Lesson Name:
Forehand/ Backhand
Badminton Lesson 1
th
8 Grade
Estimated timeframe:
1 Day
Grading Period/Unit(CRM):
Badminton/Agility/Mental Health
Grade level/Course:
8th Grade/ Physical Education
Lesson Components
Lesson Objectives:
• Develop forehand and backhand clear using the overhead and underhand strokes.
Prior Learning:
• grip a racket properly
• strike a small ball with a racket
Standards(Texas Essential Knowledge and Skills):
8.1G, 8.2G, 8.3D, 8.6A, 8.7C
College and Career Readiness:
• Strive for accuracy and precision
• Work independently
• Work collaboratively
• Self –monitor learning needs and seek assistance when needed
Enduring Understandings:
Essential Questions:
• Badminton is a game played with a racket and a
• What is the difference between a forehand and a
shuttlecock over a net similar to tennis.
background in badminton?
• What is the difference between drop shot and a drive
shot in badminton?
• How does the game of badminton compare to the
game of tennis?
Vocabulary
Supporting:
• Essential: forehand grip, backhand grip, overhand
8th Grade Glossary
clear, shuttle, smash, serve, rally, singles, doubles,
Middle School Fitness Glossary
drop shot, drive shot
Lesson Preparation
Equipment
HopSports
shuttle
rackets
nets
foam ball
Hopsticks
Anchors of Support
Badminton Skill Cues
Badminton Powerpoint
Dynamic Stretching PowerPoint
Differentiation Strategies
Physically Challenged (PC) Instructional/Planning Strategies
Pre-Control (Pre-Con) Instructional/Planning Strategies
Extension for Learning (EOL) Instructional/Planning Strategies
Cognitive/Behavior (Cog/Beh) Instructional/Planning Strategies
Reluctant Learner (RL) Instructional/Planning Strategies
Differentiation Strategies Link
Work Effectively in Diverse Groups
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21st Century Skills
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Copyright 2013 Austin Independent School District
Badminton Lesson 1
th
8 Grade
Use and Manage Information
Be Self-Directed Learners
Interact Effectively with Others
English Language Proficiency Standards:
Information for ELPS goes here. Use ELPS link to locate standards.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
Lesson Cycle
Engage
Roll Check(3 min)
Dress Out (5 min)
Instant Activity (5 min): Walk and Talk
Students will walk and talk around the perimeter of the volleyball court without touching other students. When
students pass a cone with a movement posted they will do that movement (hop, skip, high knees, etc) until they
reach the next cone. They will also discuss questions posted on the wall. On Stop Signal, students will return to Roll
Check.
Guiding Questions:
Have you ever played badminton or another sport that used a bat or racket?
How do you prepare to learn a new skill?
Can you handle not being perfect in a new skill while you are learning?
Lesson stages
Transition: Students will walk back from their roll check lines and form single file lines starting on the sideline of the
basketball court.
Dynamic Stretching Routine (3-5 min) Students follow Dynamic Stretching PowerPoint and coaches’ command.
(Stop Signal)
Transition: Students will find a partner and have a seat on floor in front of whiteboard or location where skill cues
are posted on wall.
Direct Teacher (6-8 min) Introduce the History of Badminton, rules, vocabulary and technique backhand and
forehand badminton clear shots using the Badminton Unit PowerPoint and badminton video from HOPSports.
Transition: “Sit down in a circle with the people from your roll check line.”
Activity 1: (6-8 min) Keep it in the Air. Each Group forms a circle with each member arms length apart. Students use
their hands to volley equipment around the circle. Start with a foam ball or oversized shuttle, and progress to a
regular shuttle.
Differentiation
PC:
VI- Peer partner, use a bright foam ball, use a larger or lighter ball such as a beach ball or balloon (with a small bell
inside), use suspended ball, use racket with a larger head, move student verbally or physically through skill cues and
movement patterns prior to start of activity, peer partner, frequent reminder of cues.
AI- Use multiple modalities (posted cues, visuals, videos), during instruction situate student with an unobstructed
view, peer shadowing, use picture cards for simple directions and cues, use hand signals to get student’s attention,
use racquetball racket, decrease size of circle.
WC- Peer partner, peer shadow, use a larger and lighter ball such as a beach ball or balloon, use suspended ball,
allow more space, remove wheelchair hand rests if possible, use racquetball racket, suspend birdie for practice,
decrease size of circle, encourage student to “self-modify”.
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Copyright 2013 Austin Independent School District
Badminton Lesson 1
th
8 Grade
General- Peer partner, peer shadow, use a larger and lighter ball such as a beach ball or balloon, use suspended ball,
move student verbally or physically through skill cues and movement patterns prior to start of activity, encourage
student to set personal goals, reduce skill requirements, encourage student to self modify, teach using multiple
modalities, divide gym into quadrants for various playing abilities, use racquetball racket, decrease size of circle.
Pre-Con: Use a suspended ball, use racket with a larger head, use a balloon or small beach ball, encourage student to
set personal goals, teach using multiple modalities, divide gym into quadrants for various playing abilities, provide
area for extra skills practice, pair students intentionally, use racquetball racket, suspend birdie for practice, decrease
size of circle, provide more opportunity for practice.
