Years 1 – 2
Lesson 3: Next Steps… Lets Connect! (Part 1)
Downloadable Reference Materials
- Lesson 3 Jigsaw Template (314 kb)
Lesson 3 Jigsaw Template (238 kb)
- Lesson 3 List of Social Skills (94.7 kb)
Lesson 3 List of Social Skills (74 kb)
- Lesson 3 Smiley and Sad Faces (35.5 kb)
Lesson 3 Smiley and Sad Faces (55.5 kb)
- Lesson 3 Next Steps… Let’s Connect (Part 1) (102 kb)
Lesson 3 Next Steps… Let’s Connect (Part 1) (153 kb)
1. Lesson Overview
Length of Lesson
- 60 mins (plus extra time if required for role play)
Prior knowledge (what should the teacher have already covered)
- Lesson 2 concepts relating to feelings and actions we can take to make ourselves and classmates feel happy at school.
- Class set of yellow smiley happy faces and red sad faces (enough for one set each)
- List of social skills cards (30) with one social skill printed on each card (template provided)
- A3 size jigsaw poster (template provided)
- Blue tack or Velcro dots
- The choices we make everyday impact on our own feelings, and the feelings of others.
- If we use skills that help us connect well together, we create a place where people feel they belong.
- LO1: Students can classify good and poor social skills (behavioural choices) when interacting with others in daily activities.
- LO2: Students can identify and demonstrate positive social skills with their peers.
2. Australian Curriculum Links
HPE Subject Area Years 1 and 2
- ACPPS019: Describe ways to include others to make them feel that they belong
- ACPPS020: Identify and practise emotional responses that account for own and others’ feelings
- ACPPS022: Explore actions that help make the classroom a healthy, safe and active place
General Capabilities by the End of Year 2 (Level 2)
Personal and Social Capability
- Recognise emotions: compare their emotional responses with those of their peers
- Communicate effectively: discuss the use of verbal and non-verbal communication skills to respond appropriately to adults and peers
Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier: LO (insert number)
3. Lesson Plan: Suggested Sequence of Learning Experiences
|Format||Lesson Plan: Suggested Sequence of Learning Experiences|
|Intro 5 mins|
Welcoming activity (see lesson 1)
Teachers notes: this lesson consolidates learning from the previous lesson.
State the learning intention: In the previous lesson, we recognised that we all have feelings that can be hurt. We came up with a list of things we can do to make others feel good and included (recorded on a poster). Once people feel good at school, we can make good friendships or connections. Today we will begin our theme - Next steps...let's connect! Firstly, we will look at how we can have great connections (relationships or friendships) with other people if we make good choices relating to what we do (our behaviour). If we connect well with others, we feel a sense of belonging. In the session that follows, we will explore the different ways we can connect with others to share our thoughts and feelings (communication). This will help us understand different ways of connecting or communicating.
50 mins or more depending on how much time is given to role play.
Activity 1: How can We Connect Well with Others?
Establish context: Every day we make choices about our behaviour when we are around others (i.e. what we do and what we say). The choices we make always have a consequence, or result in something. It is important that we think about this so we can make good choices that make our day better. Your good choices make other people's day better too! If we make good choices, we can Connect with others and develop good relationships.
Task 1 (Choosing positive social skills): In this activity, we are going to sort out behaviours (or social skills) that you think are positive and result in good things that help us connect with others to have happy classrooms, and behaviours that are negative and stop us having good connections with others.Teacher’s notes: In the following activity, the visual impact of positive (wanted) and negative (unwanted) choices need to be highlighted. To do this, sit children in a circle facing each other so they can see whether the group considers the behaviour shown to be positive or negative. If it is a positive behaviour, the word can be displayed on the jigsaw connections poster (see poster template). If it is a negative behaviour, it is not put on the poster. This activity can also be used to develop subject specific literacy with students being asked to recognize a word or phrase that the teacher reads out.
LO2 Task 2: Role Play
Organise students into groups of 3, and give them 2 positive social skills from the list provided. Ask them to devise a short role play to emphasise and practice the 2 positive social skills they have been given. They can plan a scene from the ‘playground’, ‘in class’ or ‘at home’.
Ask students to act out their scene, and ask the class to identify the positive behaviours they were demonstrating.
Main points to highlight:
Conclusion and Reflection
LO2 Children sit in a circle and respond to the following questions.
What did you learn today?