SESSION 1: INTRODUCTIVE SESSION
OBJECTIVES
P.E. OBJECTIVES:
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To diagnose and verbalize students’ previous knowledge
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To reflect on inclusion and different abilities
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To present the Teaching Unit and its purpose
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To make the base groups
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To create a cooperative atmosphere
LINGUISTIC CONTENTS:
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To get familiar with the vocabulary of the subject
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To recognise and perform oral instructions
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To expand their reperotire of actions
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To learn how to verbalize their reflections and thoughts
P.E. CONTENTS:
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Collaboration
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Coordination and resisance
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Cooperative group work
LANGUAGE CONTENTS:
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Imperative conjugation (instructions)
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Present Simple (On the reflections)
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Inclusive vocabulary that is useful throughout the TU: inclusion, diversity, blindness...
CONTENTS
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Wooden sticks to form groups
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Scaffolding flashcards
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Summarising worksheets
MATERIALS
SCAFFOLDING MATERIALS
ASSESSMENT
In this first session, what will mainly be assessed is the attitude towards the project, the eagerness to participate and motivation. Given the fact that this is a teacher's responsibility, it is essential to present the project in a very attractig way.
In addition to that students will be asked to fill in a worksheet (see below) with which they are supposed to reflect on their knowledge and assess the lesson.
SOCIAL ORGANIZATION
This session will be carried out in the based groups of 5 students that will be created during the lesson. This groups will keep permanent throughout the whole project.
Step by step:
Warm up:
Brief debate to recall on previous knowledge about inclusion. This will be held through questions such as:
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What is inclusion? And exclusion?
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Who is excluded?
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How is inclusion present in schools?
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Who should we include?
Presentation:
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Introduction of the topic and the outcome of the TU
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Brainstorm of different physical abilities that will be written on a white board to make concepts more visual.
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Clarification of the objectives of the TU
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Students’ expectations from this TU
Practice:
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Base groups will be made by carrying out an original dynamic. They will pick a wooden stick from a jar and they will have to find the people whose stick match theirs.
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Once the groups are made there will be a cohesive activity in such groups in which students will race competing with other groups.
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Each member of the group will run one after the other towards the other side of the court, once on gets back to the group the following will start moving.
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The teacher will gradually increase difficulty by changing the movements from running to actions that relate the difficulties with real life possible limitations: just one leg, eyes closed.
Review:
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Ask students for difficulties and reflections
Closing:
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Students will fill in a worksheet to collect all that is taught on that session. Activities will be simple and suitable to be held in a few minutes at the gym. They will have to recall on what has been learnt.
15 minutes
10 minutes
15 minutes
10 minutes
10 minutes
