Downloadable reference materials
Length of Lesson
50 mins (plus extra time for optional additional activity)
Prior knowledge (what should the teacher have already covered)
- For welcoming activity, children will need to know each other’s names.
- First lesson about recognising and embracing individual differences.
- Pre – cut sets of emotives – one set for each student.
- 1 large piece of poster paper.
- See poster design options for Activity 2 for resources required.
- We all have feelings that can be hurt.
- When we are not included, we feel sad and upset, lonely, confused, angry, like we have no friends, like we have been treated unfairly.
- Everyone wants to be included in activities we do every day.
LO1: Students demonstrate knowledge and understanding of the concept that we all have similar feelings that are affected by our daily experiences.
LO2: Students contribute to a group activity where there is a common class goal to develop strategies for feeling included.
HPE Subject Area Years 1 and 2
ACPPS019: Describe ways to include others to make them feel that they belong
ACPPS020: Identify and practice emotional responses that account for own and others’ feelings
PSC: Personal and Social Capability EU: Ethical Understanding L: Literacy CCT: Critical and Creative Thinking N: Numeracy
By the end of year 2 (level 2)
PSC: Recognise emotions: compare their emotional responses with those of their peers.
PSC: Express emotions appropriately: describe ways to express emotions to show awareness of the feelings and needs of others.
PSC: Understand relationships: identify ways to care for others, including ways of making and keeping friends
PSC: Work collaboratively: identify cooperative behaviours in a range of group activities
PSC: Develop leadership skills: discuss ways in which they can take responsibility for their own action
EU: Consider consequences: describe the effects that personal feelings and dispositions have on how people behave
EU: Reflect on ethical action: give examples of how understanding situations can influence the way people act
EU: Discuss some agreed values: discuss some agreed values in familiar contexts
IU: Empathize with others: imagine and describe the feelings of others in familiar situations
L: Use language to interact with others: use pair, group and class discussions as learning tools to explore area topics, to represent ideas and relationships, and to prepare for creating texts.
L: Express opinion and point of view: identify and use language that expresses feelings and opinions, and compares and evaluates opinions of things
CCT: Seek solutions and put ideas into action: investigate options and predict possible outcomes when putting ideas into action.
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)
|Format||Lesson Plan: Suggested sequence of learning experiences|
Welcoming activity (see lesson 1)
State the learning intention: Today we are going to talk about our feelings, and specifically how we feel when we are included, and how we feel when we are left out. We will then come up with strategies so that everyone in our class feels included in the activities we do every day.
Optional Activity 1: Read a story about friendship and accepting difference
Read a story: Source the following books and read one to the class this lesson, and other in the another lesson.
Title: Something Else (he just wants to find somewhere to belong)
Title: Pearl Barley and Charlie Parsley
Title: Cat and Fish
Story Profile: Cat and Fish discover each other one night and spark a most unlikely friendship. Follow Cat and Fish through mazes, under hide–outs, over cities, and in the ocean.
Activity 2: Feeling included
Establish context: Everyone, no matter who you are, has experiences every day that make us have different feelings. It is important to be able to recognise how we are feeling, and also recognise how the people around us are feeling. In the last lesson we discussed how being different is a great thing, however, sometimes people feel left out, alone and sad when those around them do not accept or understand their differences. Let’s now explore feelings.
LO1 Task: In the following activity, students identify the feelings they have in response to the scenarios. Ask students to demonstrate the feeling themselves using facial cues and body language, and/or give each student a set of emotive cards (included) and ask them to hold up the ones that illustrate their feelings in response to each scenario below. (Take notice of responses and point out that we all respond similarly to these scenarios, no matter who we are. We all have feelings that can be hurt.)
Main points to highlight:
Activity 3: Taking action! What can our class do!
How do you know when someone is feeling left out?
What can you do if you notice that someone is feeling left out?
What can you do if you are feeling left out?
LO2 Task: Class Poster
Title of poster (example): “Feeling Included in (insert class eg. 1S)” or “Everyone Counts Everyday in 1S”
Brainstorm 5 or more ways that classmates can make others feel good (and included). Record these on the poster (see poster design options below).
Options for poster design:
Each day, refer to the chart and get children to give examples of what they have done to make a classmate or other person feel good.
Conclusion and reflection
LO1, LO2 Children sit in a circle and respond to the following questions.
What have you learnt from today’s lesson about how we feel when we are included?