Lesson 2: Being Me, Being You
1. Lesson Overview
Length of Lesson
- 45 - 60 mins
Prior knowledge (What should the Teacher Have Already Covered)
- ‘Being me, being you’ book (4.4 Mb)
- Class set of Human Body Outlines
- Highly recommended optional books “Accept and value each person” (Cheri J. Meiners, M.Ed.), “Whoever you are” (Mem Fox)
- We all have things about us that are similar and different to others our age.
- We can experience many benefits of friendship when we value and accept difference.
LO1: Students understand that we all have differences and that’s what makes us interesting and unique.
2. Australian Curriculum Links
HPE Subject Area
- ACPPS001: Identify personal strengths
General Capabilities by the End of Foundation Year (Level 1)
Personal and Social Capability
- Work collaboratively: share experiences of cooperation in play and group activities
- Work independently and show initiative: attempts tasks independently and identify when and from whom help can be sought
- Develop self-discipline and set goals: follow class routines to assist learning
- Examine values: identify values that are important to them
- Use language to interact with others: use short pair, group and class conversations and discussions as learning tools to explore learning area topics and to prepare for creating texts
- Understand learning area vocabulary: use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts
- Mediate cultural difference: identify similarities and differences between themselves and their peers
Critical and Creative Thinking
- Identify and clarify information and ideas: identify and describe familiar information and ideas during a discussion or investigation.
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
State the learning intention: Today in the Everyone Everyday program we are going to be learning about ways we are similar to others, and ways we are different, and why this is a great thing.
LO1 - Activity 1: Story time: Being me, being you
Refer to story ‘Being me, being you’. You can use this story to reinforce the feelings theme from lesson 1, and accepting differences when making friends.
To follow is the script of the book and some stimulus questions and teachers notes.
Optional Activity: students recite the ‘Being me, being you’ book with actions that represent the feelings/meaning.
Body 20 mins
LO1 - Activity 2: Ways we can be similar and different
Now we are going to look at ways people can be the same, and how they can be different.
What ways might we be similar or different from each other?
Activity Option 1: Ask students to consider their own personal responses to the similarities and differences listed in the examples below and get them to draw their answers on and around a basic diagram that represents them. (e.g. What things do you enjoy doing? What are you good at?) Use these illustrations to demonstrate that we are all similar and different in many ways.
Activity option 2: Teacher draws stick figures and simple illustrations to record their responses (see examples that follow). Give students the opportunity to identify things they are personally good at and record these on the diagram (i.e. Their individual strengths and abilities).
Facilitate discussion about the following differences and similarities if they have not already been mentioned
(Teachers notes: use explicit teaching and think out loud to draw children’s attention to different abilities – things we are good at, and things that we are not so good at. Also, begin the discussion that we can be different in how we talk (talk fast/talk slow/don’t talk), in how we move (move fast/move slow/move in a wheelchair/move using crutches), in how we communicate (using words/using pictures/using music/ using our hands e.g. sign language).
Main point to highlight:
Class discussion to consolidate learning:
Let’s imagine that all PEOPLE were exactly the same. Imagine everyone looked the same (same hair colour, skin colour, eye colour, body shape etc.), had the same thoughts, had the same personality, had the same likes and dislikes, had the same hobbies, had the same things they were good at, and the same things they were not so good at etc. – like we were all robots that were programmed the same way.
If this was the case, and we were all the same – how would you describe people? (Boring, uninteresting, dull).
Would you have as much fun with your friends if you were all exactly the same? (No) Why not? (You would always be doing the same things…)
Who thinks it is better that we can have lots friends who have things that are similar to us, but also lots of things that are different to us? Why? (Because we can make lots of different friends that we can do different things with).
Main points to highlights:
|Conclusion and Reflection 5 mins|
LO1 Children sit in a circle and respond to the following questions.
Why do you like about having friends that are different to you?
Source the following books and read to the class.
Title: Accept and Value Each Person (Learning to Get Along)
Title: Whoever you are