2. PPL30 Healthy Active Living Education
Expectations
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and sports
activities
Badminton Unit Overview
DAY LOCATION TOPIC
#1 Gym 1 Badminton Movement Skills
#2 Gym 1 Backhand/Forehand Stroke
#3 Gym 1 Overhead Clear
#4 Gym 1 The Serve
#5 Room 236 Introduction to Assignment
Overview of Rules
#6 Gym 1 & 2 Film Day
#7 Gym 1 & 2 Game Day
#8 Room 236 Presentations
#9 Room 236 Presentations Continued
3. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Badminton Movement Skills Time of Class: 75 min
AT Name: Room # / Location: Gym
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐Students will have an understanding of the movement skills involved in badminton
‐Students will have an understanding of the fitness level required to play badminton
‐Students will have an understanding of the basic technique involved with some badminton strokes
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐Observe the movement of the students
‐Observe the fitness level of students
‐Observe the effort level of students
‐Observe the tactical awareness of students in Netball games
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
4. Physical Needs
e.g. student difficulty seeing, hearing or moving
Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students have just finished a unit on Volleyball so Badminton so some of the kills will be tranferrable.
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Introduction to Badminton
Warm‐up—“Fitblast”
Bounce Ball
Frisbinton
Cool Down‐‐Debrief
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Cones, Ladders, Ipad (MusicWorkout App), Ipad Dock with Speakers, Frisbees, Tennis Balls
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
5.
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
5 Observation Introduction (Hook) What activity/questions will you use to introduce your
minutes lesson?
‐allow student 5 minutes to get the gym attire on and to take attendance
‐Introduce badminton as topic (unit) and provide students the overview
handout so that they will know what to expect over the next couple of weeks
‐ask students if they have played the game (assume most of them have)
15 MusicWorkout ‐“Fitblast”
minutes App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
20‐25 Observe Instruction/Application – Detail what you will say, questions you will ask, and
min Movement activities for the students.
Skills ‐“Bounce Ball” (See Handout for full description and diagram)
‐Introduce game to students and provide a demonstration
‐Pair students based on ability
‐“Frisminton” (See Handout for full description and diagram)
‐‐Introduce game to students and provide a demonstration
20‐25 ‐Pair students based on ability
min
Consolidation‐ Referring back to the learning goals for the lesson, how will you
5 min Observe know they have learned?
Discussion and ‐Debrief—Discussion: What movement skills were required to be successful?
Answers What tactics were used? What throwing motions worked best? Where was
best position to be on court?
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
9. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Backhand/Forehand Stroke or Drive Time of Class: 75 min
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐ Students will have an understanding of the basic technique involved with the strokes
‐Students will participate with effort and enthusiasm in the exercises
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe participation level during exercises
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
10.
Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
‐Review of Movement Skills
‐“Fitblast”
‐Demo of forehand and backhand strokes, including racquet grip and footwork involved
‐“Net Rally Challenge”
‐“Half‐Court Singles”
Debrief
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
‐Badminton Nets, Racquets, Shuttles, Cones, Ladder
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
11. Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
lesson?
5 min ‐allow student 5 minutes to get the gym attire on and to take attendance
‐review movement skills
15 MusicWorkout ‐“Fitblast”
min App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
15 ‐Introduce students to the forehand and backhand strokes, review grip (if
min required), include preparation and footwork involved
(https://www.youtube.com/watch?v=1k6PzD20los)
15 Observe “Net Rally Challenge” (see Handout for details and description)
min Technique ‐Introduce exercise to students and provide a demonstration
‐Pair students inclusively
15 Observe “Half‐Court Singles” (see Handout for details and diagram)
min Technique ‐Introduce exercise to students and provide a demonstration
‐Pair students based on ability
5 min Consolidation‐ Referring back to the learning goals for the lesson, how will you
Observe know they have learned?
question and ‐Review technique, why is preparation and footwork important to success?
answer
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
14. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: The Overhead Clear Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐ Students will have an understanding of the basic technique involved with the strokes
‐Students will participate with effort and enthusiasm in the exercise
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe participation level during exercises
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or ‐be sure that students are paying attention during
doesn’t finish. demo
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
15. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Review of Drives
Demo of The Overhead Clear, including grip, footwork involved, and when its used tactically
Hoop Challenge
Modified Badminton
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Badminton Racquets, Nets, Shuttles, Cones, Ipad, Ipad Dock, Ladder, Hula Hoops
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
16. technology use
Introduction (Hook) What activity/questions will you use to introduce your
lesson?
