Exemplar prim lesson plan

LESSON PLAN UNIT CODE: School of Education & Business Student Teacher Student Date Learning Area Health and Physical Education Year Level 1 Curricular Intention/s (Content descriptors) Identify and practise emotional responses that account for own and others’ feelings (ACPPS020 ) Elaboration: - recognising own emotions and demonstrating positive ways to react in different situations - unde rstanding how a person’s reaction to a situation can affect others’ feelings Duration (minutes) 45 minutes Enduring Understandings Students will understand that they have the ability to identify their emotional responses to various situations and will recognise that they are in charge of how to react to different situations. Students will be aware of how various reactions can affect their peers’ feelings and will value that it is important to God that their peers feel joyful. Learning Goals (Know, Do, Value) Essential Questions Evidence of Understanding Students will: (i) Students will know that they are in charge of their emotions and that negative reactions can hurt the feelings of others. (ii) Students will identify a range of strategies that they can implement when they are upset in order to solve a problem. (iii) Students will value that God wants them and their peers to feel joyful and will recognise that when they are joyful it will be reflected in their reactions. (i) Who controls our reactions to situations that upset us? (ii) What strategy could be used before “blowing up” to help solve a problem? (iii) Why is it important that we are joyful? - Students complete a think, pair, share activity to answer E.Q. (ii). Students discuss with a partner what option from the choice wheel can be used before “blowing up”. This activity shows evidence of student understanding of the choice wheel through their ability to pick an appropriate choice from the wheel. - The ‘Bull’s Eye’ activity shows evidence of understanding through students implementing what they have learnt about having a joyful/positive attitude despite being upset/disappointed. Pre-Lesson Organisation H AVE DISPLAY SCREEN AND MEDIA READY . H AVE RESOURCES FOR CONCLUDING ACTIVITY READY FOR USE . Learning Phases & Timing LG (code) Learning Sequence including Teaching Strategies and Essential Questions Differentiation/Assessment Strategies Resources & Organisation for Learning ENGAGE 10 MINUTES (iii) Devotion : King David (Psalm 117) - Ask a student to read the Psalm (displayed on screen). - Explain extol – to be really enthusiastic in our praise. Visually displayed bible verse and pointing to the words as they are being read helps students need assistance with reading. - Display screen - Bible verse display (appendix A).

Learning Phases & Timing LG (code) Learning Sequence including Teaching Strategies and Essential Questions Differentiation/Assessment Strategies Resources & Organisation for Learning - Explain that God is good to us and we should praise Him for that. When we praise God, we feel joyful and when we are joyful our schoolwork is done better, we are kinder to our friends and we have a better day. Discussion : 1. E.Q. (iii) Why is it important that we are joyful? a. When we are joyful it is reflected in how we react to situations. When we are joyful people want to be around us and we do not let small problems upset us. Questioning checks for understanding. Students sat on the mat at the front of the classroom with teacher standing at the front of the class. EXPLORE 15 MINUTES (i) (ii) Discussion Sometimes in life there are little situations that make us angry or upset, and when we react badly to these situations, we are not reflecting the joy that God wants us to have. We are going to watch a video that talks about some situations that might upset us and how to deal with those things. Video: Conflict Resolution Discussion : 1. Pause video at 1:30. “What do you think they meant when they said, “If you blow up at every little disagreement, you’ll have a tough time making friends?” a. People will not want to be around someone who is angry and reacts badly. 2. E.Q. (ii ) What strategy could be used before “blowing up” to help solve a problem? a. Think, Pair, Share. 3. E.Q. (i) Who controls our reactions to situations that upset us? a. We are all in control of our own reactions. It is important that we have positive reactions to situations so that we don’t upset our peers. There are always lots of strategies we can use to react well to situations that upset us. Choices for appropriate behaviour. 4. Introduce the choice wheel (display on screen) - different solutions to solve a problem. Discuss the a few options from the wheel. a. Ignore it – sometimes people do silly things because they want us to react, so it can be best to ignore it. b. Talk it out – discuss the problem the person who has upset you. Listen to what they have to say as well. c. Tell them to stop – if someone is doing something and you don’t like it, speak to them and ask them to stop. d. Apologise – if you have done something that has upset someone, it’s important to show responsibility and apologise. Visual aid (video) to explain concept supports understanding. Think, pair, share Simplified language for identified students Assess understanding through think, pair, share activity. - Display screen - Video – Conflict Resolution: https://www.yout ube.com/watch? v=EABFilCZJy8 &ab_channel=B rainPOP - Choice Wheel (appendix B): https://drive.goo gle.com/file/d/1 D2e11Tjc3JeFm jBQYRTjzJ4PEJ FUXD8M/view? usp=sharing Students sat on the mat at the front of the classroom with teacher standing at the front of the class. (iii) Game: Bull’s Eye (appendix C) Students will encounter lots of disappointment – encourage them to keep trying and remind them to take it slow and be intentional when they throw the bean bags. Demonstration to provide visual aid to support understanding. - 12 hula hoops - 12 throwing bean bags

- Students completed the activity much faster than I had expected which required me to think on my head about how to extend them. - I felt a little disorganised outside and felt that it would have been more effective if I had spent more time preparing for the lesson and picturing in my head how it would actually work out. - I should have moved students back inside after the activity before having a discussion as it felt like a lot of students were not listening or engaged and were not focusing on the purpose of the activity and how it connected to what we discussed at the beginning of the lesson. - I could have ended the think, pair, share activity more quickly as some students started to go off topic. - Pausing the video and discussing what it was talking about was effective as it reminded all students to be engaged and listening. Super vising teacher’s evaluative feedback *Now What? - In future I will demonstrate outdoor activities inside before transitioning students. I will also set expectations for being outdoors to limit students going off task and becoming disengaged. I will be more attentive to all groups participating in the activity and try not to get distracted by one student talking to me in order to know what is going on across the whole group. *(Based on Rolfe et al’s Reflective Model, 2001) R EFERENCE LIST AND A PPENDIX ITEMS ARE THEN INCLUDED FOLLOWING THE LESSON