ACTIVITY WRITE UP IN CLASS ACTIVITY

(each student will write up two different activities completed in the classroom)

*In order to complete this assignment, you will need to use the TR Modalities Activity Analysis Rating Form that can be found under the Assignment Section of Blackboard

Name of In Class Activity: Why Should I Be on the Boat?

Type of modality / Group Game – Cognitive Stimulation (self esteem, positive qualities activity)
Type of play / Shared Cooperative – joining others in sustained engagement in activities with objects, toys, materials, or games with a shared goal or purpose
Interaction pattern / Inter-group – action of a competitive nature between two or more intragroups
# of participants required / 4 people/group, I would say at least 3 groups à game is good because it can accommodate many people
Equipment/supplies / Large sheet of paper, marker/pen, tape
Facilities required/environment / Large room with hard walls (to tape paper to wall), chairs may be needed based on population
Precautions / Be careful not to have too many chairs/tables (avoid tripping) keep groups in organized manner (so players do not bump into each other)

Task Analysis Sequence/Directions (Details of how a to move through the activity from start to finish so that a person could read your directions and know what to do) Here you would document the step by step directions of the activity (conducted in class) that you have been assigned.

**These directions are based on the activity using five different groups with four people per group.

1. One group member rips off one sheet of paper from the large tablet using two hands, grasping the paper from the top of the tablet and ripping across. Place the paper down on the table.

2. Using both hands, a different group member picks up a roll of tape, and rips off four pieces of tape

3. Using the tape that was just ripped, a different group member places the four pieces on the back of the paper in each corner

4. Each group picks up their sheet of paper and places their sheet of paper on the wall right near where they will complete the activity. Make sure to leave space in between each paper, so groups can converse without other groups hearing them

5. After the sheets of paper are on the wall and everybody is in their groups, standing, ask each group to designate a team leader who will write.

6. Ask the team leader to draw a boat (make sure the team leader’s group members are involved and have a say in how they want the boat to look). Only tell them to draw a boat. Let them use their imagination and draw it the way they want to as a group.

7. Then, have them write on the side of the boat why each member of the group would be someone beneficial to have on the boat (ex – I am good at directions, I am a good cook, I am a good cleaner, I know how to fix mechanical difficulties)

8. After about fifteen minutes, stop the groups from working and have each group discuss what positive qualities the group posses as a whole and individually.

Activity Analysis (What is required of this activity without any adjustments, accommodations, alterations) played/performed just as it is..

Category / Skills
Primary body position / Standing (could be sitting based on population)
Part of the body required / All body parts (based on the activity being completed standing)
Movement / Bending, carrying in the hands, grasp: 3 Jaw Chuck & pincer, picking up, pushing with upper extremities, putting down objects, reaching, standing, turning or twisting hands/arms, walking short distances
Physical / Balance (static standing, could be static sitting if sitting), bilateral integration, flexibility, gross/fine muscle coordination, motor control, muscle strength, active range of motion (upper/lower extremities), speed (how fast you get your ideas on paper), how fast you set up the activity), visual motor integration
Cognitive / Arousal/alertness, focused attention, concept formation, concentration, decision making: simple, initiation, insight, judgment, problem solving: simple, reading, spelling, strategy, thought, writing
Social / Conversation: starting, sustaining, & ending, handling criticism, heterogeneity, homogeneity, interpersonal interactions, maintaining social space, relating with equals & authority (teacher/therapist), regulating behavior, relationships: forming, self expression, social conduct, showing respect & warmth
Perception / Auditory function (hearing your groups ideas), tactile function (holding the pencil, ripping the tape, putting the paper on the wall), visual function (if you are writing, you need to be able to see what you are writing on the paper, need to see where to place the paper on the wall in relationship to other groups)
Communication/language / Reception to spoken language, reception of written language, expression of spoken language, expression of written language
Self-care / Dressing (come dressed for activity), caring for skin, teeth, hair, nails, etc. (come well kept and have good hygiene around other people)
Psychological/emotional (possible) / Joy (winning the game, having the highest number of good qualities on your boat), frustration (people in your group may not want to participate or not take the game as seriously as you), guilt (letting your teammates down, letting your teacher or therapist down)

SIMPLIFYING AND COMPLICATING THIS ACTIVITY: Think of ways you could simplify or make more complex.

Ways to SIMPLIFY demands / Ways to make more COMPLEX
Cognitively / Qualities can be repeated inside and outside of the group / Qualities cannot be repeated inside the group (to make it even harder, they cannot be repeated outside of the group as well)
Physically / Sit down and complete the activity instead of having the whole group stand / Instead of writing just beside your own group’s boat, have groups rotate around the room and write beside other people’s boats
Socially / Have less people per group, less talking and conversing / Have more people per group, more talking and conversing, more teamwork

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