Lesson Plan - 12/12/13

The following is a generic format that contains both critical and useful elements for an effective lesson. While there are many ways to format a lesson this is the format used for SPED 326.

Unit Title Audience Description

Subject Area & Grade level Lesson Title Length of Lesson Standards/Benchmarks

Objectives

Throwing Objects with Accuracy This is a typical 6th grade class with 25 students. All of the students get along well and respect each other. It is generally a relatively quiet class that works hard and has bright students. One student in the class, Jon, has a learning disability that makes him struggle with long-term memory. As a result, it is difficult for him to remember activities, games, and skills that have previously been used. Reviewing and re-teaching are often times necessary. However, he is an intelligent student who is very capable in physical education classes. Another student, Alex, has an emotional behavior disorder characterized mainly by anxiety. He often times becomes overwhelmed and experiences anxiety in class if too many directions are given or if there is excessive activity around him. This can lead to frequent outbursts. As a result, limiting him to a defined area and keeping directions simply are often beneficial in order to reduce anxiety and subsequent outbursts. Some days are better than others for Alex, but he is generally a very athletic student who interacts well with his peers when he is not overwhelmed. Physical Education 6th Grade Consider it Throwing Accurate 45 minutes This unit will especially work on the following state standards: -Standard # 1 demonstrates competency in many movement forms and proficiency in a few movement forms -Standard # 2 applies movement concepts and principles to the learning and development of motor skills -Standard # 3 focuses on regular participation in physical activity -Standard # 5 demonstrates responsible personal and social behavior in physical activity settings Students will work with peers to successfully complete tasks. Students will work on hitting defined

Resources/Needed Materials Anticipatory Set/ Introduction 2-3 minutes

targets, thus students will work to improve accuracy while throwing. Students will successfully hit both stationary and moving targets. Students will be able to apply accurate throwing skills into a game setting. Gator balls, music player, 2 exercise balls, tennis balls, bean bags, hula hoops Students will immediately grab a ball (either a tennis ball or gator ball, depending on ability level) and a partner and begin the warm-up activity Throw and Go. The teacher will change locomotor movements and change up the passes performed. Students will display freedom of movement in the gym as they pass back and forth to their partner. Music will play while the students are moving. Students will then face their partner (standing a few feet apart from each other) and do cross lateral and cross midline work to warm up and engage both sides of the brain. Students will: Pass the ball from one hand to the partners opposite hand. Before passing back, the person with the ball will transfer the ball from their one hand to the other while tracking the transfer with their eyes. Same as first bullet, but transfer the ball to the other hand by going behind the back. Same as above using bounce passes if the balls used bounce. Add another ball and one person bounce the ball while the other partner throws it in the air. Passes occur at the same time. Still transfer the ball from one hand to the other upon catching. **May have to refresh Jons memory of movements; however, usually classmates are great about helping **Give Alex and his partner a defined area to stay in so as not to overwhelm him with all the other students moving and throwing balls about the gym. Spelling and Math could be incorporated into the warm-up activity. Anytime the students pass the ball to their partner, they could say a letter to spell out their spelling words for the week. They also could have to say multiplication (or addition, subtraction, etc.) anytime they pass.

1-2 minutes

Incorporation of other subject areas

Lesson Activities (Content/Methods/Procedures) 8-10 minutes

Example: Partner 1: 7 Partner2: times P 1: 7 P 2: is P 1: 49 P 2: 8 P 1: times P 2: 3 P 1: is P 2: 24 Rolling Boulders: (Quick explanation with demo, then play) - Students will be divided into two teams. Two big exercise balls (preferably different colors) will be placed in the middle of the gym or designated area. Students can not touch these with any part of their body. Gator balls also will be lined up in the middle of the gym. Each team must stay on their side of the floor. On the word go, students will try to throw and hit their designated exercise ball to send it across the other teams end line (or other line designated by the teacher). They may also throw to hit the other teams ball to keep it from crossing the end line on their side. First team to get the ball across the end line on the other teams side wins. -Teams will be selected by having the teacher divide the partners up from the warm up activity. One partner will go to one side, the other partner to the other side of the gym. **A great game for Alex and Jon as it has very few instructions/rules. It is a great game for students (especially Alex) to release stress and anxiety by throwing as hard as they can at a target without hurting someone. Sprout: (Quick explanation with demo, then play) -For this game, students will be competing individually, but may need to enlist the help of classmates. A few gator balls (teachers choice, probably five to start with for this class) will be thrown out randomly onto the gym floor. When the game begins, students may move freely throughout the gym and any student may pick up a ball. When a student picks up a ball, they are unable to move with the ball (feet must stay stationary). They may then attempt to throw the ball to hit another classmate below the waist. If they hit a classmate, the classmate that is hit squats

