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Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 1:50pm-2:50pm Date: 15/5/19 Students’ Prior Knowledge:

Learning Area: Health/PATHS  We have had a previous lesson on feelings,


focusing on:
Strand/Topic from the Australian Curriculum - all feelings are okay
Circumstances that can influence the level of emotional - everyone experiences a variety of
response to situations (ACPPS038) comfortable and comfortable feelings
- we can choose how we react to our feelings

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:


 Recognise feelings and behaviour associated with anger
 Identify ways that can help us to calm down

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

 Journals made up for each student  Start Alena off drawing her Comic scenario,
 Whiteboard marker then help her fill in the writing aspect (scribe on
 Comic strip templates a whiteboard) after she has filled in the boxes.
 Extend students by giving the option to add
speech bubbles, dialogue and characters (as
long as they stick to the objective)
 Have templates with more or less boxes so
that all students can put their ideas down.
Some may use 3 boxes to tell their story, some
may like more.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:

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Teacher self-reflection and self-evaluation:

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

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


Resources/References
Time Motivation and Introduction:
.
Warm Up/Revisiting prior knowledge
1:55pm  Elicit discussion with the class about our last PATHS lesson. Ask
students, “What were the main points we touched on about feelings?”

Expected answers:
- All feelings are okay
- We all feel a variety of feelings
- There are many different words we can use to describe how we feel
 Ask students how they felt about sharing their feelings with the teacher
in their feeling notes last week. Tell them that at the end of the lesson
we will hand out a journal for each student to write down their feelings
whenever they would like to get something off their chest. It can be
private or shared with the teachers. Home-made journals

 Focus students in on the first point. All feelings are okay to have but
sometimes are behaviour associated with these feelings are not okay.

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

2pm Discussion and T-Chart


 Explain that today we will be talking more about some uncomfortable
feelings we have. We will focus on:
- How we feel when we are angry
- How we show that we are feeling angry Word Document for T-
- Times that we have felt angry Chart
- How we can healthily deal with our anger

 As a class, we will type up a T-Chart showing the way we feel on the


inside when we are angry and the way we show those feelings on the
outside. Use think alouds and personal language to show students that
even adults feel angry. E.g.

Sometimes when we are angry, our bodies and brains react to let us
know that something has upset us. Sometimes when I am angry my
heart pounds and I might even start to cry. So, on the inside I feel my
heart pounding, and on the outside I cry. (Add to the board)

 Ask students the following key questions to prompt ideas:


1. What do you feel on the inside when you are angry, that no one
else can see?

2. What kind of signals do you give others to show that you are

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angry?

3. Some feelings on the inside also show on the outside at the same
time. When I cry on the outside, I can feel that within me as well.
Can you think of anything else that you do on the outside and can
feel on the inside?

4. Can you give me any other ideas to add to our T-Chart?

5. Can we feel angry on the inside and not show it on the outside?

Example
* Prompt with these ideas however allow whatever they feel to be written down,
so long as it is appropriate

How I feel inside How I show that on the outside


 Heart pounding  Stamping my feet
 Crying  Crying
 Face feeling hot  Yelling
 Tight muscles  Fast breathing
 Sore tummy  Angry looking eyes
 Fast breathing  Frowning
 Hard to speak or don’t want  Shaky voice
to speak  Trembling hands
 Wanting to break things  Clenched teeth
 Shaky voice  Breaking things
 Shaking/trembling body  Ignoring other people trying
 Clenched teeth to help
 Very quiet

 Now that we have spoken about all the different behaviours and
reactions associated with anger. We are going to look at ways to calm
down and return from strong feelings of anger.

2:20pm Think, Pair, Share


 Allow students to think about ways to calm down when you feel angry
 Give them 2 minutes to share with a partner their ideas
 Ask one student from each pair to share. Take note on the board.

Comic Activity
2:25pm  Students will be given a comic template. On this template they will
show the progression of someone feelings angry, and then using one
Comic strip templates
of the discussed techniques to calm down. Model to students your
example, explaining the different elements.

 Remind students that I trust them to keep their conversation on topic. If


they are being too noisy and not focusing on the task, we will have
quiet time and do the activity individually.

Lesson Closure:(Review lesson objectives with students)

Sharing
 Choose two students with different comic ideas who worked well to

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show their comic to the class. Ask them to explain the situation making
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their character angry, then the technique they used to calm down.

Final thought
 Remind students that every emotion is normal and OK, even
uncomfortable feelings. All we have to do is learn to react to those
feelings in positive, healthy ways in order to get past the feeling and
not make our problems worse.

 Before the end of the lesson, review the ideas we had to calm down
after feeling angry.

 Remind students of the journals handed out at the beginning of class.


They can use these journals anytime they would like to get anything off
their chest and can share it with any of the teachers if they would like.

Transition: (What needs to happen prior to the next lesson?)


 Students need to Pack and Stack, ensuring that their space is tidy, and
the chairs are all packed away. Then they will return to the mat for end
of the day messages from Miss Sedgwick.
2:50pm
Assessment: (Were the lesson objectives met? How will these be judged?)

Collect student comics and take note of any interesting insights students have
(certain behaviours they associate with anger or situations that make them
angry, included in their comics). Continue Anecdotal Records.

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