Grades 1 - 3 Sample Lesson: Strike and Go!

• Two students who have been diagnosed with autism spectrum disorder (ASD). The first student has a communication disability and uses an Augmentative and Alternative Communication (AAC) device to convey their needs and wants. The second student has a sensory processing/integration disability and struggles with new or unfamiliar activities and changes to routine. They also have elopement tendencies when experiencing sensory overload.
  • Considerations:
    • Collaborate with other staff, student services, and parent(s)/guardian(s) to learn about additional interventions to further support the curriculum learning expectations and delivery (e.g., suggestions from a student’s special education resource teacher, educational assistant, physiotherapist/occupational therapist).
    • Provide transition supports, sensory breaks, and predictable lesson structures for students with ASD, along with any additional accommodation documented in their Individual Education Plans (IEPs). 

• Several students have recently emigrated from South Asia (Pakistan, India, Sri Lanka) and are learning English.
  • Considerations:
    • Explore how students from South Asia engage in striking and fielding activities and incorporate their experiences into the lesson.
    • Provide language supports for students learning English. 

• A student diagnosed with generalized anxiety disorder (GAD) who experiences challenges with confidence, self-consciousness, and motivation to participate.
  • Consideration: Incorporate strategies to support the emotional well-being and participation for the student with GAD.  

• 1 large pylon per group 

• 1 marker per group (e.g., cone, wicket, base, skipping rope)  

• 10–15 balls of various sizes and shapes, 1 per pair (e.g., soft skin balls, cricket training balls, foam balls, beach balls) 

• Appendix: Stretches 

• Boundary markers (e.g., brightly coloured cones, flags, rope) 

• Schedule board, visuals, chart paper, and markers 

• Teacher Resource: Recordable Assessment Tool (Checklist) 

• Divide students into pairs.  

• Define the boundaries of the designated activity area using markers as visual cues (e.g., flags, cones, ropes). Share the designated boundaries with students. Conduct a boundary walk to clearly demonstrate what constitutes “in” and “out” of bounds. 

• Have pairs select one ball from the available equipment (e.g., soft skin ball, foam ball, cricket training ball, beach ball). 

• Pairs decide who will start first. The first student strikes the ball using their hand or arm so that it lands within the designated activity area and away from other students. 

• Pairs move together to retrieve their ball. The second student strikes the ball, sending it to a new spot. 

• Pairs then choose a different ball to strike and retrieve. 

• Pairs complete three rounds of play with three different balls. 

• Engage students in a practice round to ensure that all students understand how to play the game. Consider breaking down the action steps into smaller chunks as needed for students’ understanding and confidence.  

• Encourage students to gradually increase their speed at their comfort level each time they retrieve their ball. Remind students to be mindful of other students in the activity space as they move. 

Teacher Prompt: "Do you notice any similarities and/or differences with the equipment in this activity and what you may have observed, used or would use to play games with friends or family outside of school? Describe other equipment you could use to play this activity." 

Teacher Prompt: “The game we played is called a striking and fielding game. In this type of game, one person strikes the ball into a space and others retrieve the ball, which is called fielding. What games or activities do you and your family or friends play that involves striking and fielding an object?”

Student responses may include:

• “I play cricket with my friends at my mosque.” 
• “I played rounders with my friends.” 

Teacher Prompt: "What gives the striker the best chance to succeed when playing the game?"  

Teacher Prompt: “What gives the fielders the best chance to succeed?”

Student responses may include:

• “The fielders spread out in the space, wait in the ready position, and watch the ball when it is hit or kicked.” 

• Send the ball to an open space (away from or over fielders, and away from the marker/ base). 

• Keep the ball in front of the body. 

• Watch the ball. 

• Move side to side.  

• Divide students into small groups (e.g., 4–6). 

• Groups place a large pylon on the playing field, in their designated activity area, to designate a spot for striking a ball. Groups place an additional marker (e.g., cone, base, wicket) a short distance away. Groups may increase or decrease the distance between the pylon and the marker at any point during play. 

• One group member volunteers to be the first striker and the remaining group members are the fielders. 

• Group members co-create the rules for fielding (e.g., fielders bring the ball back to the pylon, pass the ball to all fielders before returning it to the pylon).  

• The first striker chooses a ball (e.g., soft skin ball, foam ball, cricket training ball) to strike off the pylon into the field. Strikers may choose to use their arm or hand to strike and strike off the top of the pylon, from a self-toss or self-bounce.  

• The striker hits the ball. 

• The striker then attempts to move to the marker and back to the pylon as many times as possible before one of the fielders retrieves the ball and places it back on the pylon. 

• One point is scored each time the striker gets back to the pylon safely. 

• Once the striker has had three turns to hit and move, group members rotate positions. 

• Engage students in a practice round to clarify rules and tactics to ensure that all students understand how to play the game.  

• Allow students to focus on one skill (e.g., fielding without taking a turn as a striker).  

• After a period of play, encourage groups to vary the way they play (e.g., modify rules so that the striker is out if the ball is caught by a fielder before it hits the ground or if the ball is returned to the pylon while the striker is between the pylon and the marker, change the method of travelling between the pylon and the marker, rotate positions after each round of play). 

• Ask groups to decide how they might change the game to enhance their fun, challenge, and success.  

• throughout the activity ask open-ended questions to help students reflect on the tactics they used to be successful: Examples include:
  • “How do you decide where to send the ball to score the maximum points?”
  • “Where and how do you position your body to be successful at fielding the ball?”
  • “How do you work with your group to field the ball and return it to the top of the pylon?”
  • “What are you most proud of in the way you played this game?”  

• Have groups vary the distance between the pylon and the designated marker.  

• Play in larger groups with the cone in the middle. Allow the striker to hit in any direction, including behind them. 

• Have students use equipment to field the ball (e.g., an upside-down pylon, a bucket, glove).

CRRP and Disability-Centred Movement Strategies Embedded in the Lesson 

• Through the use of teacher prompts, whole group discussion, and visuals, students have opportunities to share their prior knowledge and/or experiences with striking and fielding activities. These experiences are integrated into the learning to reflect students’ diverse abilities and cultural backgrounds.  

• Providing groups with the choice of how to play and adding variations allows students to use movement skills and strategies acquired through their specific movement experiences, which fosters inclusion and cultural appreciation. 

• Language supports include:
  • visual aids (e.g., picture communication symbols, boundary/ directional markers, images of activities)
  • verbal instructions with a physical demonstration (e.g., gestures)
  • simplified language and clarification of key terms 
  • tasks broken into smaller steps (e.g., “first hit, then run”)  
  • a variety of ways and opportunities to meet the skills and concepts being learned (e.g., a practice round to provide a visual understanding of how to play the game) 

• A schedule of activities posted and shared helps students anticipate and understand the sequence of activities, reducing uncertainty and promoting engagement.  

• The lesson design follows a consistent structure to provide students with a predictable framework.  

• An auditory cue is used to signal transitions in the lesson to help students navigate transitions smoothly and successfully. 

• Using repetition as a tool for learning that includes practice rounds, allowing student choice, and breaking down the activities into smaller, achievable tasks (e.g., focus on hitting or retrieving the ball only) to proactively prevent the student from feeling overwhelmed. Celebrating each small success boosts confidence and motivation.  

• Using pairs and small group formations allows the student to play with a supportive classmate who can provide encouragement and assistance when needed.   

• Providing alternative participation options (e.g., groups co-create rules, students volunteer or choose their role in the game as a striker or fielder) and adjusting as necessary supports inclusion and student’s overall well-being.