Lesson Plan Lesson: ____Badminton_______ Length: ____40 Minutes__________ Age or Grade Level Intended: _____7th grade________ Academic Standard(s): Standard 3: The student will participate regularly in physical activity. Standard 5: The student will exhibit responsible personal and social behavior that respects self and others in physical activity. Standard 1: The student will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. Performance Objective(s): Psychomotor: The student will develop the skills needed to perform the Overhand clear by hitting birdie into a taped off square 3 out of 5 times. Assessment: - A skill test, tape off a square on 4 ft by 4 ft one side of the badminton net and have a student with a racket stand on the other side of the net. The teacher will serve a birdie over the net to the student and the student must hit the birdie back over the net using the overhand clear into the taped off square. The student will have 5 attempts to do this. They must get a least 3 inside the square. Advance Preparation by Teacher: - Make sure the gym is available during class - Set up badminton nets - Make sure there are enough rackets and birdies for all students - Make a attendance sheet - Have a 2 regulation badminton courts taped off. Procedure: Introduction/Motivation: I will start off class by asking the students if they have ever played badminton before and if they know any of the rules of badminton. Show the students how to grip a racket by holding close to the bottom of the grip. Show the student where the base line and sideline are on a badminton court (sidelines are on the side, baseline are on the ends). Demonstrated the overhead clear- make sure the racket is above the head to start the swing, swing the racket downward, keep the eye on the birdie. Have the students swing the racket without using a birdie making sure the racket is above the head to start, swing the racket downward. Step-by-Step Plan: - I will introduce the lesson and we will discuss/ demonstrate the correct way to hold the racket. Also I will demonstrate how to hit the birdie (Gardner Visual / Spatial). (2-3 min) - I will have the students practice hitting a birdie against the wall by them self so they will understand how to hit the birdie. (3-5 min) (Gardner Intrapersonal) - I will divide the students into groups of two where they will just practice hitting the birdie with the racket to come familiar with hitting the birdie. Half of the groups will be using - - the nets to hit back and forth while the other half will be spread out in the gym. We will then switch the two groups and the other groups will hit over the net while the other group is spread out over the gym floor.(7-10 min) (Gardner Interpersonal) Then I will have the students get a partner and start playing a round robin tournament as they are playing each other I will walk around and evaluate their performance. (7-10 min) (Gardner bodily kinesthetic) I will tape off a square on 4 ft by 4 ft one side of the badminton net and have a student with a racket stand on the other side of the net. I will serve a birdie over the net to the student and the student must hit the birdie back over the net using the overhand clear into the taped off square. The student will have 5 attempts to do this. They must get a least 3 inside the square. This will be my assessment of the skill. Closure: For closure I will bring the students back together and I will ask them questions such as what is the equipment used in badminton, what are some rules of badminton? I will ask them to demonstrate some of the hits used in badminton. I will also ask them how they liked the activity.I will ask the students if badminton compares to any other sport they have ever played(bloom’s application) Adaptations/Enrichment: Student with Learning disability in reading comprehension - Students will be read the rules and concepts aloud the concepts and movements will be demonstrated by the teacher. No reading will be involved in this lesson. Student with ADHD - When explaining the rules and concepts I will make sure they stay engaged in the lecture by having all the students model the movements after I have demonstrated the movements. Student with Gifts and Talents in Creativity - I will ask the students if they can think of any modified games they can create to play before the regulation game during the closure of my lesson. Self-Reflection: - Did the students enjoy the lesson? - What did the students excel at? - What do the students need to work on? - What other games can they play before playing a regulation game? - Was the lesson designed to be time effective? - Did I explain everything clear enough? - Was there any behavior problem during the lesson?

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