EDU 723 Summer A Module 7 Assignment Lesson Planning/Instructional Unit Two: Inclusive Class Scenario

By: Brian Cavanaugh

The world of education defines inclusion as including students with special needs into classrooms with students who do not have learning disabilities for all or most of the school day. This free appropriate public education or FAPE, as stated by Mary Weishaar ( 2007) that all children with disabilities received a free appropriate public education (FAPE) and were not discriminated against by any public school or by any agency representing the public school (p.1). The following classroom situation falls into the criteria of ensuring a free appropriate education for all students. The student body of the classroom is extremely diverse in its makeup. This particular classroom runs the gamut of emotions that a teacher would face on a daily basis that make the job of teaching the most difficult and yet most rewarding profession on the planet. This classroom is home to 23 students of varying and diverse backgrounds (foreign students, ESOL students and IEPs). There are many items that the teacher of this classroom would have to take into consideration when planning and teaching a lesson to such a diverse student body. The world of physical education is a lot different than the rest of the classrooms in the school. It is often the class that all students look forward to. It is a time when the students are allowed to let loose a bit and release a lot of pent up energy that has built up while sitting stationery in the classroom. Sometimes, this can also be bothersome to a student who has a hard time controlling their emotions which can sometimes be released in negative, yet unintentional ways. It would be important for the physical education teacher to meet

beforehand with the classroom teacher to figure out ways to handle this overflowing tidal wave of emotion. It is also possible to meet with the guidance counselor or even with the school psychologist as well. I would like to know of possible additional ways to calm the students down when they first come into the gym if my cues and routines are not enough. If I can implement into the gym what the classroom teacher uses, it may take less time away from management issues. Physical education is also a place where the students are encouraged to work in pairs or groups during activities. The inclusion students may not get along as well with the other students or may have socialization problems due to their disabilities. I would ask the teacher if there were students whom they would not recommend to work in groups together with. The specialist teachers are only with the students for 45 minutes once or twice a week as opposed to the classroom teacher who is with them on a daily basis and would know the personalities a lot better. It would be helpful to know if any of the students had any issues going on outside of school (divorce/separation, death of friend/family or relocation) that may be affecting the students behavior at school. Having this knowledge would help the teacher when it comes to handling the behavior of the student. Anderman and Anderman ( 2010) state that as with many other aspects of teaching, a number of important decisions must be made when forming groups, and these choices have implications for the students learning and motivation (p.78).

There are many issues challenges that I would anticipate when teaching this particular class. The biggest challenge would be whether or not I have structured and planned the lesson so that the needs of each student have been met. Would the lesson be a success if 22 of the 23 students walked away from class feeling like they have accomplished something? What would be made of the 1 student who did not take anything away or walked away feeling even more inferior to the rest of the students? A question that I always ask myself is what exactly are the students taking away from this lesson? Are they just going through the motions or are they actually internalizing the content. I have accepted the fact that everything that I teach (skill or game) is not going to be considered fun, but it is my hope that the students take something away from a lesson. Another challenge that I would face is with whom I focus my attention on and for how long. Would focusing on one or two students take away from the learning or comprehension of another student? The lesson for this class is going to be a baseball lesson that focuses on the skills of catching and throwing. The critical elements of the lesson will be throwing with opposition and catching the ball with two hands. The class will be a sixth grade class in an inner city school. The lesson will be broken into two parts. The first part is an introduction to the skills of throwing and catching. The second part is differentiated by using stations to reinforce the skills from the previous lesson. The teacher will use within-class grouping when pairing and placing the students into groups. Anderman and Anderman describe (2010) within class grouping as when teachers divide students into work groups within classrooms (p. 80).

