed racket face while following
through across the body and finishing in the ready position.
Drill 2:
OVERHEAD CLEAR WITH SHUTTLE & WITHOUT SHUTTLE
CUES: Overhead clear: Wind up, swing, make contact, follow through
CUES: Step, wind up, swing, area of contact.
Drill Game: stand in front of one another, pass to one another using the skills. If one person
successfully passes three times without dropping it twice they step back once, if they drop it,
they go back to midline.
Badminton
team.

minutes ● In their groups of three, students complete a TAG card.
■ T Tell your partners one thing they did well in the activities.
■ A Ask a guiding question such as those that have been asked throughout the unit.
■ G Give your partners a positive suggestion for improvement related to the success criteria of
the lesson. Opportunity For Assessment Strategy/Tool: Review the TAG cards to assess students’
understanding of the learning goals and success criteria.
Strategy/Tool: Review the TAG cards to assess students’ understanding of the learning goals and success criteria.
Next Steps
Next lesson will be on drop shots ad drives.
Lesson 4
Lesson #: 4 Focus: Review Overhead, Net Lob, Net Drop Shot, Drive, Smash
Success Criteria:
● I can move to receive the ball and assume the ready position. (1.1, 1.5, B1.2, B1.4)
● I can use movement principles to use effective force and direction when sending the ball to the wall. (1.1, 1.5, B1.2, B1.4)
● I can work collaboratively with my partner(s) or team members to defend open space. (1.4, A1.3, B2.2)
Learning Goals:
● We are learning to use communication and teamwork skills so we can be successful working as partners or as a team. (1.1, 1.3, 1.4)
● We are learning to use creative thinking skills to identify strategies and tactics to increase our chances of success. (1.5, B2.1, B2.2)
● We are learning to develop our personal fitness by actively participating to the best of our ability. (A1.1, A2.1)
● We are learning about the relationship between body position and successfully sending the ball to, or receiving the ball from, a wall.
(B1.2, B1.3)
● We are learning to effectively move in games and apply movement principles while receiving and sending objects. (1.1, 1.5, B1.2, B1.4)
B2.1, B2.2)
● We are learning to defend open space. (1.5, B2.2)
Guiding Questions:
How can we best communicate to be successful as a team offensively and defensively?
● What factors do I need to consider when sending an object? How do I hit the ball with the greatest power without losing control?
● How do I apply the phases of movement when sending the ball back to the wall?
● How does my body position relate to successfully sending the ball to, or receiving the ball from, a wall?
● What decisions do I make before I send the object?
● What strategies can I apply in order to make it more difficult for my opponent to return the object back to the wall?
● What decisions do I make when I am setting up to defend?
● How will we position ourselves to cover our defensive playing area?
With a partner students try to maintain a rally against a wall in their given space.
Time: ● While participating in a warm-up stretch, using a knowledge-building circle, students reflect and
20minutes respond to the following questions: What strategies have you used on offence and on defence to
be successful in the games played in the unit so far?
● Individually, students reflect on the skills and strategies they are applying with success and a
skill they want to focus on for the remainder of the unit.
shuttle cock each
TGFU: Squish
● Students reflect on how they moved and applied movement principles during the warm-up rally
to successfully receive a ball and send it back to the wall.
● In partners, students play a game such as Squish focusing on the strategies they discussed after
the warm-up game.
● Students apply the tactical solutions they have learned to make it more difficult for their
opponent to return the ball back to the wall.
● Students regularly rotate pairs/teams to play new opponents.
● After each rotation students reflect on how the space affects their decisions, how the game
could be improved or what changes they would make to it.
● After each reflection, students continue to apply communication, critical and creative thinking
skills, sending and receiving skills and stability and locomotion skills.
Review Overhead, Net Lob, Net Drop Shot, Drive
DROP SHOT: The badminton drop shot is semi-offensive. It’s performed from the back of the
court and is usually used to maintain the pace of the game. The defensive clear (explained above)
slows down the pace of the game – because it keeps the shuttle in the air for quite a while. The
drop shot, on the other hand, maintains the pace of the game. A drop shot performed at a steep
angle lands on the ground quicker, compared to the clear or lob. Your opponent has to rush
forward to retrieve it. Hit the drop shot ONLY when you’re comfortable with the pace of the
game. In other words, perform a drop shot when you’re playing at a similar pace or a faster pace
than your opponent.
DRIVES: Drives are fast and furious badminton shots exchanged horizontally across the net. One
of the main reasons to hit the drive is to increase the pace of the game.
Students can now play singles or doubles games. Students now only score points for every drop
shot they successfully make. ( i.e their opposition couldn’t get to it before it hit the floor)
team.

minutes ● Using an exit card, students reflect on the following questions:
What did you do differently today to be successful at sending and receiving the ball?
How can you improve your accuracy when sending an object?
What might be a better way to defend open space?
Use a checklist to assess students’ application of communication, teamwork and movement skills and strategies.
Next Steps
Lesson 5
Lesson #: 5 Focus: Badminton Tournament and Assessment

