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Springfield College Daily Lesson Plan

Name: Nicholas Plourde Date: 4/3/14 Time: 84 minutes School: East Longmeadow High School Lesson #: 1 of 4 Facilities: Gymnasium Class Size: 24 Grade: 11 Unit/Theme: Badminton Generic Level: Utilization/Proficiency Equipment: 12 Badminton Nets, 6 Net Stands, 24 Badminton Rackets, and 12 Birdies Focus of Lesson: Strategies for Badminton Gameplay Student Performance Objectives (SPO): (NASPE #___; MA CF #___ ; Task/Activity #___)
By the end of the lesson, students should be able to:

(P) Practice at least 8 different badminton defensive, hitting, and serving strategies during a doubles tournament. (NASPE #1; MA CF #2.17; Activity #s 1, 2, and 3) (C) Analyze how the badminton defensive, hitting, and shooting strategies can be effective by answering 3 informal questions during the closure. (NASPE #2; MA CF #2.24; Closure) (A) Follow the class rules without getting a warning during the entire class period. (NASPE #4; MA CF #2.26; Entire Lesson) Check each objective is it specific? Is it achievable? Is it developmentally appropriate? Teacher Performance Objectives During the lesson the teacher will: 1. Present to the students the proper skill cues used for badminton defense, clear, drop, and smash shots, and basic serving by demonstrating to them how they should be used in order to complete the correct motions by the end of the allotted lesson time. 2. Interact effectively through instruction and feedback so that a positive learning environment is maintained. Special Considerations What are the safety concerns? What is unique about the students in this class? Students need to be sure to stay in their own personal space when playing in the badminton doubles tournament. Proper attire for physical activity (no jewelry, wearing sneakers, etc.) will be enforced at the beginning of class. If learners get tired during activity teacher needs to remind them to move to outside of the court so they dont get injured. Students will also be made aware of any hazardous equipment for which the facility presents. References: (include page # and/or actual web site address) Badminton Drop Shots. (n.d.). Badminton Information. Retrieved April 1, 2014, from http://www.badminton-information.com/badminton_drop_shots.html

Beck, D. (2007, October 24). Basketball Cues. P.E. Central. Retrieved April 1, 2014, from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=219 Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic physical education for secondary school students (7th ed.). New York: Benjamin Cummings (pp. 408-412). McDonald, C. (2005, December 3). Badminton Cues. P.E. Central. Retrieved April 1, 2014, from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=79 Randall, L. (2003, May 22). Badminton Cues. P.E. Central. Retrieved April 1, 2014, from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=82 Williams, K. (2003, May 22). Badminton Cues. P.E. Central. Retrieved April 1, 2014, from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=80

TIME
0-7:00 min.

SEQUENCE OF LESSON
Opening: Ss will walk into the gymnasium and cooperating T will take attendance and order them to go into the locker room and change. Once complete, Ss will be made familiar with the lesson focus for the day, stop/go signals, safety procedures, and behavior expectations. Transition: Ss will be ordered to find personal space in the gymnasium at least arms-width apart from the nearest peer. Instant Activity: T will explain to the students that they will be performing interval training in 30 second increments for six different exercises. Boot Camp Exercises1. Jumping Jacks 2. Squat Jumps 3. Curl Ups 4. Mountain Climbers 5. Russian Twists 6. Push Ups Demonstration: T will issue students with brief presentation in how to perform these exercises using mirror image instructional strategy.

ORGANIZATION
Opening Diagram: T T S S S S S S S S S S S S S S S

REFLECTION

7:00-7:20 min.

Transition Diagram: TTSSSSSSSSSSSSSSS

7:20-10:20 min.

Instant Activity & Demonstration Diagram: S S S S S S T S S S T S S S S S S S

10:20-10:40 min.

Transition: Ss will walk to a specific area expressed by the T outside the boundaries and form a semicircle across from them. Informing: The T will explain to the Ss that they will be concluding their badminton unit with a doubles tournament. Each team will be selected at random by picking a specific animal name out of a hat, which will be organized prior to their arrival. The format of the tournament as well as its rules and regulations will then be expressed to the Ss so that they are aware of how it will be conducted. Format Games will be played to 5. Scoring will be rally. Teams that win their games will play other teams who were victorious, whereas teams that lose their games

Transition Diagram: TTSSSSSSSSSSSSSSS

10:40-15:40 min.