5 min ‐allow student 5 minutes to get the gym attire on and to take attendance
15 MusicWorkout ‐‐“Fitblast”
min App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
15 ‐Introduce students to the Clear, review grip (if required), include preparation
min and footwork involved (http://www.youtube.com/watch?v=1Jk2RvjNkd4)
15 ‐“Hoop Challenge” (see handout for description)
min
‐Introduce exercise to students and provide a demonstration
‐Pair students inclusively
15
‐“Modified Badminton” (see handout for description)
min
‐Introduce exercise to students and provide a demonstration
‐Pair students inclusively
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Review technique of Overhead Clear; When would a player use this
Answers stroke in a match? Why is it effective?
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
19. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: The Serve Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐ Students will have an understanding of the basic technique involved with the serve
‐Students recall the 3 different types of serves discussed
‐Students will participate with effort and enthusiasm in the exercise
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe participation level during exercises
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
20. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Review of The Overhead Clear
Demo of the 3 types of serves
“Serving Competition”
“Go Badminton”
Debrief
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Badminton Racquets, Nets, Shuttles, Cones, Ipad, Ipad Dock, Ladder, Hula Hoops
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
21. Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
lesson?
5 min ‐allow student 5 minutes to get the gym attire on and to take attendance
15 MusicWorkout ‐‐“Fitblast”
min App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
15 ‐Introduce students to the 3 types of serves, include tactical awareness (e.g. if
min player is strong with the overhead the short serve would be better served) and
the rules governing the serve and how the score effects what side the serve
15 should be played (even #=right side, odd #=left
min side)https://www.youtube.com/watch?v=jaTMrHGw7DY
Observe ‐“Serving Competition” (see handout for description)
technique and
15 effort ‐Introduce exercise to students and provide a demonstration
min
‐Pair students inclusively
‐“Go Badminton” (see handout for description)
Observe
technique and ‐Introduce exercise to students and provide a demonstration
effort
‐Pair students inclusively
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Review technique of 3 types of serves, rules and scoring;
Answers
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
24. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Badminton Rules and Assignment Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐Learn the basic history or badminton
‐learn basic facts of badminton
‐recognize the way the sport is meant to be played
‐recognize the type of athletic traits that are required to play badminton at the highest level
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
Observe Discussion
Exit Ticket
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐lecture will begin with me at the front of class using EdCanvas (http://edcvs.co/QPXE5u) to present videos
and notes
‐students will be at their desks in groups in the Health Classroom
‐a handout will be given to explaining details of assignment, including an exemplar of skill video
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
What type of Badminton have you seen?
Backyard video
History
Rally Video
Basic Facts
Athletic Traits
Assignment
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
27. You’re The Experts!
Badminton Skills Assignment
Instructions:
Students form a working group of two students.
Students select a skill for analysis. The skill should be an isolated activity performed
by one individual.
Examples include the serve, the clear, the volley, a drop shot, an overhead smash,
an overhead drop. Students complete a “pre-observation stage” that should include:
- Identifying the purpose of the skill;
- Breaking the skill down into phases; and
- Identifying the key element of each phase.
Students will need to collect resources of how the skill is performed. Possible
resources include: Google.com, youtube.com, badminton.ca
Students can acquire film or video of a professional or expert performing this same
skill.
Students will need to create a video where one student is teaching the other the skill.
Students will need to breakdown the skill into phases, plan the best way to teach the
skill and provide an activity that assesses whether the “student” has learned or
improved the skill or not.
Students will present their video to the class with a summary. Possible multimedia
resources for the presentation include: PowerPoint, Prezi, Windows MovieMaker,
iMovie, Ubersense
Students will have to prepare a one-page typed summary that should include:
-a description of the chosen skill
-a description of why and when it is used in badminton matches
-the resources that were used to identify the skill, and understand how to teach the
skill to someone else (for example, provide the URL is the web is used)
-a description of the activities used to assess the “student” and an explanation of why
they were used
-the equipment that was used
28. You’re The Experts
Expectations: Analyse and present to the class a specific badminton skill by breaking it down into its
components and then using demonstrations and activities to teach the skill to a peer and
assess his/her progress.
