lesson plan 1 pdf

Department of Education, Employment and Workplace Relations: All REDI Project 2006 - 2008

LESSON PLAN 1

SEL Competency

Skill Learning Sequence Indicators of

success Process for reflection

Self-awareness

Recognising strengths.

Having a sense of identity.

Cultivating strengths and positive qualities.

Self reflection.

Literacy Drama

Silly Suzy Goose by Peter Horacek

After reading the story, allocate students an animal in the story and make a mask.

Re-read and act out.

Character profile the child’s animal strengths and weakness, e.g. a kangaroo can jump really well but can’t walk.

Students record own strengths on a poster about themself.

Discuss page 1 - sameness of geese in physical appearance BUT would have different personalities and strengths.

Students – look similar in appearance, e.g. eyes, nose, hair, but have own strengths (identity). Discuss.

Students are able to:

Record and verbalise their strengths.

Identify similarities and differences amongst their class peers.

Students take their strengths poster home. Parents discuss this and add further strengths they recognise in their child.

Upon poster returning to school, students reflect on the strengths that they, and others, in them.


LESSON PLAN 2

SEL Competency


success

Process for

reflection

Self-awareness

Understanding Emotions.

Recognising strengths.

Koala Lou by Mem Fox

Look at the cover picture. What emotion is being depicted?

Read the first four pages of text.

Why is Koala Lou loved? How does she know she is loved? How would this make her feel?

Read the rest of the story.

What made Koala Lou feel sad? How can we tell she is sad?

When have you thought or felt sad like Koala Lou?

What idea did Koala Lou think of to make her mother notice her? Did she need to do this? Why/why not?

What is a winner? Can you still be a winner by coming second? Do you think Koala Lou is a winner?

Complete: I was a winner when … i.e. I wrote my name, I counted to 20, I helped someone, etc.

Make a Winners’ Board for the classroom.

Being able to relate to a situation or emotion that they have experienced.

Feeling like a winner when they have done their best.

Using De Bono’s six hats.


LESSON PLAN 3

SEL Competency

Skill Learning Sequence Indicators of success

Self-awareness

Recognise qualities.

Josephine Wants to Dance by Jackie French

Read and discuss the story.

Discuss ‘persistence’ and believing in yourself even when others do not.

Think of an example of something you were unable to do at first, but could do with practice.

Focus on ‘doing your best’.

Make an: - ‘I can …’ book.

Demonstrate persistence: - Identify a goal and practise to

achieve the goal, e.g. skipping 10 times, doing shoelaces up, writing name.

Identifying special qualities.

Achieving their goal.


LESSON PLAN 4

SEL Competency



Self-awareness

Recognise feelings.

Learn how to respond appropriately to different feelings.

Feelings: Angry; Sad; Happy; Caring; Shy; Lonely; Jealous; Proud; Brave; Embarrassed; Impatient.

Series by Sarah Medina

Show pictures conveying a variety of emotions (e.g. book covers, photos, magazine pictures, emotions cards).

Ask students to identify the emotion depicted and categorise it as pleasant or unpleasant.

Choose a different emotion each lesson and discuss the following. - What is …? - What happens when I feel …? - Why do I feel …? - Is it OK to feel …? - What can/should I do when I

am/feel …? - Will I always feel …? - How can I tell if someone is …? - Can I help/join in if someone is

…? - Is it (ever) good to feel …?

Read the relevant book title (which answers these questions).

Identify non-verbal signals that signify different emotions.

Changed behaviour in real-life situations.

Students able to verbalise feelings and choose a strategy to manage them.

Art e.g. colours matched to feeling.


LESSON PLAN 5

SEL Competency



Self-awareness

Identify emotional concepts.

When I’m Feeling …: Angry; Happy; Jealous; Loved; Kind; Lonely; Sad; Scared

Series by Trace Moroney

Focus on a particular emotion by reading one of the above books.

Question students about the emotion by asking, ‘When do you feel …?’

Discuss whether it is a good or bad feeling and why.

Make a Y chart for the emotion, i.e. What does it:

look like?

sound like?Yfeel like?

Act out the emotion.

Use collage materials and a pipe cleaner to bend into chosen emotion.

Write a story about when they have felt/would feel the emotion.

After focusing on a range of emotions, play ‘Webs’ i.e. pass a ball of string across a circle of students, first student names an emotion, e.g. jealous, next student replies, ‘I feel jealous when …’

Ask students to match labels to faces showing a range of emotions.

Take digital photos of students’ faces depicting different emotions (laminate and display).

What can they do when feeling a negative emotion?

Label emotions with a colour, e.g. jealousy = green.