will play other teams that lost their games. By the end of the class period, based on each teams record they will be ranked from 1 to 12 with the 1st, 2nd , and 3rd place groups respectively taking gold, silver, and bronze. Rules and Regulations Each badminton guideline taught in prior lessons will be applied to tournament (T will provide them to Ss if they forgot what they are). Ss will be reminded that during the games they must be aware of where their teammate is located at all times so that they do not hit them with their racket. Ss must not go onto to other courts to retrieve a birdie when teams are playing until advised by the individuals on that particular playing surface. Informing (cont.): The T will present to the Ss the different defenses in which are applied when playing badminton. They are side-to-side and front and back. Ss will then be ordered that they will need to use both of these tactical strategies during the tournament at all times of their own choice. Side-to-Side Defense Ss are arranged in their own service square where they are responsible for returning birdies that are hit on their half of the playing area. Front and Back Defense One S is arranged close towards the net, while the other S is arranged behind them. Each of them are responsible for returning birdies that are placed in the front or back half of the court in relation to where they are positioned. Skill Cues (Defense): Feet in athletic position (shoulder width apart). Keep back straight. Knees bent. Move feet quickly towards the birdie.

Informing Diagram: S S S S S S S S S S S S S S S T T

Demonstration Diagram:
Demonstration: The T will call on 3 S volunteers who are willing to simulate a game-like situation of when both defenses are incorporated into round of doubles badminton play. When complete, the T and these Ss will then show the other classmates how to perform the badminton defensive stance using whole-part-whole and mirror image instructional strategy in order to provide them with a series of visual aides to mimic the demonstrators execution form off of. Checking for Understanding: 1. Where is each player positioned when using side-to-side badminton defense? 2. Where is each player positioned when using front and back badminton defense? 3. Who can name the skill cues for badminton defense? Transition: Ss will be assigned to the court that they will be playing on, pick up a racquet and one birdie (per game), and walk to their designated court. Activity #1: Ss start tournament play with the T walking around with their back to the wall to issue feedback to them on their defensive format and performance. Extension Up: Teams that are consistently prospering with the defense will be ordered to switch back and forth between both tactical arrangements for each rally. Extension Down: Teams who are constantly struggling with their defense will be allowed to arrange themselves on the court in a position that they feel most comfortable with until they have mastered the basic skills required in order to be successful with the presented formations.

T S S S S S S S S S S S S S S

15:40-16:00 min.

Transition Diagram: TTSSSSSSSSSSSSSSS

16:00-30:00 min.

Activity #1 Diagram (only for 1 court): S S T T

30:00-30:20 min.

Transition: Ss will be ordered to place their equipment down at their feet and walk to the middle of the gymnasium to form a semicircle around the T. Informing: The T will now introduce to the

Transition Diagram: TTSSSSSSSSSSSSSSS

30:20-33:20 min.

students how to use the different badminton shots that have been taught to them throughout the unit based on the defensive set-up of their opponents. It will be mandated that each S uses these 3 shots in all of their games during the tournament from this point on. Clear Shot Should be utilized when both defenders are close to the net so that it goes over their head, putting pressure on them to quickly chase it down in order to return it over the net. Drop Shot Should be utilized when both defenders are farther away from the net so that they have to rapidly run up in order to return it over the net. Smash Shot Should be utilized to place the birdie in front of one of the defenders so that it touches the court in light of the fact that they have no time to react. Skill Cues (For All Shots): Clear Shot Get under and slightly behind falling birdie. Have racket ready in backswing position. Extend racket toward sky and contact shuttle at highest point. The racket face should be open. Snap wrist forward on contact. Shuttle should fly to your opponent's backcourt. Drop Shot Shift your weight on to your rear foot. Bend your elbow and lock your wrist preparing to swing forward. Contact the shuttle as high as possible and out in front of your body. Straighten your elbow as you hit the shuttle. Slice or tap the shuttle as you hit it, reducing the speed of the racket head.

Informing Diagram: S S S S S S S S S S S S S S S T T

Follow through with your racket and shift your weight from your rear foot to your front foot. Smash Shot Spot - eye on the shuttle, get into position underneath the shuttle. Back - bring your racket to scratch back position. Attack - with your racquet, reach high in the air and contact the shuttle with a closed racquet face in front of your racquet shoulder. Whack - it the shuttle with as much force as possible, snap your wrist, follow through down and across your body. Demonstration: The T will call on 3 S volunteers who are willing to simulate a game-like situation of when all of the shots are applied in relation to the defenders position into a round of doubles badminton play. When complete, the T and these Ss will then briefly review to the other classmates how to perform the clear, drop, and smash badminton shots using whole-part-whole and mirror image instructional strategy in order to provide them with a series of visual aides to mimic the demonstrators execution for m off of. Checking For Understanding: 1. Who can name a situation of when you would want to use a clear shot during a game of badminton? What should the defense look like? 2. Who can name a situation of when you would want to use a drop shot in a game of badminton? What should the defense look like? 3. Who can name a situation of when you would want to use a smash shot during a game of badminton? What should the defense look like?

