Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 12:20-1:20pm Date: 7/5/19 Students’ Prior Knowledge:

Learning Area: Health/PATHS  In previous PATHS lessons students have

learnt about different feelings and vocabulary
to describe how they feel

Strand/Topic from the Australian Curriculum

Circumstances that can influence the level of emotional
response to situations (ACPPS038)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Identify different kinds of feelings
 Discuss the importance of expressing their feelings

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

Materials  Assign A.C, L.B, B.R and D.M roles that are
 PATHS books not the ‘scribe’ of the poster group so they can
 Paper for group posters contribute but do not need to write
 Feelings poster
 “I once had 2 feelings” cards  Discuss with A.C her feelings for last activity,
then write it on the whiteboard for her to copy

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:

Warm up
12:20pm  Begin the lesson by having students sit in a circle on the mat. Ask
students to take a big deep breath and see how they feel in this moment.

Go around the circle and ask each student to say one word to describe
how they are feeling.

The teacher will begin to get the ball rolling e.g. happy, anxious, joyful,
tired, shy.

Accept all answers and ensure students just use one word.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

12:35pm Discussion of meanings
 Explain that some feelings are comfortable, and some are uncomfortable,
but all feelings are healthy and normal if we deal with them properly and
react appropriately, e.g. not taking it out on others or exploding into anger

 Ask students: “Does anyone think they could tell the class the definition of
feelings?”

Students will likely give answers such as: an emotion you feel, something
feel on the inside not the outside. Build on their response by telling them:

“A feeling is the way we feel on the inside. You cannot touch a feeling,
smell it or see it, but feelings can get hurt!”

 Ask the class,

Do you think the phrase, ‘Sticks and stones may break my bones, but
words can never hurt me’ is true?’ Elicit a discussion, reinforcing the idea
that while words are not able to physically hurt us, they can still hurt and
it’s about being resilient to overcome that feeling.

12:45pm Group activity

 For the group activity, students will be put into groups of four to
generate as many feeling words as they can think of.
Poster paper
Tell the group to appoint one member as the leader to keep the group
on track, a recorder to write down all the feeling words, an ideas
person to ensure the poster is full and a reporter to tell the class their
ideas. After five minutes ask the reporters to share the feeling words.

1:00pm Feelings poster

 Call students back to the mat and explain that we will be using a new

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item called the Feelings Poster. Explain how it works and model each
step: Feelings Poster

Say: First you stop and think about how you’re feeling.

Say: Right now, I’m feeling excited about this lesson but also a bit
nervous to be teaching Health for the first time!

Point to the excited and tired faces on the Feelings Poster

Say: It is possible to feel a comfortable and uncomfortable feeling at

the same time. I am excited to be teaching, but I am also a little tired
because I stayed up late last night! Sometimes we feel one feeling,
other times we feel lots at the same time.

Ask students: Would anyone like to show and tell the group how
you’re feeling right now? Reinforce participation and comment/clarify
anything they say where appropriate.

1:10pm
Lesson Closure:(Review lesson objectives with students)

 If time allows, give students a strip that says, “I once felt two feelings
at the same time…”. Ask students to go back to their desks and glue
the sheet in at the top of their page. Then ask them to write in their “I once felt two feelings
book the following statement (write on the board to copy): at the same time…”
Prompt cards
I was feeling (first emotion) because ________________ and
I was feeling (second emotion) because _____________.

 Use this information as the students ‘exit ticket’ meaning after they
finish this they can move onto the next activity.

 Before ending the lesson suggest to students that they keep track of
all feeling words they hear over the next few days to share in our next
lesson.
1.20pm
Transition: (What needs to happen prior to the next lesson?)

 Students will put their books on Miss L’s desk for marking, then head
outside to lunch.

Assessment:

Anecdotal observations will be kept on student’s participation, listening skills

and engagement. Also review work sample (exit ticket) against the objectives
to ensure students are on track.