Target Classroom: Integrated Kindergarten ages 5-6
Increase movement awareness; provide time out of wheelchair
while integrating handicapped children into classroom. Increase awareness that different ways of moving are
books with animals (may
be related to specific animal group or environment being studied).
by having students sit on the floor as in circle time. Discuss how
different animals move…. some use 4 feet; some use 2 feet, some
slither, etc. Talk
about the different way animals use their bodies to do different
things…eat, dig and bury objects, climb etc.
Have the students’ think of an animal they would like to
“ become”, and think about how that animal moves as it lives
through a day. Have
the students spread out in the classroom and ask them to pretend
to move like the animal of their choice for 2 minutes.
Assist students as needed in the movements. Ask students to
tell which animal they imitated and say what it felt like to move
like that animal. Point
out the many different ways animals and people move.
to Lesson Plan 1
I wanted to do this with a classroom group I had worked with
last year because although I knew the ability level of about 6 of
the students, I did not yet know 4 new students in the class.
I felt this would be a good way to assess their motor
planning skills and to learn their names, as well as help them to
learn who is who in their class. These children are moderately to severely impaired with a
variety of diagnosis from autistic to cerebral palsy, and have both
language and motor difficulties.
The first thing I did was to modify the lesson plan on the
spot to eliminate the snapping of fingers, which was motorically too
difficult for all but 3 children.
(I replaced the snap with a gesture of pointing to
“myself” then to another student while saying the name).
Other modifications made were for the nonverbal autistic
children; the adults in the room (1:1 aides) said the names as the
child pointed to themselves and someone else. This helped to reinforce the pattern and work on the
individual’s speech goals as well as gross motor goals.
I found that adding the name part was difficult for many of
the students, but if the rhythm was slow enough all the students
could perform the motions and “say” the names.
I will continue to use this activity
during my group opening circle time and expect that I can use it to
demonstrate improvement in motor planning at the end of the school
year. I think the
students will be able to increase their speed to a rhythm rate
closely approximating what their regular education peers would be
able to do by the end of the school year.
I will also be able to demonstrate improvement if I progress
them to a standing position later in the year, if they capable of