Introduction / My Philosophy of PE

As part of the grade 6 curriculum in physical-education, students will participate in a

badminton unit. Prerequisite skills required to participate in this unit include proper body

coordination, hand-eye coordination, and object control skills. The expected ability of the

students will be beginner with the expectation that they can excel to have a basic understanding

of badminton skills and specific defined locomotor movements by the end of the unit.

My teaching philosophy is focused on building physical literacy, exploring new skills,

creating an inclusive learning environment, and creating fun experiences with a focus on

physical and mental health. I want my students to feel positive about physical activity when they

come to class and understand as well as feel all of the positive aspects that can arise from a

healthy balanced lifestyle. I will achieve this by giving relevant information throughout my

teaching related to these concepts and giving the students the chance to ask questions. I will also

be an active participant in my class to encourage all students to participate and have fun.

My vision is for the students to achieve their full potential through participation in the

badminton unit by working independently and collaboratively on two main skills: skill

development and social aspects. Through skill development, the aim is for students to work on

developing movement patterns and skills that can translate into other sports and areas of life. In

the social pillar, we will focus on building student confidence, self-esteem, assertion and work

on teamwork, fair-play and cooperation with other students.

Differentiation
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Students who require differentiation in the badminton unit will be given the opportunity to

partner with students on their skill level and play on a lower skill level team during a game

- Specialized Equipment: rackets that vary in size and weight and birdies that vary in size

and color

- Mini-lessons: practice hitting the birdie on the side of the gym with a partner

- Allow students to choose a serving method based on their ability level

Resources
● http://web.uvic.ca/~thopper/iweb09/LauraConnor/Site/lesson_plans.html
● https://issuu.com/heatlight/docs/badmintonunitplan-aimeeheatherjarre
● https://www.youtube.com/watch?v=vm0315bHkpw
● https://web.uvic.ca/~thopper/Pe352/2002/MarkMarioBad11/Warm-up_Activities.html
● https://www.badmintonsbest.com/blog/skills-you-need-to-play-badminton/
● https://issuu.com/heatlight/docs/badmintonunitplan-aimeeheatherjarre
● https://www.youtube.com/watch?v=vm0315bHkpw
● http://www.pelinks4u.org/naspeforum/discus/messages/1239/Badminton-1680.pdf
● https://peoffice.co.uk/badminton-lesson-plans
● https://www.australiancurriculumlessons.com.au/wp-content/uploads/2016/10/Shuttle-
Time-10-Lesson-Resource.pdf
● https://shuttlesmash.com/badminton-rules-court-scroing/

Learning Outcomes
Unit Assessment Plan
Subject: Physical Education Topic: Badminton
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Grade: 6 Length: 12 classes (4 days x 3 weeks)

Mon – Thurs

General Outcomes (in full):

● General Outcome A: Students will acquire skill through a variety of developmentally appropriate movement
activities
● General Outcome C: Students will interact positively with others
● General Outcome D: Students will assume responsibility to lead an active way of life

Understandings: Essential Questions:

Big picture/ideas after you have unpacked the outcomes These address more specifically how you will achieve the
● Developing physical skills that allow for enjoyable big picture/ideas
and successful participation in movement activities is ● How does badminton increase basic locomotor and
essential to lifelong participation in physical activities nonlocomotor skills?
● How does manipulating objects in various
● Assuming leadership, developing teamwork skills, and environments increase basic skills?
taking responsibility for personal things translates into all ● How does fair play and cooperation relate to
physical activities. individuals’ experiences?
● What is the importance of listening and following
directions in physical education?

Specific Outcomes: Prior Understandings…

● Safety related to spatial awareness
A6–5: demonstrate ways to receive, retain and send an object ● Basic locomotor skills such as hand eye coordination
with increasing accuracy and swinging the racket
● Ability to work with others
A6–6: consistently and confidently perform manipulative ● Ability to listen and follow basic instructions
skills by using elements of body and space awareness, effort
and relationship Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
A6–10: demonstrate sport specific skills to create competitive - Develop skills to participate on team, or just as a
and starting ground for new skill development to
apply to other sports (such as hand-eye
cooperative modified games that involve everyone coordination)
C6–3: demonstrate etiquette and fair play - develop badminton skills to carry on into
junior high and high school
D6–1: demonstrate enjoyment of participation through
extended effort in physical activity

Classroom Management
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Overall Plan

Classroom management techniques for this unit will continue based on how the

basketball rules were implemented in the last unit. Students will be expected to stop

playing with equipment when they hear the whistle. If students fail to follow the

instructions of this method they will be asked to complete pushups. If a student is being

unsafe, not participating in an appropriate manner, or being disruptive during instruction,

they will be issued a first strike. If a second strike is needed they will be asked to sit out

of class and lose privileges to fun activities and equipment. Safety is the number one

priority in physical education and will be taken into account with behaviour.

