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?
Being able to correctly hold the racquet is essential to being able to correctly hit a backhand.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to hold the racquet and demonstrate the proper backhand grip to the teacher
Students will be able to demonstrate the smash in a rally type situation.
Students will be able to explain why a smash shot is necessary.
Students will be able to hit a proper backhand shot.

physical
development

socioemotional

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.

Basic understanding of how to play badminton and when the different types of shots might come into
play during competition.
Pre-assessment (for learning): Before explaining the smash shot, I will ask students what they know and

asses where they are at.

Formative (for learning): After learning the different grips, students will show eahother what they just

Outline assessment
activities
(applicable to this lesson)

learned and the different grips.

Formative (as learning): At the end the students will have to think when they might use both shots

during the game.

Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
I will explain the difference in grips
and what makes it so you have to
grip differently.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will demonstrate what
they learned by physically playing
throughout the lesson.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

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

I will connect with them what

they already know about how
they drip different shots and
explain the different with the
new shots.

9-15-14

Students will be with a partner

throughout, so they get
feedback and get to interact
with another student.

Provide options for comprehensionactivate, apply & highlight

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

We will go over objectives at

the beginning so that they know
what they are trying to
accomplish.
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?

Nets, 30 racquets, 30 shuttlecocks

We will have the courts set up around the gym. Students will divide into groups with each group
having their own court.

III. The Plan

Time
0-7
Min
7-11
Min

Components

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher will be encouraging students to give their
best effort and run at their own pace.

Silent stretch in the gym after running laps.

After running the laps will instruct the students to
silently stretch on their own to get prepared for the
badminton lesson.
Anticipatory Set: The smash is designed to hit the
shuttle so hard that it takes your opponent too long
to react, resulting in a miss hit on their part.

Development
(the largest
component or
main body of
the lesson)

Teacher will show the difference

between the forehand grip and the
backhand grip.(forehand you hit with
the front of the hand facing forward
and backhand the back of the hand is
facing forward.)

Overhead forehand smash

9-15-14

Students will get in a semi circle around the teacher

and listen to the smash explanation

Backhand grip-

11-14
Min

15-25
Min

7 minutes laps around outside of gym on track.

Teacher will demonstrate to class the

overhead forehand smash.

Students will then demonstrate to a partner the

correct backhand grip.

25-35
Min

Cues: Wrist cocked, extend arm,

follow through

Teacher will observe and give instruction as needed

The class, in their groups will rally using

the overhead forehand smash.

Overhead backhand smash-

Groups will then rally using the overhead

backhand smash.

Get with a partner, one student serves

while the other returns the serve with a
smash. After 12-15 attempts, partners
rotate duties.
Students can then incorporate other skills
learned up to date into drill.

Teacher will show the class the proper

way to perform the overhead
backhand smash. (Back of hand to
net, arm extended)

Serve and Return smash drill- Teacher will walk

around and observe to make sure that students are
understanding the concepts.

35-50
Min

50-53
Min

Closure
(conclusion,
culmination,
wrap-up)

-Teacher will ask the students to explain the

difference between a forehand and backhand, and
show your partner the different grips.

-Students will collaborate with their partner and

show eachother the difference between a forehand
and backhand shot, and the different grips.

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.)
This lesson was prepared as most of the meat of the badminton lesson plan. They learn a lot that will translate to the
competition. This lesson has different grips and different shots which is the outline to play in a competitive setting.

9-15-14