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STEPP Lesson Plan Form

Teacher: Hunter Stafford Date: 3/28/17

School: Lesher Middle School

Grade Level: 8th Grade

Content Area: Adaptive Physical Education

Title: Relay Race Extravaganza Lesson


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Content Standard(s) addressed by this lesson: (Write Content Standards


directly from the standard)

Standard: 1. Movement Competence and Understanding in Physical Education

Standard: 3. Emotional and Social Wellness in Physical Education

Inquiry Questions: (Essential questions relating knowledge at end of the unit of


instruction, select applicable questions from standard)

Under which conditions could the transfer of skills be detrimental?

Which sport would be easiest or hardest to integrate into a movement routine, and
why?

Concepts and skills students master: (Understandings, Big Ideas, Unit


objectives)

Students will understand how to guide and assist special needs peers in a relay
race. The big idea of this activity is to provide students with the experience for
supporting their special needs peers and giving these peers the joy of friendly
athletic competition. The objective of this unit is to provide an experience of fun
competition for the special needs students and in doing so building experience and
community with the able 8th grade students.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:

a. Successfully interact with the special needs population of Lesher

1. This includes supporting these students and teaching them how to do the
relay

b. Bring enthusiasm to the relay race so that everyone has a good time

c. Work cohesively as a team in order to support their special needs peers.

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Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)

I will assess the lesson objectives by observing how the able students interact and
support their special needs peers, and I will also observe if the special needs
students appear to be comfortable and inspired.

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Planned Lesson Activities


Activity Name Relay Race Extravaganza
Approx. Time The activity will take approximately 25 minutes.

Anticipatory I will hook the students by setting up the relay race and making it look very aesthetically
Set pleasing so everyone is excited about jumping into the race and participating. I will illustrate how
students should run the relay race and emphasize the support for each teams special needs
teammate.
In order to focus students attentions on the lesson I will wait until everyone stops talking
before I show the students how to do the relay race.
After showing students how the relay race will be run, I will explain how every special
needs student needs at least four able students with them to support them through the
race, and then I will explain that we will re-set up the course three times.

Teaching/ Includes: Input, Modeling and Checking for Understanding


Presentation: 1. Input: I will lecture the students about what they are going to do in the relay race before
anyone actually steps onto the course. This lecture includes discussing how the able
Direct Instruction students should support their special needs peers.
2. Modeling: Once I have explained what the relay race is going to look like, I will model the
race for them by slowly doing it myself.
3. Checking for Understanding: In order to make sure everyone understands what the relay
race entails I will ask the class what they have to do at each station and make sure they
seem to be comfortable in describing the process.
4. Questioning Strategies: This lesson will gradually progress from the remember section of
Blooms taxonomy, to understand, to apply, to analyze, to evaluate, and end with create. I
will ask that students remember the last class in which they supported their special needs
peers, and what worked well in this past scenario. Then I will ask that they apply those
skills and experiences to this adaptive relay race. After the race I will have students
analyze how they think their team did in supporting their special needs peer and if their
peer felt comfortable and inspired in this situation. Students will then evaluate what they
did well in this activity and discuss with their groups what they can do better next time.
After this discussion I will ask students to create one more section to the relay race that
they think will challenge their special needs peers while also being fun.

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Teaching As the relay race is going on I will walk around the gym and make sure students are doing a good
Strategy: job of supporting their special needs peers and keeping a good attitude while doing this. I will
Guided Practice give praise to students who are doing well and in the case where there is a bad attitude or they
& are not doing the relay correctly I will provide guidance.
Differentiation

Teaching If the students are doing really well with the relay race then I will allow them to reset up the race
Strategy: and change aspects of the race in order to make the race more challenging.
(Independent
Practice)

Closure At the end of the second to last relay race I will let students know that the next race will be
the last one, so to do as well as they can. Once that race is over I will have the students work
together to organize all of the gear and put it back in the closet. After that we will meet
together and do Lesher on three: one, two, three, Lesher! This chant will symbolize the end
of the activity.

Materials For this activity I will need five hockey sticks, five volleyballs, five sets up bowling pins, and five
scoters.

Accommodatio To modify: if the activity is too advanced for some of the special needs students, I will encourage
ns them to just walk the course with the help of their peers.
& To extend: if the relay race is too easy for some of the special needs students, I will encourage
Modifications them to go faster and faster during the relay race in order to beat their last time.

I estimate that Vincent will need a modification in order to participate in this activity, so I will
likely encourage him to walk the course. I also estimate that Bri will need an extension for this
activity and so I will encourage her to beat her previous time every time she performs the relay
race.

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Assessment I will assess the lesson objectives by observing how the able students interact and support their
special needs peers, and I will also observe if the special needs students appear comfortable and
inspired.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize


assessment data to justify your level of achievement)

The lesson objectives were very much so achieved during this activity. As I
walked around the gym during the race the special needs students were
having a great time and the supporters were also having a great time.
Everyone was smiling and encouraging each other. The supporting students
seemed to take their egos out of the activity and made sure that they were
successfully supporting their special needs teammates, whether it was
through physical support or encouragement. The team of supporters also
worked very well within their groups, as everyone seemed to be given at
least one responsibility within the team.

2. What changes, omissions, or additions to the lesson would


you make if you were to teach again?

If I were to teach this lesson again I would gradually make the relay race
longer and more complicated each time, so it would go from simple to
complex. I would start out the race with just one obstacle, and then add
another for the next race, and so on. In doing this students will start out easy
and gradually challenge themselves more and more.

3. What do you envision for the next lesson? (Continued practice,


reteach content, etc.)

For the next lesson I will again use an adaptive relay race to provide learning
experiences for both the able students as well as the special needs students,
but I will provide the students with the options for more creativity. I will
provide the first two obstacles in the race, and then I will have each group
add an extra obstacle every round. This way students are not only learning
teamwork, teaching strategies, and positivity, but they will also be using
ongoing creativity.

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Direct Instructon Presentation Concept Teaching Cooperative Inquiry


Model Learning
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examples of you provide to assessment interdependence experiment, observe


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demonstrate your engaging.


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a description of how promote reflection.
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provide. identify new
questions that arose
from this lesson.

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