Day to Day

Equipment 
✤ Students will be told when they are allowed to obtain badminton equipment

Start of Class
✤ Upon arrival to gym, students will come in and sit in the centre of the gym and
wait for instructions for the warm-up
✤ Once everyone has completed the warm-up, students will sit in a circle around the
teacher and listen to an explanation of the day’s lesson activities

End of Class
✤ With the sound of the whistle, the students will pause and wait for next instruction
✤ Put racquets and birdies away
✤ Assigned students put nets away

Expectation
✤ Bring a positive attitude, respect to teacher and other students and a willingness to
participate to their best ability
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Unit Plan Outline

Grade: 6 Unit: Badminton Duration: 12 Days

Safety Implementations:
The safety concerns during the badminton unit correlate to special awareness, racquet handling, and safety of
oneself and others while playing badminton on a court.
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Date Lesson Title GL SLO’s Assessment Key Questions Learning Activities Instructional Equipment/
Plann O’s Strategies Resources/
ed to Technology
Teach
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Intro to A Observation What is Warm-up relay TGFI Badminton rackets

Day 1 badminton A6–5 checklist badminton?
and grips Intro to badminton II Birds
A6–6 What are the history and sport
different ways Cones
of gripping a Teaching of grips
racket?
Forehand grip
Why are there practise
different grips?
Backhand grip
practise

Partner rally
Day 2 Serving in A Observation What was the Warm-up relay TGFI Badminton rackets
Badminton A6–5 checklist proper way to
grip a racket? Forehand and II Birds
A6–6 backhand review
What are the Badminton nets
different Serving: High, Low
badminton and Flick Cones
serves?
Partner serving

Partner rally
Day 3 Badminton A Observation What is a clear Flag Tag TGFI Badminton rackets
Clears A6–5 checklist in badminton?
Review of serves and II Birds
D A6–6 Why is it grip
important to Badminton nets
D6–1 learn clears? Learning clears:
overhead, underarm,

Partner clear practise

Day 4 Badminton A Observation What are the Warm-up laps TGFI Badminton rackets
Shots A6–5 checklist different shots in
C badminton? Learning various II Birds
A6–6 shots: drop, smash,
D How can net, hairpin Badminton nets
D6–1 learning and
improving on a Practising shots
variety of shots individually and with
improve my a partner
game play?
Rally practice
Day 5 Review Day A Observation What have I Rallying warm-up TGFI Badminton rackets
A6–5 checklist learnt so far in
badminton? Review of grips, II Birds
D A6–6 Exit slip serves, clears and
What can I shots Badminton nets
D6–1 improve on?
Exit slip worksheets
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Day 6 Quiz Day Observation What skills have Short quiz on TGFI Badminton rackets
checklist I learnt so far in badminton skills
D badminton? II Birds
D6–1 Badminton Warm-up tag game:
Quiz How can I use Everyone’s it Badminton nets
my knowledge
to improve? Rally practise Badminton quiz
handouts

Day 7 Rules for A Observation What are the Shuttlecock keep up TGFI Badminton rackets
Singles A6–5 checklist rules of a singles warmup game
C game? II Birds
A6–6 Introduction to
D How can I be a singles rules Badminton nets
A6–10 good teammate?
Practising singles
C6–3 games

D6–1
Day 8 Rules for A Observation What are the “Watch out”, warm TGFI Badminton rackets
doubles A6–5 checklist rules of a up game
C doubles game? II Birds
A6–6 Introduction to
D How can I be a doubles rules Badminton nets
A6–10 good teammate?
Practising doubles
C6–3 games

D6–1
Day 9 Doubles A Observation How can I apply Warm-up Relay TGFI Badminton rackets
games A6–5 checklist all skills I have
C learnt to my Review of doubles II Birds
A6–6 game play? rules
D Badminton nets
A6–10 How can I play Practising doubles
cooperatively games
C6–3 and fairly?

D6–1
Day Doubles A Observation How can I apply Jump rope warm-up TGFI Badminton rackets
10 games A6–5 checklist all skills I have
C learnt to my Review of doubles II Birds
A6–6 game play? rules
D Badminton nets
A6–10 How can I play Practising doubles
cooperatively games
C6–3 and fairly?

D6–1
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Day Tournament A Observation To what extent Laps warmup TGFI Badminton rackets
11 A6–5 checklist can I use my
C skills and try to Introduction to II Birds
A6–6 : the best of my tournament and
D ability? tournament bracket Badminton nets
A6–10
How can I play Tournament play
C6–3 cooperatively
and fairly?
D6–1
Day Tournament A Observation To what extent Laps warmup TGFI Badminton rackets
12 A6–5 checklist can I use my
C skills and try to Continuation of II Birds
A6–6 : the best of my tournament play
D ability? Badminton nets
A6–10
How can I play
C6–3 cooperatively
and fairly?
D6–1

Grading Outline
This unit will be weighted through percentages on each assessment to total
100%.

1. Effort - 60%
- student participates in all activities regardless of skill level
- student makes a genuine effort to improve

2. Skills - 15%
- student can demonstrate specific skills (serving, forehand clear
etc)

3. Knowledge - 15%
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- student demonstrates required knowledge of sport such as

scoring, rules and formatting of play through a quiz

4. Teamwork / Fair Play - 10%

- student demonstrates respect for self and others and shows
sportsmanship and respect in a game setting

= 100%

Assessment Plan
Students will be formatively and summarily be assessed throughout the badminton unit in
order to promote learning on their behalf and from the teacher’s perspective

Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
(FORMATIVE) (SUMMATIVE)

Students will complete a knowledge quiz on the

Knowledge Quiz rules, scoring and basic elements of badminton X
Students will be marked based on a combination
Observation of skills, teamwork, fair play, cooperation and
Checklist effort throughout this unit on a observational X X
checklist
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Badminton Observational Unit Checklist

Class: 6__

Participation Effort Behavior Skill Level Teamwork / Quiz Result

Student Fairplay / Knowledge
Name
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