Lesson Plan Title: Badminton- Strokes

Date: March 6th, 2018

Subject: Physical Education Grade: 10 wellness
Topic: Badminton/ strokes

Materials:
 30 racquets
 20 shuttles
 Net (badminton)
 Whistle
 30 Heart Rate Monitors/bands
 1- Ipad
 4 disinfective wipes to wipe HR monitors

Safety Considerations:
 Be aware of surroundings, spatial awareness adequate space between players
 Clearly define court boundaries
 Be aware of racquets (where you are swinging your racquet and where you are hitting
the shuttle too)
 Use nets free of exposed wires along top or frayed wires along poles
 Store poles so that there is no danger in them falling onto anyone
 Use playing surface with good traction
 Use gym that is free of hazards
 Instruct students to use safe procedures for setting up and taking down equipment
 Replace floor plugs when poles are removed
 Teach skills in proper progression
 Use equipment that is appropriate for age, size, strength, and skill level
 Wear suitable clothing and footwear
 Wear safety goggles
 Onsite supervision
 No jewelry

Management Strategies
 When giving instructions, students will hold rackets and birdies by their side, (if they
don’t obey, equipment will be placed on ground)
 When giving instructions students will gather near a court of teacher choice
(demonstrations) and instructions will be done in a teaching circle.
 Rackets and shuttles will be pulled out of equipment room and students will grab a
racket and birdie in groups of 2 so avoid a big crowd (put back as well)
  Microphone/whistle will be used as start and stop signals
 Students will be able to pick their own partners. Every time a new drill starts students
must pick a different partner
 Teacher will form groups by numbering off students, keeping in mind
exceptionalities/student needs

Stage 1- Desired Results – you may use student friendly language

Outcomes:
W3: Plan for and engage in movement activity to increase confidence, competence, and
sustainability in self-selected individual and/or partner movement activities from each of the
following categories:

 Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)
 Alternate Environment Activities (e.g., cycling, snowshoeing, cross-country skiing,
swimming, hiking, skating, canoeing, trapping, weight lifting/going to a fitness centre)
 Target games (e.g., bowling, golf, archery, bocce ball)
 Net/Wall games (e.g., tennis, table tennis, racquetball, squash)

W7: Promote sustainable well-being by planning for and engaging in movement activities,
alone and with others, that enhance the health-related (i.e., cardiovascular endurance,
flexibility, muscular endurance, muscular strength, and body composition) and skill-related
(i.e., power, agility, speed, reaction time, balance, and co-ordination) components of fitness

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
- Direct Observation: Non-dominate foot forward (forehand grip), dominate foot
forward (backhand grip), weight starts on back legs and transfers to front, Correct
grips on strokes, Backhand shot leads with elbow, forehand shot drops racquet
behind shoulder like you are scratching your back, specific techniques used for
different shots
- Should have made a checklist to determine the points of observation**
Assessment OF Learning (summative) Assess the students after learning to evaluate what
they have learned.
- Students with check their heart rate monitors on the ipad to see if they have obtained
30 minutes of physical activity during the class
- A conversation will be had at the end of the lesson to review each stroke and the
important cues of the strokes
 1. What does a clear shot look like and what are three important cues that were
discussed in class to perform a clear shot?
2. What does a drive shot look like and what are three important cues that were
discussed in class to perform a drive shot?
3. What does a drop shot look like and what are the technical differences between a
clear shot and a drop shot?
4. What does a smash shot look like and how does a drive shot differ from a smash
shot based on the technique cues?

Stage 3- Learning Plan

Activity Sequence Time

Motivational Set- Introductions 5 minutes
5-7 minutes
Warm-up
2 minutes
Activity 1
2-3 minutes
Activity 2
2-3 minutes
Activity 3
2 minutes
Activity 4
2 minutes
Activity 5
2 minutes
Activity 6
2 minutes
Activity 7
2 minutes
Activity 8
2 minutes
Activity 9
2 minutes
Activity 10
2 minutes
Activity 11
2 minutes
Activity 12
2 minutes
Activity 13
2 minutes
Activity 14
20-25 minutes
Activity 15
 5 minutes
Activity 16
10 minutes
Activity 17
5 minutes
Closure
87 minutes (2 classes)
Total

*Extra time is given to students to change out of gym attire and put heart rate monitors
away correctly

Motivational/Anticipatory Set

Warm-up

- 2 laps around the gym

- Dynamic warm up lower body only
- Students will get into groups of three/four
- Students will each teach each other 2 dynamic stretches
- 1 stretch must focus on the arms
- 1 stretch must focus on the lower body
- Each stretch should take about 45 sec-1 min
Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation

