PS II Units

Miss Wynia

Grade: 8A/8B Unit: Badminton Dates: March 5th – March 27th

Date Title GLO’s SLO’s Assessment Key Questions Learning Activities Safety Instructional Equipment Mot.
Strategies

• Instant Activity: Partner Rally • Go around • Direct

• Do students • Projector
posts when Instruction
know how to
• Exit slip running to • Every class
properly hold a • Video clip
Observation opposing • will begin with
racket and
court music
(formative) contact the • Observe racket control/discuss Demonstration
• Badminton
birdie? etiquette and terminology rackets (safe
• Not entering • Teaching
playing • Students are
GO: Discussion • Rally Elimination (in partners, width court when in Games for
• Do students condition) working
(formative) of courts) play Understanding
A/D A8- know the correct
(etiquette) together to
5/6 Introduction 10 terminology of
• Instructor • Badminton achieve the
Participation Badminton • Badminton Tennis, 2 courts (highest Net
feedback and highest rally
(summative) equipment? rally as a team) • Caution of positive and won’t
surroundings encouragement • Badminton want to let
Exit Slip • Can students • Introduce badminton shots and when
(walking around posts their
(favorite practice (drive, clear, drop, smash) swinging
name multiple and interacting classmates
songs) types of hits in
• Avoid shots with students) down
Badminton?
aimed at the
(clear, drive,
face
drop, smash

• Instant Activity: Partner Rally

• Badminton • By posing an
• Caution of • Direct
• What is the • Fitness Dice rackets inquiry question
surroundings Instruction
best way to hit at the beginning
(introducing the of class, students
 the perfect • Re-visit the four badminton shots when badminton will be motivated
Questioning ‘smash’ shot? discussed in the closure last class swinging shots) • Badminton to learn
(formative) • Inquiry question: What is the Net themselves
• Inquiry rather than be
best way to make a drive, • Handling
told on how to
• What is the clear, drop, and smash shot? I and taking Question (how
properly make a
Peer best way to hit need your help class! care of can we solve • Badminton specific shot
Show and GO: A Feedback equipment this problem? posts
7/8 the perfect
A8–10 (formative) • Practice four types of shots through properly What will work
Tell ‘drop’ shot? • Students will
stations (drive, clear, drop, smash) the best?) have their own
A8–5 choice on
o Each court will have hula
• What is the deciding what
hoops set up on one side and • Not • Instructor
Participation best way to hit • Hula hoops goal they would
students will try to hit Clears entering feedback and
(summative) the perfect like to set for
and drop shots into the hoops court when positive
‘clear’ shot? themselves for
o The other two stations involve game is in encouragement
• Team Shake the duration of
drive and smash shots with play (walking around App the unit
• What is the partners and interacting
best way to hit o Students will PAUSE and give a • Hula with students)
the perfect partner peer feedback 4 times Hoops
‘drive’ shot? throughout moved off • Peer feedback
court before
• Teams assigned a certain shot they play
have to present and demonstrate to
the class • Avoid
o Each group will be assigned a shots aimed
team to provide feedback for at the face

• Badminton • Teaching
• Instant Activity: Partner Rally etiquette Games for •
(not Understanding Badminton
• Can students • Fitness Dice entering rackets • Music will be
identify court in play, • Instructor playing
different serves Go over court dimensions again for running • Team Shake throughout the
feedback and App
Observation to hit in order under the lesson
singles vs. doubles (birdie must land positive • Badminton
(formative) to move their on or behind the short service line) net) encouragement Net
opponent?
C8–3
 • Positioning
Serving Serving • Peer • Badminton
• Giving
9/12 Participation and feedback (if posts
students the
 GO: C C8–6 (summative) • Can students o Must only be movement students are not option to
identify which underhand* when playing in a • Self- choose their
serve to use playing game they must evaluation goal may
D8-6
when playing
o What are the different doubles be cheering on increase
Self-
either singles serves we can try? other teams and • Pencils motivation
Evaluation
(formative) or doubles? • Caution of providing since it is
surroundings feedback) something they
Personal goal setting when want to
o Students will choose a swinging individually
work on
short-term goal for
• Avoid
themselves (measureable, shots aimed
specific, attainable) at the face
o Examples:
o 10 clears behind • Student’s
doubles line heads
o 5 Drop shots should be up
o 10 short serves when
running