8-12 minutes

down and becomes a sprout. The sprout must remember who got him/her out. Students will remain a sprout until the person that hit you gets hit. Then you may reenter the game. However, sprouts may stay engaged in the game by helping those with a ball be able to move to get closer to someone they are trying to get out. A student may pass the ball to a sprout (which then allows the person who had a ball to move) to get closer to someone they want to get out. Then the sprout can pass the ball back to that student. -Teams will be selected using the clapping method. **If Jon struggles to remember who got him out after periods of time, randomly pick someone for him. If he continues to forget and has been out for a while, allow him to reenter the game. **This is an upper level cognitive game, so if it becomes too overwhelming for Alex, assign him a specific task. He can be an all-time sprout, all-time thrower, etc. Octopus Tag: (Quick explanation with demo, then play) -Students will start on the end line of one end of the gym. The teacher will select two taggers who will start in the middle of the gym. When the taggers say go, students will try to make it across the end line on the other side of the gym. If a student gets tagged, the student that got tagged will go to one of the hula hoops that are randomly scattered throughout the gym. They must keep their feet in the hula hoop, but will be able to reach out to try to tag a classmate trying to make his way to the other side of the gym. To make the game fit in with this unit, students will also have bean bags in the hula hoops that they will be able to throw at their classmates in addition to trying to tag them. The bean bags must hit the floor before hitting the classmate (must be slid on the floor, not thrown in air). If a student gets tagged or hit with a bean bag by someone in a hula hoop, they also must go to a hula hoop. Those in hula hoops will have 5 seconds counted down by the teacher in between rounds (after students have gone to one end of the gym and before the taggers say go again) to go out and grab bean bags that have been thrown. **If Alex has been anxious, start him out in a

5-8 minutes

hula hoop so he is confined to a space with a specific task. Or if appropriate, he could be a tagger. Students Choice: Students will collectively pick one of the previous three games to play again; however, they will have to come up with their own twist to it modifying or adding/subtracting rules to the game. The teacher will guide this discussion as to keep all students involved. The game will then be played. Note: have students be responsible for helping put away equipment after each activity to make transitions more quick and smooth with little to no down time. Wall Pushes: Students will go to the wall and push against the wall with their forward as hard as they can, then with their hands, etc. via the teachers instruction. **Deep pressure is calming and relaxing and gives proprioceptive system input as the students push against the wall. This calms them down as they go back to their regular classes. Especially beneficial for Alex. Listed with the symbol ( ** ) under each activity. Most of the modifications/adaptations in the lesson are to help keep the students with learning disorders or emotional behavior disorders included in the lesson to the full extent appropriate. The Octopus tag game has been modified to fit into this unit. If Alex would really start to feel anxious in this lesson, be sure to be near him and/or give him a role without the use of objects that he could throw in the case of an outburst. For this lesson, students will be evaluated using informal assessments. The teacher will be watching for accuracy to see the success rate that students have when they throw to hit the targets, both stationary and moving. The teacher will be watching and encouraging the students to work together when it is beneficial in games for them to do so.

8-10 minutes

Closure/ Summary/Wrap up 1-2 minutes

Modifications/Adaptations

Evaluation (Assessment)

*This lesson displays UDL concepts in a variety of ways in order to meet the needs of all students. This is seen in the modifications/adaptations (**) throughout the lesson. It is also seen by differing forms of representation through verbal direction and visual instruction in the form of a demonstration (demo). It provides for differing forms of expression both in individual, partner, and team settings. It allows for freedom of movement and for expression through varied activities, games, and use of a lot of different equipment. This lesson also displays differing forms of engagement via the variety in games. It also engages the students directly through the Students Choice activity in which the students are essentially creating their own game by modifying/adapting rules to previous games played.