Criteria Level 1 Level 2 Level 3 Level 4
(50% - 59%) (60% - 69%) (70% - 79%) (80% - 100%)
Knowledge
demonstrates demonstrates demonstrates
demonstrates limited demonstrates some
knowledge of a considerable thorough knowledge
knowledge of the knowledge of the
specific components knowledge of the of the skill
skill components and skill components and
of a motor skill and skill components and components and the
the principles the principles
the principles of the the principles principles involved in
involved in the skill involved in the skill
skill involved in the skill the skill
demonstrates
demonstrates demonstrates limited demonstrates some demonstrates
considerable
knowledge of the knowledge of the knowledge of skill thorough knowledge
knowledge of skill
skill and how to skill and how to and how to assess skill and how to
and how to assess
assess the skill assess the skill the skill assess the skill
the skill
Communication
communication of
communicates communicates communicates communicates
information about a
information with information with information with information with a
skill and its
limited clarity some clarity considerable clarity high degree of clarity
principles
demonstrates
demonstrates a demonstrates
communicates using demonstrates limited considerable
moderate command extensive command
a multimedia use of a multimedia command of a
of a multimedia of a multimedia
resource and video resource and video multimedia resource
resource and video resource and video
presentation of their presentation of their and video
presentation of their presentation of their
skill skill presentation of their
skill skill
skill
31. Badminton Skills Assignment
Expectations:
Analyse and present to the
class a specific badminton skill
by breaking it down into its
components and then using
demonstrations and activities to
teach the skill to a peer and
assess his/her progress.
32. Badminton Skills Assignment
Instructions:
Students form a working group of two students.
Students select a skill for analysis. The skill should be an isolated activity performed by one
individual.
Examples include the serve, the clear, the volley, a drop shot, an overhead smash, an
overhead drop. Students complete a “pre-observation stage” that should include:
- Identifying the purpose of the skill;
- Breaking the skill down into phases; and
- Identifying the key element of each phase.
33. Badminton Skills Assignment
Students will need to collect resources of how the skill is performed. Possible resources
include: Google.com, youtube.com, badminton.ca
Students can acquire film or video of a professional or expert performing this same skill.
Students will need to create a video where one student is teaching the other the skill.
Students will need to breakdown the skill into phases, plan the best way to teach the skill
and provide an activity that assesses whether the “student” has learned or improved the skill
or not.
34. Badminton Skills Assignment
Students will present their video to the class with a summary. Possible multimedia
resources for the presentation include: PowerPoint, Prezi, Windows MovieMaker, iMovie
Students will have to prepare a one-page typed summary that should include:
-a description of the chosen skill
-a description of why and when it is used in badminton matches
-the resources that were used to identify the skill, and understand how to teach the skill to
someone else (for example, provide the URL is the web is used)
-a description of the activities used to assess the “student” and an explanation of why they
were used
-the equipment that was used
35. Choices Need to Be Approved my Teacher
• Forehand/Backhand Drop
• Net Drop
• Overhead Drop
• Backhand Smash
• Around-the-Head Shot
• Backhand Clear
• Return of Serve
• Badminton Defense
41. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Film Day Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐Students will complete have come to class prepared (research completed, activities planned) to film their skil
video
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe usefulness of activities
‐observe participation level of group members
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or ‐students who finish filming early will be able to play
doesn’t finish. singles or doubles matches
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
42. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐students will be in groups of 3 and collaborate to film their skill video
‐each group will have one side of the court to work with
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Fitblast
Skill Video
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Badminton Racquets, Nets, Shuttles, Cones, Ipad, Camera
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
43. lesson
5 min ‐groups will be assigned an area (half a court) to film their skill video
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
‐While students film their skill video, I will walk around and assess the student
60 activity and answer any questions they may have
min
*Remind students to speak loudly, clearly so that their voices can be heard on
the video
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Ask students if they enjoyed the exercise? Would they change
Answers anything? Were they prepared?
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
45. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Game Day Time of Class: 75 min.
AT Name: Room # / Location: Gym 1
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐ Students will have an understanding of the basic technique involved with the strokes
‐Students will participate with effort and enthusiasm in the exercise
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐observe technique during exercises
‐observe participation level during exercises
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
46. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will work in a group for the Fitblast.
‐Students will pair up with a partner/group as class progresses for the two exercises
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Fitblast
King’s Court
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Badminton Racquets, Nets, Shuttles, Cones, Ipad, Ipad Dock, Ladder, Hula Hoops
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
47. lesson?
