ACTIVITY WRITE UP NO: Group Poem

Type of modality / Group Writing – Poem
Type of play / Shared Cooperative
Interaction pattern / Intra-Group
# of participants required / At least 2/ unlimited
Equipment/supplies / Writing utensiland paper, white board, and white board markers. (If not on a white board, then poster board to write up final poem)
Facilities required/environment / Hard surface for writing
Precautions

Sequence/Directions (Details of how a to move through the activity from start to finish) This can be less than ten steps of more than ten steps

1. Gather all participants(If completing this activity in groups, put participants in to small groups).

2. Brainstorm ideas with the group to see what topic they want to write the poemabout(an example would be “The Fall”)

3. Have each person write one line about the topic to contribute to the poem (this can be done in small groups also. Each group comes up with a couple lines to add to the large group poem)

4. When everyone is done have one participant from each groupwrite theirgroup’slines on the board or collect everyone’s work (if you are not in a classroom or somewhere with a blackboard/ whiteboard)

5. As a collective group (everyone) read aloud all of the poem lines that have been written on the board.

6. As a group, decide the order of how each line should go in the poem from beginning to end(you can number the lines if doing this on a white board).

7. When the order has been decided, have the group re-read the poem aloud again.

8.If displaying the finished poem, have each person in the group write their own lines on a poster board in the order decided or RT could type up the poem to be displayed

9. Display the group poem where everyone can see the completed product

Activity Analysis (What is required of this activity without any adjustments, accommodations, alterations)

Category / Skills
Primary body position / Sitting/ Standing
Part of the body required / Hands, arms
Movement / Carrying in arms/ carrying in hands (writing), picking up (writing utensil), putting down objects, standing, turning or twisting hands or arms, 3-Jaw Chuck Grasp
Physical (Movement Function) / Balance: dynamic standing/sitting, balance: static standing/sitting, visual motor integration
Cognitive / Arousal/alertness, attention: focused/sustained, simple decision making, insight, concentration, concept formation, intellectual knowledge, short term memory, orientation: person, place and time, organization, simple problem solving, reading, spelling, writing
Social / Conversation, heterogeneity, interpersonal interaction, maintaining social space, regulating behavior, forming relationships, social cues, showing respect and warmth, shoeing tolerance, handling criticism (if a person does not agree with the poem line you have written), self-expression (i.e. expressing your thoughts on the Fall )
Perception / Visual, auditory, tactile
Communication/language / Reception to spoken language, reception of written language, expression of spoken language, expression of written language,
Self-care / N/A
Psychological/emotional (possible) / Joy (for being part of the group), frustration (if you cannot think of a poem line to share), emotional pain (if you are made fun of for your contribution), possible anger (if your poem line is not placed where you would like it to be placed in the poem).

SIMPLIFYING AND COMPLICATING THIS ACTIVITY:

Ways to SIMPLIFY demands / Ways to make more COMPLEX
Cognitively / Short lines for the poem, have helper topics/ adjectives for the brainstorming part of the activity / Have each person write two lines for the poem, require at least 3 adjectives for each line
Physically / Sit while writing, foam tubing or a universal cuff for the writing utensil / Stand while writing, do a physical task as a group while brainstorming topics (jumping jacks, squats, etc.)
Socially / Do not have to share lines with the group (anonymous), write the lines alone(and TR collects to create a group poem) / Ask participants to rate each line, give feedback, make suggestions for improving

Other Comments:

Adaptations may need to be made for people who have trouble with grasp or fine motor skills when holding the writing utensil.

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