There are several objectives for the lesson. For the skill of throwing, the students will focus on using opposition (stepping towards the target with opposite foot of the arm you throw with) when throwing. The students will also be expected to throw to a target while using opposition. The students will also be able to explain torque and why they would want to use rotation of their hips when throwing a ball. For catching, the students will be able to explain why they would want to use two hands when they are catching a ball and how they have to keep their eyes on the ball at all times. For the lesson, the teacher would use two very distinct methods. The first method will be command style where the teacher gives a demonstration of the skill while breaking down the critical elements. This will be followed by a tell-show-do. This method allows the students to see the critical elements of the skill more clearly. The second method that will be on display will be practice. The students will be given the skill and will be permitted to practice the skill being taught. The final piece of the lesson will use stations for the students to practice part of the skill being taught. The materials needed for the lessons will call for the students to each have a ball (one Velcro and one regular) and a glove (one Velcro and one regular). The teacher will also have signs for each station using both illustrations and words so that the students who do not speak English or have trouble reading would at least have a visual to help them through a task or station. The groups will also be inclusive and the students will be encouraged to help each other and to rely on each other as resources. The posters will help the students who are more visual learners as they will have a step by step illustration to help them.

The teacher will assess the students by how well they execute the critical elements when throwing and catching the ball. The critical elements will be reviewed at the beginning of the class and will be posted at the stations. The critical elements to focus on will be the use of opposition when throwing and using both hands when catching. When at the individual stations, the students will be expected to be able to consecutively catch self-tosses to themselves. Cohen and Spenicer ( 2009 ) state that study skills should occur prior to teaching them, during students practice and implementation of these skills (p. 317).The students will be asked to demonstrate the skill and to be able to explain the skill verbally. The instruction for this lesson will be done by using stations and by working in pairs. As with any physical education lesson, the teacher needs to be careful to not put the students into a position where they may feel like they are being given a task that is too difficult. A lot of students fear embarrassment if they cannot perform a skill. This needs to be taken into consideration when forming groups. If a student is placed with one or more classmates that they get along with, they are usually more likely to push themselves or try harder because they are with people they are more comfortable with which will cause them to relax. This may also lesson frustration levels that may rise if a student has difficulty mastering the skill. This also comes in handy for students who may have trouble speaking English or who may be foreign to the game or skill being taught. Having another student of the same nationality who is bi-lingual would give that student someone that they could work with. Having the posters with the skill broken down would also be helpful to a foreign student who

may not be familiar with the game or skill. Having the visual aide gives them something to relate to whenever they may need it. The teacher also plays a critical role in maintaining student involvement. The teacher needs to point out any element of positivity in the skill execution. When telling a student what they are doing wrong, it is also important to tell them what they are doing right. Letting them know that they only need to correct one or two errors is a lot more comforting than having to correct several critical elements. References: 1) Anderman, Eric M., and Anderman, Lynley H., (2010) Classroom Motivation, Upper Saddle River NJ: 07458 2) Cohen, L.G. and Spenicer, L.J., (2009) Teaching Students with Mild and Moderate Disabilities, Upper Saddle River NJ: 07458 3) Weishaar, M.K., (2007) Case Studies in Special Education Law, Upper Saddle River NJ: 07458

The Lesson Lesson 1 Level: Grade 6 Unit: Baseball skills

Activity: Throw and Catch Equipment: 1 Velcro ball per student 1 Velcro glove per student 1 incrediball per student 1 baseball glove per student

Time: 45 minutes Location: School Gymnasium Objectives: The students will be able to demonstrate the ability to throw a ball while using opposition. The students will be able to demonstrate the ability to catch a self-tossed ball with two hands. The students will be able to catch a ball thrown by a partner with two hands.

PA Standards: 10.4. A: Physical activity and motor skill improvement. 10.5. A: Movement skills and concepts. 10.5.B: Motor skill development 10.5. E: Scientific principles that affect movement.

Warm-Up: (5 minutes) Hold each for ten seconds with teacher counts odd numbers and students count even numbers. Forward/backward arm circles. Pull right arm across your body with left arm underneath, switch and repeat. Pull fingers on right hand back towards your body, switch and repeat. Trunk rotations Sit on floor, cross right foot over your left leg, twist your body so that your left elbow is pressed against the outside of your right knee, switch and repeat. Figure four hamstring stretch. Standing quad stretch.

Activity 1: Skill Breakdown: Throw (10 minutes) Teacher will demonstrate as he teaches. Stand facing your target. Hold the ball in your dominant hand (same hand that you write with). Point your non-dominant hand at your target. Step towards your target with your non-dominant foot (foot that is the opposite foot to the hand that you write with). This is called opposition. As you step, pull your upper-body around by rotating your hips towards your target. To accomplish this, your belly button starts pointing away from your target and ends up pointing directly at your target.