Activity 1 – Students will put
heart rate monitors on
before they start their
warm-up
Activity 2 – Gripping the
badminton racquet
(Forehand)
- While students are changing
they will put heart rate
monitors on
- Each student has an assigned
HR monitor
- Teachers will assist with
heart rate monitors
- Give verbal and visual
instructions
- Teacher will demonstrate
how to grip the racquet
- Students will work
individually
Points
- Heart rate monitor is on heart
and not lower
- make sure band is tight
- make sure the size of band fits
- wet heart rate monitor
- Wireless bra works the best
- Make sure everyone is
connected to ipad with correct
HR monitor number
- should be working in the blue
and green levels today
- Grip racquet like you are going
to shake hands
- grip at the lower end
- Pull the trigger
- V with thumb and index
finger
 - students will perform how to
grip the racquet
- Give verbal and visual
Activity 3 – Gripping the instructions
badminton racquet - Teacher will demonstrate
(backhand) how to grip the racquet
- Students will work
individually
- students will perform how to
grip the racquet
- Give verbal and visual
Activity 4 – Overhand and instructions
Underhand Clear Shot - Teacher will demonstrate the
(Forehand) Clear shot underhand and over
hand using forehand grip
- Students will work in
partners
- Partners will find space on
either side of net and practice
over and under hand clear
shots
- Give verbal and visual
Activity 5- Overhand and instructions
Underhand Clear Shot - Teacher will demonstrate the
(Backhand) Clear shot underhand and over
hand using back hand grip
- Students will work in
partners
- Partners will find space on
either side of net and practice
over and under hand clear
shots
- DO NOT PUT INDEX FINGER
STRAIGHT ON BACKSIDE
- don’t hold racquet too tight
(wrist flexible)
-Pinch racquet
- thumb and index finger are
almost level
- Hold grip lightly (wrist flexible
Clear shot A high, deep shot
to go over opponent’s head,
forcing them to back off the net
Overhand
- Drop racquet arm
behind shoulder
- Other arm locates
birdie/shuttle in air
- Weight on back foot
- Shift weight to front
foot
- Contact in front of body
with racquet face open
- Follow through down
Underhand
- Make semi-circle with
racquet face open
- Shift weight from back
to front foot
- Follow through high
Clear shot A high, deep shot
to go over opponent’s head,
forcing them to back off the net
Overhand
- Dominate foot forward
- Elbow high and point to
birdie
- As body pivots forward
Arm extends
- snap wrist at highest
contact point
- Follow through

Activity 6- Clear shot game
Activity 7- Overhand and
Underhand Drive Shot
(Forehand)
Activity 8- Overhand and
Underhand Drive Shot
(backhand)
- Give verbal and visual
instructions
- Teacher will demonstrate the
clear shot game
- Students will work in
partners/groups of three
- Partners will find space on
either side of net
- One player will start with the
shuttle and serve to their
partner (high and straight to
them)
- partner will return the shuttle
performing a clear shot
- shuttle must land within 4-5
of the backline
- The shuttle may not go out of
bounds
- 10 tries, count how many you
get out of 10
- Give verbal and visual
instructions
- Teacher will demonstrate the
drive shot underhand and over
hand using forehand grip
- Students will work in
partners/groups of three
- Partners will find space on
either side of net and practice
over and under hand drive
shots
- Give verbal and visual
instructions
- Teacher will demonstrate the
drive shot underhand and over
hand using forehand grip
Underhand
- Dominate foot forward
- Make small semi-circle
with wrist action
- Follow through high
- must land 4-5 feet from back
line
- must be a clear shot
- contact birdie with open face
- shift weight from back foot to
forward foot
Drive Shot A hard hit shot, on
which the shuttle travels low
over the net with great speed,
in a horizontal line
Overhand/Underhand
- Non-dominate foot
forward
- Weight on balls of feet
- Hit birdie with flat shot
- Angle shot downward
toward sideline
- Contact birdie at
highest point
- Hit with lots of power
- Follow through
Drive Shot A hard hit shot, on
which the shuttle travels low
over the net with great speed,
in a horizontal line
Overhand/Underhand
 - Students will work in
partners/groups of three
- Partners will find space on
either side of net and practice
over and under hand drive
shots
- Give verbal and visual
Activity 9- Overhand and instructions
Underhand Drop shot - Teacher will demonstrate the
(Forehand) drop shot underhand and over
hand using forehand grip
- Students will work in
partners/groups of three
- Partners will find space on
either side of net and practice
over and under hand drop
shots
- Give verbal and visual
Activity 10- Overhand and instructions
Underhand Drop shot - Teacher will demonstrate the
(Backhand) drop shot underhand and over
hand using backhand grip
- Students will work in
partners/groups of three
- Partners will find space on
either side of net and practice
over and under hand drop
shots
- Dominate foot forward
- Lead with elbow
- Extend arms and snap
wrist on contact
- Hit birdie with flat shot
- Angle shot downward
toward sideline
- Contact birdie at
highest point
- Hit with lots of power
- Follow Through
Drop Shot A shot just clearing
the top of the net and then
drops quickly downward into
opponent’s court.
Overhand/underhand
- Start stroke just like
clear shots
- Contact birdie with a
square racket face in
front of body
- Slow speed of racket
prior to contact
- Follow through slightly
so shuttle barely clears
the net and drops in
front court
Drop Shot A shot just clearing
the top of the net and then
drops quickly downward into
opponent’s court.
Overhand/underhand
- Start stroke just like
clear shots with
backhand
- Contact birdie with a
square racket face in
front of body
- Slow speed of racket
prior to contact
- Follow through slightly
so shuttle barely clears
 the net and drops in
front court
- Give verbal and visual - must land before service line
Activity 11- Drop Shot Game instructions - must be a drop shot
- Teacher will demonstrate the - start like a clear shot
drop shot game - slow racquet just prior to
- Students will work in contact
partners/groups of three
- Partners will find space on
either side of net
- One player will start with the
shuttle and serve to their
partner (high and straight to
them)
- partner will return the shuttle
performing a drop shot
- shuttle must land before the
service line to count as a point
- 10 tries, count how many you
get out of 10
- Give verbal and visual Smash Hard overhand shot
Activity 12- Overhand instructions which drives shuttle
Smash (Forehand) - Teacher will demonstrate the downwards, sharply
smash shot overhand using - Same cues as overhand
forehand grip clear
- Students will work in
- Tighten grip slightly
partners/groups of three
- Partners will find space on - Contact in front of
either side of net and practice forward foot
overhand smash - Weight on back leg with
elbow/racket behind
shoulder
- Shift weight forward
and whip racket up to
contact falling birdie
- Contact with closed
racket face
(downwards)
- Snap wrist down
- Follow through
- Feels like you are on top
of birdie
- Give verbal and visual Smash Hard overhand shot
Activity 13- Overhand instructions which drives shuttle
Smash (Backhand) - Teacher will demonstrate the downwards, sharply
smash shot overhand using
backhand grip

