Overview

Tuesday,November10,2015,wastheseventhweekintigerpride.Theunitforthisweek
wasfocusedonBadminton.OnTuesday,Ihadmylessonpreparedfor204th/5thgradestudents
foralessononbadmintonserving.ForthislessonIneededthewholeblacktopareawiththe
basketballcourts.Theequipmentusedwere10polyspots,20badmintonrackets,andovera
100+birdiestopracticeserving.Thelessonbeganwithagameofkeepup.Thisgamewasabit
challengingiftheycouldnotmakecontactfromtherackettothebirdie.Somestudentswouldtry
andhitthebirdieashighastheycouldbuttheywerenotverysuccessful.Afterthekeepupgame
wastheirmainactivityofservingthebirdie.Ihadthestudentsbeinpairsstandingononepoly
spot.Attheirpolyspottherewere10birdiesforthepair.Theobjectwastohitthebirdiesinthe
hulahoopslaidoutinfrontofthem.
StudentLearningOutcomes
Mystudentlearningobjectiveswereasfollows:Psychomotor (P): Students will be able
to serve a birdie with the correct cues 7 out of 10 times. Through this stage the teacher will be
able to analyze the level of the students physical abilities at each station.Cognitive (C): Students
will be able to say the cues of the skill with 100 percent accuracy. Affective (A): Students will
show enjoyment through high fives and celebration during activity. H-R Fitness (H): Students
will be engaged in moderate to vigorous physical activity at least 60 percent of the time.
After reviewing my ETs data, my students had 21 minutes of moderate to vigorous
exercise during my lesson (MVPA). I had 7 minutes of instruction and almost 3 minutes of
management. At the end of the lesson, the student were able to report to the class the cues of the
skill for the badminton serve as well as demonstrating it to their peers. Many of the students were
struggling with the timing of dropping the birdie and swinging the racket. The students who
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needed extra attention, I tried to give them pointers and alternative ways to serve the birdie but
they still had trouble. I moved the hula-hoops closer for those having a more difficult time. After
time given practicing aiming for the targets I made it into a competition. If the students made the
birdie in the hoop it was worth two points and if the birdie hit in the hoop but bounced out then it
was worth 1 point.

QualityLearningEnvironment
Onlyteachingonedaythisweek,Ithoughtmajorityofmystudentswereallactively
participatinginthelesson.Somestudentswantedtomakeitmorechallengingforthemselves
tryingdifferenttechniqueswhileotherstudentswerepracticingthecorrectcuesoftheskill.Idid
haveonestudentdoinghisownthingwiththeracketandbirdie.IfeltthatIachievedthefour
criteriaforalearningexperience.Iknowthereisalwaysroomforimprovementandmakethis
lessonmoreexciting.Duringmyinstantactivity,allthestudentswereactivelyinvolvedkeeping
thebirdieupintheairtoseehowmanytheycangetinarow.Allstudentsseemedtohavealot
offunwiththegameandtrytobeattheirfriendsnumber.Ieventriedtoparticipateinthe
activitywiththestudentsanditistrickyandneedtostayfocusedonthebirdie.Thisactivitywas
goodforthestudentstobeawareoftheirspatialawarenessnottorunintotheirpeers.The object
of the game was to see how many they could get in a row. At the end I asked the students what
their highest count. Ispentroughly6minuteswiththisinstantactivity.Themainlessonwas
designed to work on their badminton serve and work on aiming into a target. It was important
they used the proper COTS to be successful in the lesson. After 15 minutes in the lesson I turned
the practice into a competition game. The students were given a certain amount of time to try and
get as many points as they could into the hoops. 2 points if the birdie landed in the hoop nad 1

point if the birdie landed in the hoop but then bounced out. Each pair had 10 birdies at their spot,
once all 10 birdies were hit they were able to go collect the once they hit from the hula-hoop
area. Forthislesson,thestudentswereengagedinphysicalactivityfor21:50minutesoutofthe
31minutesofthelesson.Ikeptmystudentsactiveandattentiveduringtheinstruction.Inthis
activity,Iwasabletostandinfrontofthestudentsandwatchthemperformthebadmintonserve,
attemptingtoaimforthehulahoops.IfInoticedstudentsstruggling,Iwasabletowalktothe
groupandhelpcriticandgiveadvice.Thestudentswerechallengedthroughoutthelesson,which
createdanenvironmenttokeepthemactive.Thestudentswhoweresucceeding,Iwasableto
movethehulahoopsbacktoextendthedistanceandchallengethestudents.