Make sure the elbow of your throwing hand is above your shoulder. Follow through after your release with your dominant arm across your body and your dominant foot following your arm forward.

Students repeat above movements with teacher (Tell-Show-Do) than repeat action on their own as teacher walks around and assess the students throwing motion.

Activity 2: The Catch (2 minutes) When catching, stand facing your partner. Stand in an athletic stance (knees slightly bent) and hold your hands together by placing the thumbs and index finger on each hand together. Watch the ball all the way into your hands Students stand in ready position for catch, teacher walks around and assess their ready position Activity 3: Self Toss and Catch (10 minutes) Each student will be given a Velcro ball and glove. While standing on their spots, the students will softly toss the ball into the air so that they can practice catching with two hands. Activity 4: Partner Toss and Catch (10 minutes) The students will select a partner (students will be called by row by the teacher and will be permitted to choose their own partner. Partner A will line up along black line and Partner B will line up on the mid line 10 feet away. Each group will have a Velcro ball and 2 Velcro gloves.

On the teachers command, Partner A will use the same throwing mechanics learned earlier in class and will throw the ball to Partner B who will catch the ball with two hands.

On the teachers command, Partner B will throw the ball back to Partner A while using the learned throwing mechanics. Partner A will catch the ball with two hands.

Closure / Clean Up: (8 minutes) -What is opposition (when you throw with your right hand, you step towards your target with your left foot.) - How would you know if you properly rotated your hips? (When you start your throw, your belly button is away from your target and when you finish; your belly button is pointing at your target.) - When catching the ball with two hands, which fingers are touching each other? (Thumb and forefinger on each hand)

Lesson 2 Level: Grade 6 Unit: Baseball Skills Activity: Catch and Throw Stations

Equipment: 10 Velcro balls 10 Velcro gloves 10 incrediballs 10 baseball gloves

Time: 45 minutes Location: School Gymnasium Objectives: The students will be able to demonstrate the ability to throw a ball while using opposition. The students will be able to demonstrate the ability to catch a self-tossed ball with two hands. The students will be able to catch a ball thrown by a partner with two hands.

PA Standards: 10.4. A: Physical activity and motor skill improvement. 10.5. A: Movement skills and concepts. 10.5.B: Motor skill development 10.5. E: Scientific principles that affect movement.

Warm-Up (5 minutes)

Hold each for ten seconds with teacher counts odd numbers and students count even numbers.

Forward/backward arm circles. Pull right arm across your body with left arm underneath, switch and repeat. Pull fingers on right hand back towards your body, switch and repeat. Trunk rotations Sit on floor, cross right foot over your left leg, twist your body so that your left elbow is pressed against the outside of your right knee, switch and repeat.

Figure four hamstring stretch. Standing quad stretch.

Activity: Catch and Throw Stations (9 minutes each) The students will participate in each station for 8 minutes with a 1 minute break in between each station for transitions. Groups will choose which station their group will start at and then rotate to the next. The students will transition in clockwise motion. When the music starts, the students begin each station. When the music stops, the students place all equipment on floor and rotate to next station. Station 1: Velcro ball self-toss and catch o The students will each have a Velcro ball and glove. They will softly toss the ball into the air and then catch it while using 2 hands. Station 2: Velcro ball partner toss and catch

o While working with a partner, the students will toss the Velcro ball to their partner while using opposition and trunk rotation. Their partner will catch the ball while using two hands. Station 3: Incrediball self-toss and catch o The students will each have an incrediball and a baseball glove. They will softly toss the ball into the air and catch it while using two hands. Station 4: Incrediball partner toss and catch o While working with a partner, the students will throw their incrediball to their partner while using opposition and trunk rotation. Their partner will be able to catch the ball with two hands. Closure/Clean Up (5 minutes): What skills did we work on in class today? (throwing and catching) How did the difficulty of the stations change? ( started with a Velcro ball and glove and then worked our way to an incrediball and glove partner toss and catch) What is opposition? (When you throw with your right hand, you step towards your target with your left foot.) When catching the ball with two hands, which fingers are touching each other? (thumb and forefinger on each hand) -