Sing songs about emotions, e.g. When you’re happy and you know it …


LESSON PLAN 6

SEL Competency

Skill Learning Sequence

Self-awareness

Identify feelings and emotions.

Following Lesson Plans 4 and/or 5, use the following activities:

Brainstorm feelings and emotions.

Classify pleasant and unpleasant emotions.

Discuss possible causes of these emotions.

Inside a body shape, draw what happens inside our bodies when we have unpleasant feelings.

What are some helpful/unhelpful ways we deal with unpleasant feelings?

Construct an effects/consequence wheel, showing positive and negative emotions resulting from actions.

Make a Feelings Book: – ‘I feel, happy, sad, angry, embarrassed, nervous, etc. when …’


LESSON PLAN 7

SEL Competency



Self-awareness

Problem solving.

Establishing goals.

Cultivating positive qualities.

Positive thinking/self talk.

Willy the Wimp by Anthony Browne

Use the title and the cover illustration to predict what the story could be about.

Leading questions: - What is a wimp? - What do you think Willy is doing

and why?

Read the first two pages of Willy the Wimp. Discuss:

- Would Willy like being called ‘a wimp’?

- What could he do about it? - What are

appropriate/inappropriate times to say ‘sorry’?

Finish reading the story.

Further discussion and questions: - What did Willy do try to change

himself? - How did he set about planning

and achieving his goal? - Do appearances matter? - Why did Willy’s confidence/self-

image change? - Did Willy really change? How do

you know?

What other options does Willy have to stop people calling him ‘a wimp’?

Why do people call others unkind names? What could you do if you are a victim of this? Do you let this affect your self-image?

Decrease in the incidents of ‘name calling’.

Increase in positive self talk.

Discuss the advertising poster and whether these are desirable qualities.

Think about the downside of trying to be someone you are not.


LESSON PLAN 8

SEL Competency



Self-awareness

Label, identify and cultivate their positive qualities.

Able to articulate positive self-talk.

English/Literacy Health and Well-being Visual Arts Technology – I.C.T. (animation)

Edward the Emu by Sheena Knowles

Tuning In Activity: - Photocopy front and back cover

illustration (without any text, including title).

- Use an A3 sheet for brainstorming.

- Students use this to focus on the question: What do you notice about Edward?

- Read story all the way through. - Think/pair/share: Why do you

think Edward tried to be another animal/someone else?

Acting out the story: - Students group into characters

and act out a retelling of the text in order to fully familiarise themselves with storyline.

Modelling Self-Talk:

- Shift focus to the visitors at the zoo. (May use puppets.)

- Brainstorm positive self-talk comments, e.g. ‘I bet Edward’s long legs make him run fast’, ‘I like Edward because….’

Use a photocopy of Edward (with a happier look) and write an example of positive self-talk in a speech bubble.

If Edward could say these things to himself what might he do?


LESSON PLAN 9

SEL Competency

Skill Learning Sequence Process for reflection

Self-awareness

To build a sense of their own identity and strengths.

To promote positive talk.

Edward the Emu by Sheena Knowles

Tuning in activity: - What do you think the story is about (looking

at the front cover)? - How do you think he is feeling? Why?

(Predicting activity.)

Read Edward the Emu.

Recall how he was feeling at the beginning, and compare at the end.

- Why did his feelings change?

Consolidating activity: - What is it that is good about being an emu?

Brainstorm these. - Compare each animal and what is good about

each.

Activity: - Students draw, dramatise, discuss, think/pair

share, paint, etc. something they are good at. Do this in small groups.

Follow up activity: - Share with whole class what was done. - Make into a class book ‘Things we are good

at’ (include digital photos of students). - Repetitive text … is good at … …

Re-Read - Could create their own personal book on ‘I

am good at …’ with digital photos.

Re-read text created to help students reinforce feelings of self worth and practise positive self talk.

Allow room in book for students to add other things they are good at as they discover them.


LESSON PLAN 10

SEL Competency


success

Self-awareness

Identifying emotions.

Understanding emotions.

Valuing differences.

Literacy

The Bunyip of Berkeley’s Creek by Jenny Wagner

Read the story.

Discuss how the Bunyip feels when he emerges from the creek and does not know what he is. Discuss:

- self esteem; and - identity.

Who does he ask for information? Discuss: - trust.

Positive self talk. Answer questions: - What am I? - Who am I? - What I can do? - What am I good at?

Students make an ‘identity card’ with their photo on back and self-description on front.

Students are able to describe themselves.


LESSON PLAN 11

SEL Competency



Self-awareness

Identifying and understanding emotions.