• Instant Activity: Partner Rally

• Can students • Badminton
maintain • Teaching • Fast pace,
RPE • Fitness Dice etiquette interactive and
accuracy while Games for
(formative) Understanding competitive
moving at a
faster pace? • Badminton Tennis, 2 courts (make games can
• Caution of •
them MOVE) facilitate student
surroundings Pedometers engagement
Pedometers o Students will rotate wearing
13/14 when • Check RPE for
(formative) pedometers after each round
I like to move GO: A • Are all of
swinging students and
• • Students will
A8–5 o Students with the highest alter accordingly
it, move it! student’s active rotate wearing
steps will be team leaders for Badminton Pedometers to
Participation for the majority • Spatial
A8–2 relay race
awareness,
rackets gain an extra
(summative) of the lesson?
o Object of the game is to make • Instructor point at the end
cautious of
opponents MOVE as much as feedback and • of each match if
peers
• Are student’s possible positive Badminton they have more
identifying both o Keep in mind the four shots Net steps than the
• Ensure encouragement
foot and arm opposing team,
pedometers which should
movements • Badminton Relay Race (pedometers)
increase
o PAUSE for RPE
 associated with are on • motivation to
badminton? • Kings Court (2 player teams) properly Badminton stay moving
o One person on each team will posts
have a pedometer to gain a • Avoid
bonus point at the end of the shots aimed • Team
match at the face Shake App

• Badminton
15/19 • Can students • Instant Activity: Partner Rally etiquette
identify why (not • Teaching • • Music will be
teamwork is • Fitness Dice entering Games for Pedometers playing
purposeful court in play, Understanding throughout the
while playing running • lesson
Badminton? • Pass it Forward (teams) under the • Instructor Badminton
o Four teams will perform a net) feedback and
relay race and have to pass rackets
• Can students positive • Students will
C8–3
 Participation identify the birdies to their teammates • Positioning encouragement • come up with
(summative) communication in order to move forward and
Badminton team names
GO: C C8–6 strategies while across the gymnasium movement
• Peer and a cheer to
playing when Net
Teamwork feedback (if enhance team
Badminton? playing
D8-6 students are not • bonding and
• Lost my Racket doubles
Observation playing in a hopefully
• Can students Badminton
(formative) game they must facilitate
demonstrate • Caution of posts
be cheering on teamwork
positive • Kings Court (2 player teams) surroundings
Teams will play in a king’s court other teams and
feedback and when • Team
Self- tournament and receive extra points providing
encouragement swinging Shake App
Evaluation for demonstrating team work (high feedback
with their
(formative) peers? fives, positive encouragement, • Avoid
communication) shots aimed
at the face

• Student’s
heads
should be up
when
running
 • Badminton
etiquette
• Instant Activity: Partner Rally (not • Teams will
entering • Team rotate a goal
• Fitness Dice court in play, Shake App each game so
running they are
under the • Teaching working
• Can students Teams net) Games for towards
analyze their Understanding
o While playing a game teams something new
20/21 Participation progress and • Sharing • Badminton
will rotate setting a goal of the as a team
(summative) steps they took the court rackets (safe
following:
Goal Setting towards o Peer feedback with peers playing
achieving their o Drop shots condition)
set goal? o Clears • Caution of
surroundings
o Smashes
Discussion • Can students when
o Short serves
(formative) work together swinging • Badminton
o Deep serves
towards a Net
common goal? • Avoid
shots aimed
at the face
Discussion
o How did setting a goal
• Student’s • Badminton
motivate your team?
o Were you focused on heads posts
achieving that one goal? should be up
when
running

• Badminton • Music will be

22/23 etiquette playing
• Instant Activity: Partner Rally • Direct throughout
A8-1 • Can students • iPod and
Instruction the lesson
demonstrate the sound
Skills • Caution of (what will be
skills they’ve • Fitness Dice system
D8-2 Celebration surroundings expected for the • Students will
learned?
(Summative) when skills
• Practice skills be practicing
swinging performance) their skills
 GO: A D8-6 • Pylons to before they
&D Participation • Are partners • Spatial designate are called to
Skills able to present • Skills Celebration (three types
(summative) awareness, areas the their
Celebration three key of shots, serves) cautious of • Provide birdie performance
Goal Setting
concepts they’ve o Students wil have five peers feedback and should land
learned so peers will
Reflection throughout unit attempts to hit a drop positive for the skills be busy
DUE shot, clear, and smash • Ensure encouragement performance
and how they are focusing on
(summative) students are
going to use o Five attempts at short not entering their own skills
those concepts in •
and long serves the court rather than
the future? Net/Rackets
when it is at watching
Kings Court play (preferably a
curtain in
o When students have between
• Students
finished their skills should not students and
celebration, they can join be behind peers)
in playing King’s Court peers when
with the rest of the class swinging