Demonstration Diagram: T S S S S S S S S S S S S S S

Transition Diagram: TTSSSSSSSSSSSSSSS

33:20-33:40 min.

Transition: Ss will walk back to the court in which they last played at and wait for the next series of instruction from the T in regards to where and who they will play next. Activity #2: The Ss will continue tournament

33:40-55:40 min.

play with the T walking around with their back to the wall to issue feedback to them on their shot utilization and execution. Extension Up: Teams that are doing a great job of using the shots sufficiently based on their opponents defensive location will be ordered to apply at least 1 of them in every rally. Extension Down: Teams that are having a hard time incorporating these shots into the game will be given the opportunity to focus on mastering their basic cues before incorporating them into their games.

Activity #2 Diagram (only for 1 court): S S T T

55:40-56:00 min.

Transition: Ss will once again be ordered to place their equipment down at their feet and walk to the middle of the gymnasium to form a semicircle around the T. Informing: The T will reveal to the students how to execute an effective badminton serve in relation to the opponents defensive alignment in doubles play.They will then have to implement these tactics into their remaining games during the badminton tournament from this point on. Useful Serving Methods Serve birdie to an area in the service box where defender is not. Serve birdie at the chest of the defender. Serve birdie aiming for the defenders non-dominant hand. Serve birdie so that it is low to the ground. Skill Cues (Basic Serving): Staggered stance with opposite foot forward. Shoulder pointing toward service area with weight on back foot. Make an "O" to hold birdie (using your index finger and thumb). Racquet back, wrist cocked. Contact made in front and on side of body below the waist. Transfer weight to front foot with racquet following through across body.

Transition Diagram: TTSSSSSSSSSSSSSSS

56:00-59:00 min.

Informing Diagram: S S S S S S S S S S S S S S S T T

Demonstration: The T will call on 3 S volunteers who are willing to simulate a game-like situation that incorporates these serving tactics in accordance to the defenders position into a round of doubles badminton play. When complete, the T and these Ss will then briefly review to the other classmates how to perform the basic badminton serve using whole-part-whole and mirror image instructional strategy in order to provide them with a series of visual aides to mimic the demonstrators execution form off of. Checking For Understanding: 1. What is one helpful tactic that can be utilized when serving in badminton? 2. Can anyone explain another tactic that they can think of for which was not explained that could be beneficial when serving in badminton? 3. Who can name the skill cues for serving in badminton? Transition: Ss will once again walk back to the court in which they last played at and wait for the next series of instruction from the T in regards to where and who they will play against next. Activity #3: The Ss will complete tournament play with the T walking around with their back to the wall to issue feedback to them on their service attempts and performance. Extension Up: Teams having consistent success with serve tactics will be ordered to move to the back of the service box when serving. Extension Down: Teams that are unable to execute these service tactics to their advantage will be asked to move towards the front of the service box when serving. Transition: Upon the tournaments conclusion, Ss will then be demanded to bring their rackets and birdies back to where they found them in their designated bins and form a semicircle sitting facing across from

Demonstration Diagram: T S S S S S S S S S S S S S S

59:00-59:20 min.

Transition Diagram: TTSSSSSSSSSSSSSSS

59:20-80:20 min.

Activity #3 Diagram (only for 1 court): S T S S S T

80:20-80:40 min.

Transition Diagram: TTSSSSSSSSSSSSSSS

the T on the the outside of the boundaries. Closure: At the meeting area, the T will thank the Ss for listening and cooperating during the lesson; only if they behaved respectfully. The following questions will be issued to the Ss reviewing the content presented during the class period: 1. Why is using the side-to-side or front and back defenses helpful when playing doubles badminton? 2. How crucial is it to know where the defender is positioned when returning the birdie over the net? 3. What effect does learning how to productively serve in badminton have on its participants? Transition: T will order to Ss to head into the locker rooms and change so that they are ready to head to their next class when the bell rings.

80:40-83:40 min.

Closure Diagram: S S S S S S S S S S S S S S S T T

83:40-84:00 min.

Transition Diagram: TTSSSSSSSSSSSSSSS

Key: T - Teacher S - Student - Moving Straight Ahead - Moving to the Left - Moving to the Right - Badminton Net

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