Literacy

Franklin goes to school by Paulette Bourgeois and Brenda Clark

Read the story and/or watch the DVD.

How did you feel when you first started school? What words describe how you felt?

Individually students share with whole group. Teacher records brainstorm list of students’ emotions on their first day at school.

Students respond with drawings, ‘My first day at school’ showing:

- The trip to school. - Settling in. - My friends. - Lunchtime play. - Going home.

Draw a picture of a face and put on pop stick to make a puppet showing:

- How Franklin felt at the beginning.

- How Franklin felt at the end.

Use felt shapes to make faces so students can make different emotions themselves.

Create an ‘emotional metre’ for classroom for students to indicate how they are feeling following various activities – especially success/achievement.

Students are able to identify emotions in classroom activities.

Re-watch DVD or read book. - Divide

classroom into happy and sad.

- Stop DVD at critical moments and move to part of the room that represents how Franklin is feeling at the time.

Gradually introduce more books, experiences out in the yard and increase the emotions – build up a vocabulary.


LESSON PLAN 12

SEL Competency

Skill Learning Sequence

Self-awareness

Identifying positive qualities.

Literacy

Buffy: An Adventure Story by Bob Graham

Read the story or watch the DVD.

Talk about the character’s gifts/talents/qualities.

We all have strengths/gifts/talents. - What are yours? - What can you do well? - What is something special you can do?

Share.

Make a quilt ‘wall of strength’ with the different qualities of each student. Each student does a square/brick to add to the chart.

Play Car wash. - 2 rows of students. - 1 walks down the centre. - Student touches another student and says one thing they like about

them or one thing they believe that person can do well.


LESSON PLAN 13

SEL Competency



Self-awareness

Recognising individuality and self-worth.

Dudley Top Dog by Jo Davies.

Show book cover – talk about dogs.

Read Top Dog. - How does Dudley feel? - How do you know he’s feeling like that?

Personal Reflection:

Have you ever felt like that? (Think Pair Share).

What made you feel like that? (Drawings)

What made you feel better?

Use POOCH pro-forma.(see Decision Making Lesson Plans) - What’s Dudley’s problem? - What could he have done? - What would happen if he took these

options? - What’s Dudley’s decision?

Resolution – how did it turn out?

Recognising differences. We are individuals, loved for who we are. We are all special.

Venn Diagram

Role-play to dramatise different emotions.


LESSON PLAN 14

SEL Competency



Self-awareness

Identifying and labelling emotions.

Auntie Rosie and the Rabbit by Diana Noonan

Lesson 1

Look at and discuss cover.

Read story. - What emotions/feelings are the boy

and lady showing? - Have you/did you have a special toy

that goes everywhere? - Have you ever been left overnight

with a babysitter? - Why? - What happened? - Do appearances matter?

Lesson 2

Give students a picture to colour and someone else completes.

- How do you feel? or - What would you do with your

rabbit? - How could you hide it?

- Would you?

After story completed. - Did the rabbit really change? - Is physical change the same as

change on the inside?

Recognising change on the outside is not the same as internalising change.

Classroom discussion about: - Auntie Rosie; - Jack; and - feelings.


LESSON PLAN 15

SEL Competency


success

Self-awareness

Perspective talking.

Louisa May Pickett: The Most Boring Person in Class by Rod Clement

Read the story to May 3.

What was Louisa May’s problem?

How was she feeling?

Why was she feeling this way?

What are some words we could use to describe this, e.g. peer group pressure, impressing, fear of failure?

Read May 3 to where she says, ‘I give up’.

Compare/contrast expression Feb 8 – May 3 – Last page.

Finish reading story.

Draw or write about a time you felt like this.

Identify different emotions.

Be able to discuss feelings in similar situations.

Think/Pair/Share for a solution to the problem.


LESSON PLAN 16

SEL Competency


success

Self-awareness

Persistence.

Positive self-talk.

Self reflection.

Edwina the Emu by Sheena Knowles

Predict what Edwina can do (only looking at front cover).

Read story.

Second reading – stop at each of the jobs. - What did people say to Edwina? - What did she do? - What did she say? - How could others be more positive to Edwina?

Explicit teaching on short term goals. - Is there anything you would like to do that you

cannot do yet? or - Is there something you would like to get better

at?

Student creates a goal setting book. - With a photo of student. - Short term goal. - Self reflection.

Teach someone else a skill. - Their own goal. - Find another student in the school that needs to

learn the same skill.

Make a poster about themselves. - I can. - I like.

Students are able to positive self talk within a community circle. (Tribes activity.)

Students are able to accept compliments.

Students are persisting with their short term goals.

lesson plan 1 pdf

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