Ladder Tournament
 • Can students • Instant Activity: Partner Rally • Spatial • Sport • Team • Students will be
demonstrate awareness, Shake App motivated by
Education
the skills and cautious of applying their
• Fitness Dice peers model skills in a real life,
Observation techniques • iPod and game setting
(formative) they’ve (Students will sound
• Skills celebrations (must with teammates,
learned? have the choice system cheers, and a
A8-1 finished) • Caution of trophy awarded
to play, score-
Skills surroundings to the winning
26/27 keep, or track •
• Can students when
celebration • Doubles Teams (pre-assigned) swinging pedometer Scoreboard team
GO: A demonstrate
(summative) steps if they
It’s the Final &C C8-3 teamwork and •Music will be
would like) • played
Countdown etiquette while
• Ladder Tournament (cont.) Badminton throughout the
(tournament) Participation playing in a
rackets lesson
(summative) competition? • Avoid shots
aimed at the • Teams won’t
•
• Are students • Gatorades awarded to the face just be playing to
comfortable Badminton
RPE winning team Net
win but also
(formative) playing achieve other
badminton awards such as
• Not entering • best team name,
with their
court when in sportsmanship
peers? Badminton
play (defined), cellies,
(etiquette) posts
and pedometer
steps
 Grade: 9B Unit: Tchoukball Dates: March 12th – March 27th

Instructional
Date Lesson GLO’s SLO’s Assessment Key Questions Activities Safety Strategies Equipment Mot.

•Instant Activity
o Passing in • Balls
partners/against wall should be • Music
appropriate
to the skill • Frames
Entrance Slip • What are • Video of professional Tchoukball • Direct
(formative) the rules of game level of instruction • Instant
• Fitness
Tchoukball? students, activity
e.g., tennis, Dice
Participation • Rules/objective of Tchoukball
12 (summative) foam balls,

soft • Team based
Warm-up: • Dodgeballs drills so
Introduction GO: A9-5 Discussion o Ball Tag (cannot be tagged rubber or /tchoukballs students
A (formative) • What is the if holding the ball) vinyl balls. • Teaching have to
object of the Games For participate
Exit Slip game? Understanding
• Cones for their
(favorite Distance Pass classmates in
songs) o In Partners, students will order for the
pass across to their drill to work
• Players
partner and slowly take
must move • Students
steps back to see how far • Pinnies
out of the can choose
they can throw way when their own
teammates partners
or
Rebound Relay opponents
o 2 sides are throwing
o Students will line up at the frame
single-file and throw the
 ball at the rebound while 

the person behind them
catches their rebound 

o Continuous rally

Instant Activity • Frames

• What are o Passing in
some effective partners/against wall • Fitness • Music
strategies that • Players Dice
must move
could be used • Fitness Dice • Instant
Questioning out of the
while playing • Teaching activity
14 Team work (formative) way when • Dodgeballs
Tchoukball? • Rebound Relay (partners) teammates Games for
GO: C9-5 (movement, Understanding /tchoukballs
or
C passing, • Rebound Rally opponents • Dice for
throwing) o Two teams are throwing fitness
Participation • Cones
o Continuous rally at the frame
(summative) • What are 
 • Different
some of the • Scrimmage (2 teams) activities/
rules we’ve o Extra points: keeping
learned for o Cheering on teammates students
• Pinnies
far? o Team name moving
o Team cheer
o Celebrations
o

• Can •Instant Activity • Frames

students o Passing in • Players
maintain partners/against wall • Fitness • Music
must move
accuracy while out of the Dice
moving at a • Fitness Dice way when • Teaching
19 teammates • Instant
faster pace? Games for activity
• Warm-up: or Understanding • Dodgeballs
opponents /tchoukballs
 GO: C9-5 Participation • Are students o Ball Tag (cannot be tagged are throwing • Alternative
Movement C (summative) spatially if holding the ball) at the frame ways to earn
aware of their • Cones points
• Students
surroundings? • Rebound Relay
must run
with heads
• Scrimmage (2 teams) up to
o Extra points for prevent
o Team name • Pinnies
crashes into
o Team cheer teammates
o Team celebrations or
o Cheering for team opponents