Success Criteria:
● I can work collaboratively with my partner or team members to defend our space. (1.2, A1.3)
● I can use movement principles to use effective force and direction when sending the ball across the net. (B1.2, B1.4)
● I can use a variety of tactics on offence in order to make it more difficult for my opponent to return the ball. (1.1, 1.5, B2.1, B2.2)
Learning Goals:
We are learning to use communication and teamwork skills so we can be successful working as a team. (1.1, 1.3, 1.4)
● We are learning how to develop our personal fitness by actively participating to the best of our ability. (A1.1, A2.1)
● We are learning to effectively move in games and apply movement principles while sending and receiving objects. (B1.1, B1.2)
● We are learning to defend open space. (B1.1, B1.2, B2.2)
B2.1, B2.2)
Guiding Questions:
● How can we best communicate to be successful as a team offensively and defensively?
● What factors do I need to send an object to a strategic space?
● How do I hit the ball with the greatest power without losing control? How does this change when I use an implement to strike an object?
● How do I apply the phases of movement to be successful in sending the ball across the net?
● What decisions do I need to make before I send the object?
● What strategies can I apply in order to make it more difficult for my opponent to return the ball across the net?
● What decisions do I need to make when I’m setting up to defend?
● How will we position ourselves to cover our own court?
Before warm up: explain instructions of badminton
Fitness Blast
Time:
● Students participate in a game such as Clear and Tip Rally for a warm-up.
20minutes
● Students reflect and share their responses to these questions:
How would you hit the birdie so the opposing team has a greater chance to receive it?
Where should you stand on the court so you are ready to receive the birdie?
What does the ready position look like in this game?

Rules of official badminton and doubles tournament shuttle cock each
Twos: TGfU
● Students share what they have learned so far in this unit about how they move, how they apply
movement principles in order to successfully send and receive a ball and strategies and tactics
they have learned to apply in net/wall games.
● In partners, students play one round of Twos against their opponent practising their movement
skills and the strategies they have learned to be successful in net/wall games.
● After round one, in a one-minute time out, partners identify strategies and tactics that they are
using to be successful and what they might change to increase their success.
● Students continue to play Twos against different opponents applying movement principles and
strategies and tactics.
● Using the guiding questions, teams periodically “huddle up” to strategize and apply tactical
solutions to be successful against their opponents’ strategies and tactics.
Badminton Tournament:
-play a doubles game, using any type of shot to try and get the bird to hit the ground.
At the end of this activity:
1. What was the main difference between playing singles and doubles? Answers included a lack of
space in doubles, harder to hit it away from opposition players etc.
2. What were the challenges of playing doubles? Answers included, getting in each others way,
working out a common strategy or knowing what the other player was trying to do.
3. What different strategies did you use on the court to manage the space? Most teams said one
player at the front and one at the back but a couple set up side by side.
4. For each of the two strategies we then explored how you could create space to attack –
Question: How can you create space when players are side by side/one forward, one back?
Create checklist (Give a level each day)

minutes ● In pairs, students complete an exit card reflecting on the communication and game strategies
they used to be successful during this activity.
Use the exit card to assess students’ understanding of offensive and defensive strategies and use of communication skills.
Next Steps
End of unit

Badminton Unit Grade 12 and Grade 10

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Badminton Unit Grade 12 and Grade 10

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Backward Design for Unit Planning and Lesson Planning in HPE

Teacher(s): Diana Carreira

Course: PPL2OV and 4OV Grade: 10 and 12

Lesson # 4: Review Overhead, Net Lob, Net Drop Shot, Drive

Lesson #: 0 Focus: Assessment

Before: Minds On Materials

Time:40 During: Action! Materials

Assess in partners (hand out)

End with Basketball Game

Change and get ready for health

Unit/Conceptual Focus: Badminton

Lesson #: 1 Focus: Forehand/Backhand Grip with Underhand/Overhand Clear

Before: Minds On Materials

Time:45 During: Action! Materials

Gather students in front of me in a semi circle. **********

Angry Birdie (Warm-up game)

CUES: Ready position, cross-over step, contact, follow through

CUES: : Ready position, step, contact, follow through

Badminton Quick Overview

Lesson #: 2 Focus: On Keepups Serving

Before: Minds On Materials

Time:40 During: Action! Materials

WITHOUT SHUTTLE, WITH A BIRDIE TO TARGET

Time: 5 Consolidation & Connection Materials

Lesson #: 3 Focus: Overhead Smash and Overhead Clears/ Serving

Before: Minds On Materials

Time:40 During: Action! Materials

TgFU :Foot Strike

● Introduce learning goals and co-construct success criteria.

Drill 1: Overhead smash without a shuttle/ overhead smash with a shuttle

Time: 5 Consolidation & Connection Materials

Before: Minds On Materials

Review Overhead, Net Lob, Net Drop Shot, Drive

Time: 5 Consolidation & Connection Materials

Lesson #: 5 Focus: Badminton Tournament and Assessment

Before: Minds On Materials

Before warm up: explain instructions of badminton

Time:40 During: Action! Materials

Create checklist (Give a level each day)

Time: 5 Consolidation & Connection Materials

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