Strengths&WeaknessesinPedagogicalskillset
Duringthisweeklesson,IfeltthatIhadagoodamountofmovementandwasableto
walkbackandforthtodifferentpairs.Itriedtobeashelpfulaspossibletosomeofthestudents
whodidnotunderstandhowtohitthebirdie.IusedtheGRRmethodtohelpthosestudentsof
theIdo,wedo,youdoprocess.IwasabletoprovideindividualfeedbacktostudentsasI
walkedbytheirspot.Ishouldhavesetthehulahoopscloser/further,andplacedthesmaller
hulahoopsinthefrontandnottheback.Forthemostpart,thestudentsweregoodatusingthe
propercuesandwereabletomakeitinthehoops.ThelessskilledstudentsIhadtomovethe
hulahoopsclosertohelpbuildtheirselfconfidence.Iwantedtomakesuretheyfelttheywere
abletomakeitinthehoopstoo.Forthedemonstrations,Ishouldhavehadademonstration.I
forgottoreviewhowtoholdtheracketandgooverthecuesoftheskillwiththestudents.
SometimesIthinkthatIreviewedthecueswiththembutIactuallyskipthestepandjumpinto

thelesson.ItisimportantIbreakdownthelessonstepbysteptonotcauseanyconfusionwith
thestudents.
Thisweek,IhadmycueswrittendowninthelessonplanbutIdidnotexplainthemthe
samewaytotheclass.Whenwalkingaroundtothegroups,thestudentswhowerehavingtrouble
wouldstopandaskformyhelp.Theyhadtroublemakingcontactwiththebirdieandracket.To
assistthosestudents,Ishouldhavebroughttennisracketstomodifytheequipment.Withalarger
targetsurfacethestudentswouldhavebeenmoresuccessfulmakingcontactwiththebirdieand
theracket.Iwasprovidingfeedbacktomanygroupsaboutthecuesoftheskilltellingthemto
focusonthehandpositioningonthestick.Forthegirls,theracketstickwastoolong,Itoldthem
toholdtheracketcloseronthestickformorecontrolandmakesuretheykeeptheireyeonthe
ball. Iwalked around providing corrective, constructive, and positive feedback to all of the
students during the activity. My instruction for the instant activity was short with a quick
demonstrationforthestudents.Ishouldhavehadastudentdemonstratefortheclassaswell.
ThisgamewasfunandmoredifficultthanIexpected.Thestudentsmadeitintoacompetition
withtheirfriends.
Sincetheequipmentwaspreset,thetransitionfromtheinstantactivitywasfast,easy,
and went very smoothly. Before the main activity started, I had to explain the activity and
demonstratethelesson.Attheendofclass,thestudentshelpedpickupalltheequipment,which
included:polyspots,birdies,andhulahoops.Manystudentsdidnotrespondtomycountdown
whenpickinguptheequipment.Ihadafewstudentswhowantedtocollectallofthebirdiesand
stackthemontheirracket,andthencarryitoveranddumpthemallinthebin.Ithoughttheall
thestudentsseemedtoreallyenjoythelessonIhadplanned.Itwasfuntoseehowexcitedthe

studentswerewhentheymadethetargetintothehoop.Theyalsoseemedtoenjoythelesson
whenthegamewasmadeintoacompetition.Thisweek,Iwouldsayoneofmystrengthswas
thatallmystudentswereactivethewholelesson.Iwasabletocallmorestudentsbytheirfirst
namesratherpointing.NextweekIplantousethewholepartwholemethodfordemonstrations
andreviewtheCOTS.

Recommendationsfornextsession
FornextweekslessonIwillbeteachingtheunitofFrisbee.Withmylessonplannedout
aheadoftimewillmakeiteasy!Ineedtohavethestudentsdemonstratefortheirpeersforless
confusionsandalsoteach/reviewthecuesoftheskill.Iamgoingtocontinuetogivefeedbackto
allthestudentsandcreateactivitiestokeepallthestudentsengaged.Iwantmystudentstohave
funwithFrisbeeandenjoythelastfewweeksIhaveleftwiththem.