EOL: Allow student to bring their own racket, allow student to keep it up to self or with a partner as many times as
they can in personal space, encourage student to set personal goals, divide gym into quadrants for various playing
abilities, provide area for accelerated skills practice, pair students intentionally, peer coach, allow student to
demonstrate skill.
Cog/Beh: - Peer partner, peer shadow, use a larger or lighter ball such as a beach ball or balloon, use suspended
ball, move student verbally or physically through skill cues and movement patterns prior to start of activity, frequent
reminders of skill cues and special awareness, teach using multiple modalities, provide breaks as needed, reinforce
safety, frequent reminders of rules, provide cool down/break area not to be used as punishment, establish “I am
frustrated" signal (hand, colored cards), decrease size of circle.
RL: Suspended ball, use racket with a larger head, use a balloon or small beach ball, provide area for extra skills
practice, divide courts into varying abilities, pair students intentionally, encourage student to set personal goals,
provide more opportunities for practice, decrease size of circle.
Transition: “I will now pass out rackets to each of you and you will keep the shuttle in the air using the rackets.
Students continue Activity 1 with rackets.”
Guiding Question: “How does the speed of your racket change the accuracy of your shot?”
Transition: “Now I need each circle to form a single file line starting at the half court line and facing the West wall.”
Activity 2 (7-8 min) Badminton Relay Each team forms a line, the first person of the team is the team leader and will
step out 3 to 5 feet away and face their team. The team leader starts the drill by hitting the shuttle in the air to the
first person in line. That person hits it back and rotates to the end of the line. The team leader passes it to the next
person that has rotated to the front of the line and does the exact same thing. Continue to rotate until everyone has
gone through the line 5 times. Every time the shuttle hits the ground change out the team leader. Start every round
with a hit from the line leader.” (Stop Signal)
Differentiation
PC:
VI-Peer partner, use a bright foam ball, use a larger or lighter ball such as a beach ball or balloon, use suspended ball,
use racket with a larger head, move student verbally or physically through skill cues and movement patterns prior to
start of activity, decrease length of line.
AI- Use multiple modalities (posted cues, visuals, videos), during instruction situate student with an unobstructed
view, peer shadowing, use picture cards for simple directions and cues, use hand signals to get student’s attention,
use racquetball racket, decrease length of line.
WC- Peer partner, peer shadow, use a larger and lighter ball such as a beach ball or balloon, use suspended ball,
remove wheelchair arm rests if possible, encourage student to “self-modify”.
General- Peer partner, peer shadow, use a larger and lighter ball such as a beach ball or balloon, use suspended ball,
move student verbally or physically through skill cues and movement patterns prior to start of activity, provide more
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Copyright 2013 Austin Independent School District
Badminton Lesson 1
th
8 Grade
opportunities for practice, decrease length of line, encourage student to set personal goals, teach using multiple
modalities, divide gym into quadrants for various playing abilities, provide area for extra skills practice, pair students
intentionally.
Pre-Con: Use a suspended ball, use a racket with a larger head, use a balloon or small beach ball, teach using
multiple modalities, divide gym into quadrants for various playing abilities, provide area for extra skills practice, pair
students intentionally, allow extra practice opportunities.
EOL: Allow student to bring their own racket, allow student to keep it up to self or with a partner as many times as
they can in personal space, practice other shots such as the high clear, smash and drop, encourage student to set
personal goals, divide gym into quadrants for various playing abilities, provide area for accelerated skills practice,
pair students intentionally, peer coach, allow student to demonstrate.
Cog/Beh: Peer partner, peer shadow, use a larger or lighter ball such as a beach ball or balloon, use suspended ball,
move student verbally or physically through skill cues and movement patterns prior to start of activity, frequent
reminders of skill cues and space, provide more opportunities for practice, make a smaller group, provide breaks as
needed, reinforce safety, frequent reminders of rules, provide cool down/break area not to be used as punishment,
make a smaller group, establish an “I am frustrated” signal (hand, colored cards).
RL: Suspended ball, use racket with a larger head, use a balloon or small beach ball, provide area for extra skills
practice, divide courts into varying abilities, pair students intentionally, encourage student to set personal goals,
provide more opportunities for practice, peer shadow, do not require students to perform in front of peers.
,
Transition: “Everybody put the equipment back on the cart and stand on the perimeter of the basketball court for
static cool down stretching.”
Closure Activity
Students complete a student led standing Static Stretching Routine. As they stretch, students review the cues they
learned during the lesson. (3 min)
Guiding Questions:
How does the speed of your racket change the accuracy of your shot?”
Was the shuttle more difficult to hit than a ball? If so, why?
Check for Understanding (evaluation)
Formative: The teacher will observe students as they participate in the badminton forehand and backhand striking
activities.
Summative: Teacher asks review questions at the end of the class during Closure.
Is badminton an activity you can participate in outside of school? If so how?
Is badminton a game that you can enjoy learning to play?
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Copyright 2013 Austin Independent School District