Activity 14- Smash game
Activity 15- Stroke Stations
(Day 2) along with finish any
strokes I didn’t get to last
class
- Students will work in - Same cues as overhand
partners/groups of three clear
- Partners will find space on
- Tighten grip slightly
either side of net and practice
overhand smash - Contact in front of
forward foot (dominate
foot)
- Elbow points to birdie
- Shift weight forward
and whip racket up to
contact falling birdie
- Contact with closed
racket face
(downwards)
- Snap the wrist down
- Follow through
- Feels like you are on top
of birdie
- Give verbal and visual - snap wrist down
instructions - drive the birdie to the ground
- Teacher will demonstrate the - contact with close racket face
smash shot game - first to 10 wins
- Students will work in
partners/groups of three
- Partners will find space on
either side of net
- One player will start with the
shuttle and serve to their
partner (high and straight to
them)
- partner will return the shuttle
performing a smash
- If the player successfully
smash the birdie without a
return they get a point
- If the player returns the
smash they receive a point
- take turns serving/returning
- First to ten points wins
- Give verbal and visual - watch surrounding to not hit
instructions anyone
- Teacher will demonstrate - cues will differ by station
each of the strokes worked on - rotate after every five minutes
in class - practice the stroke that is
- Students will work in assigned at station
partners/groups of three

Activity 16- Clear/Drop shot
Drill
Activity 17- Game
- Partners will find space on
either side of net and rotate
through the stroke stations
- 2 minutes per stroke stations
- the net will be split up into
defined stations
- each station will have a
different stroke to practice
that was learned prior
- 2-3 partner groups will work
at each station
- Give verbal and visual - If your partner is in the front
instructions court perform a clear shot deep
- Teacher will demonstrate the to the back
drill - if your partner is deep in the
- Students will work in back court perform a drop shot
partners/groups of three
- Partners will find space on
either side of net
- One partner will serve to the
other (high and deep)
- after the student serves they
will either move into the front
court or deep into the back
court
- The partner receiving will
have to recognize whether to
perform a drop shot or clear
shot based on where their
partner is standing
- Perform 10 each
- Give verbal and visual - work on shots that have been
instructions taught
- Teacher will demonstrate the - you are out if you hit it out of
game bounds, into the net, or miss
- Students will work in teams the shuttle
of three or four - must perform an exercise of
- Each team will be on one side their choice if they are out, until
of the net playing another they are brought back in
team on the other side - you may come back in if your
- each team member will split team wins the rally
into four corners of the court, - game over when all players are
groups of three can split how out
they want
- Doubles court boundaries will
be played
- The teams will start with a
serve and rally until someone
 misses the shuttle/hits it into
the net/out of bounce.
- The person who ends the
rally must step out of the
game and perform an exercise
of their choice until they are
back in
- to get a player back in your
team must win the rally
-game is over when there is no
one left in play on the other
side.
- Must perform the shots we
have been working on

Adaptations/Differentiation:
- Bigger Racquet Head
- Shorter Racquet
- Lowered badminton net
- Bigger shuttle for more air time
- Allow 2 hands for students with exceptionalities that have minimal strength
- Students will work at a distance from the net that they are successful at
- Allow students to be partnered/play against same skill ability
- For challenging advanced students, allow them to work on strokes to specific position
(short, middle, side and deep shots)
- Pair advanced students with less skilled students as a challenge for advanced students
to communicate effectively certain key points that the less skilled students can work
on, while also helping the less skilled student by peer teaching
- Different instructional strategies will be used for EAL students (visual, verbal,
kinesthetic)
- Use a microphone for students with hearing impairments
- Offer time when students can come into the gym to practice their skills

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998