•Instant Activity
o Passing in
• What are partners/against wall • Frames
• Inquiry
specific • Players questioning
strategies that • Fitness Dice must move (what is the • Stations
are useful out of the best way to
21 for rotating
while playing Rebound Relay way when SHOOT a
D9-7 • Fitness
Tchoukball? o In partners/lines teammates tchoukball?
Participation or Dice
o Pass to partner with
Strategy GO: (summative) • What will rebound and then run opponents
D help teams be towards back of opposing are throwing
at the frame
successful? line


• Inquiry
• Can teams • Divide class into (2 or 4 teams Question what • Dodgeballs
evaluate depending on the nets) is the best /tchoukballs
different ways way to CATCH
to achieve • (Teams 1&2) Inquiry Question: a tchoukball? • Music
their goal? what is the best way to SHOOT a • Cones
• Students
Tchoukball?
must run
with heads
 • (Teams 3&4) Inquiry Question: up to
what is the best way to CATCH a prevent
Tchoukball? crashes into • Pinnies
teammates
or
• Make TEAMS & practice team • Instant
opponents
routines activity
• Provide students with
assignment and rubric

• Music
• Can • Teaching • Frames
students work • Instant Activity Games for
• Players • Instant
together and o Passing in Understanding • Fitness
must move activity
demonstrate partners/against wall Dice
out of the
the skills way when
A9- they’ve • Teams
teammates
23 11 learned from • Practice team routines or • Tchoukball • Dodgeballs chose their
Practice Participation /tchoukballs own song to
Tchoukball? o Teams will choose opponents routines play for their
Routines GO: (summative) appropriate song they are throwing
routine
A/C want to play for their at the frame

 • Cones
• Have skills routine!
C9-3 improved • Students
• Students • Cooperative got to choose
since the
must run learning their own
beginning of • Scrimmage approach
with heads team for
the unit? • 2 teams (teamwork) • Pinnies
up to their routine
• 6 on each side of the prevent to increase
court crashes into motivation
• Students will get a feel for teammates
the game as more rules or
will be added in opponents
 • Can • Instant Activity • Players • Music
students o Passing in must move • Teaching • Frames
move the ball partners/against wall out of the Game for
at a faster way when Understanding • Fitness
Tchoukball teammates
pace while • Practice team routines Dice • Team
Routine or
maintaining o Teams will choose name/cheer/
A9- (summative) opponents
control and appropriate song they celebrations
GO: 11 are throwing
accuracy? want to play for their at the frame • Cooperative • Dodgeballs
27 Showtime A/C routine! learning /tchoukballs

 • Teams
approach
Participation • Are students • Performance chose their
• Students own song to
(summative) more o Students will perform must run • Cones
play for their
C9-3 comfortable their two-minute with heads routine
playing Tchoukball routine in up to
Tchoukball front of the class by prevent
and know the demonstrating the skills crashes into • Students
teammates • Pinnies
rules they’ve learned got to choose
or their own
compared to o Each routine must have
opponents team for
the beginning the following:
of the unit? o 10 passes their routine
o 10 catches to increase
motivation
o 5 shots
o 3 catches
 Grade: 10 Unit: Weight Training Dates: March 21st – March 23rd

Key Instructional Equipment Mot.

Date Title GLO’s SLO’s Assessment Questions Learning Activities Safety Strategies
• weight
FITT Principles/HITT room
Why is weight
• Weight Direct • Music
training Circuits • Squat rack
beneficial?
techniques instruction
Observation and etiquette (demonstration)
Different plan for • Stationary
Introduction A10-13 (formative) How can you bikes
incorporate different types of body • Careful •
21st to Weight GO: A/B
weight types handling Statistics
training • Dumbbells
Participation training into weight/proper
B10-3 your routine? Proper technique/form grip so they
(summative) •
do not drop Whiteboard •
How can I Proper warm up, Benefits
ensure proper activities, and cool down of WT
technique?
• Weight • weight • After
Case Study Proper warm up, techniques room their
activities, and cool down and etiquette circuit last
How can you Direct
(summative) create a • Squat rack class, now
23rd Creating a D10-2 instruction students
weight Different plan for • Students
workout GO: D (demonstration) can work
training different body types cannot add • Stationary
plan B10– on specific
Participation program? weight until bikes
(endurance vs. strength) exercise
6 
 Miss Wynia
they
(summative) How can I approves their • Dumbbells
Free time in fitness would like
ensure proper form and
center to in a
technique? technique •
safe,
Whiteboard supervised
Client case study
space