5 min ‐allow student 5 minutes to get the gym attire on and to take attendance
15 MusicWorkout ‐‐“Fitblast”
min App ‐Introduce students the new exercises, provide demonstration.
‐Students continue exercise while music is playing (30 seconds), rest while
music is off
‐complete circuit 2‐3 times depending on time
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
‐Introduce students to “King’s Court”
45
min Rules of Play
1. Set up all the courts so that there are two teams facing one another
2. One court will be designated as The King’s Court
3. Play up to 7, 11, 21 or set a time limit of 5 minutes
4. The winner keeps moving up (to their right)until they reach Kings Court
while the losing team heads to the nearest court to their left
Note:
After some time playing, the students will be playing against peers with similar
ability.
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Review why King was successful. Techniques of students. Emphasize
Answers improved play etc.
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
49. Faculty of Education
Lesson Plan Template
Subject / Course: PPL30 TC Name: Marco Reda
Grade Level: 11 Date:
Topic: Presentations Time of Class: 75 min.
AT Name: Room # / Location: Classroom
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1‐3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
‐demonstrate personal competence in applying movement skills and principles
‐apply their knowledge of guidelines and strategies that can enhance their participation in recreational and
sports activities
‐ students will demonstrate positive, responsible personal and social behaviour in physical activity setting
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
‐Students will have come to class prepared to present their video, whether it be on youtube, via a PPT or Prez
‐students will be able to articulate the resources they used for research and why they chose the activities they
used
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
‐Observe skill videos and presentations
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt
your lesson?)
Academic Needs: (e.g. student finishes early or ‐strategic seating to ensure students do not distract
doesn’t finish. students presenting
e.g. Student has difficulty understanding
‐if the presentations finish early, the students can
proceed to take the quiz. If the presentations roll over
Behavioural/Social/Emotional Needs: to the next class
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
Physical Needs
e.g. student difficulty seeing, hearing or moving
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 1
50. Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
‐Students will present at the front of the class. Their video will be played on the projector.
4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Group Presentations
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)
Projector, Ipad
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds‐on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time Teaching and Detailed Description of your lesson including question
Assessment
Strategies/
technology use
Introduction (Hook) What activity/questions will you use to introduce your
lesson?
5 min
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 2
51.
Instruction/Application – Detail what you will say, questions you will ask, and
activities for the students.
‐Students will present their skill videos to their peers
Consolidation‐ Referring back to the learning goals for the lesson, how will you
know they have learned?
5 min Observe Debrief: Review the process. What did the students learn? Was the assignment
Answers useful? Did it help them learn the skill?
Subject ‐ Grade ‐ Topic TC’s Name P a g e | 3
53. Fit Blast
1. Speed Ladder—Students will perform a series of footwork steps through the ladder
https://www.youtube.com/watch?v=uouXu4Oqpjs
2. Mirror Challenge—students work in pairs; 1 student mirrors the lateral movement of the other
between 2 cones five yards apart
3. Burpees‐‐https://www.youtube.com/watch?v=oYJh0KaCiFg
4. Planks‐‐https://www.youtube.com/watch?v=kiA9j‐dR0oM
5. Fast Feet‐‐https://www.youtube.com/watch?v=oXfT0vbzjk8
54. Badminton Quiz
Date: ___________________________
Name: ______________________________
1. List 2 reasons why a player would use the “clear” in a badminton game.
a.___________________________________________________________________________________
b.___________________________________________________________________________________
2. List 3 types of serves.
a.___________________________________________________________________________________
b.___________________________________________________________________________________
c. ___________________________________________________________________________________
3. List 3 types of the Overhead Smash.
a.___________________________________________________________________________________
b.___________________________________________________________________________________
c. ___________________________________________________________________________________
4. If the score is 5‐2 for the server, on what side would he serve to start the next point.
____________________________________________________________________________
5. On the serve, the shuttle must be struck below the _______________________ on the
server’s body.
55. Badminton Non Doer Sheet
1. What are the 2 types of serve in badminton?
2. Can you draw a badminton court and label the lines and boundaries?
3. How many players in a game of singles badminton?
4. What area do you have to serve into?
5. Can you name 2 shots (not serves) in badminton?
6. What equipment do you need when playing a game of badminton?
7. What score do you play to in a game of badminton?
