Catch
Up - Outcome C
(7-9)-3
This
lesson helps students to develop pacing skills. All students, no
matter what their running abilities, are expected to work as a group
and to encourage their classmates.
|
Running |
Organize
the class into groups of ten to twelve. Students take turns leading
the group on a run in single file. The students can choose any route
to run. Every few minutes the leader must change. The lead student
drops off the front of the line and the next student in line becomes
the leader.
Students
should encourage each other and maintain a pace that all can comfortably
run. Provide guidelines for the development of groups to ensure
that students end up running in appropriately paced groups. For
example, you can establish the groups according to the students'
abilities by dividing them as follows:
- The
"fun run is an oxymoron" group
- The
"I think I can manage this task" group
- The
"let me run" group.
If
you choose to organize the entire class as one group, make sure
that the faster runners are very supportive of the slower runners.
At
the end of the run, discuss how the students felt about the pacing,
and how they could make it easier or harder. Have students write
in a logbook as part of this unit so that you can monitor their
progress.
Create
military-type chants to provide an opportunity for students to speak
as a group while running. One person shouts the chant and the rest
of the class repeats it. For example:
- I
don't know what you've been told. (Class repeats the line.)
- Running
makes the spirit bold. (Repeat)
- Lift
those heels and strive for more. (Repeat)
- Healthy
bodies - hear them roar. (Repeat)
- Sound
off. (Repeat)
- 1-2-3-4
(One and two are shouted in rhythm, while 3 and 4 are shouted
double time.) (Repeat.)
If
the teacher wants the students to run harder, the last person must
run to the front. If the teacher wants the students to have an easier
run, the front person can drop off to join in at the back.
These
are clues that you have reached the outcomes ...
Students were able to
maintain the run and stay in a single line.
Strong
runners were able to maintain a pace that encouraged the slower
runners to stay involved.
Slower
runners kept a pace that still allowed them to enjoy the experience.
They expressed enthusiasm in their journals.
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