Years 1 – 2
Lesson 3: Next Steps......lets connect! (part 1)

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Contents

1. Lesson Overview
2. Australian Curriculum Links
3. Lesson Plan: Suggested sequence of learning experiences

Downloadable reference materials

Lesson 3 Jigsaw Template [PDF] [Word Doc]
Lesson 3 List of Social Skills [PDF] [Word Doc]
Lesson 3 Smiley and Sad Faces [PDF] [Word Doc]
Lesson 3 NEXT STEPS LET'S CONNECT (part 1) [PDF 102KB] [Word 153KB]


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.

Resources Required

  • 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

Key Concepts

  • 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.

Learning Outcomes

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.

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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

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:
Express emotions appropriately: describe ways to express emotions to show awareness of the feelings and needs of others
PSC: 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:

Assessable Outcome TickLO (insert number)

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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 (ie. 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.

Resources required:

Procedure:

  1. Sit students in a large circle facing each other.
  2. Hand students a yellow card with a smiley face, and a red card with a sad face.
  3. Hand each student a card with a social skill written on it (or more than one so that all 30 social skills are included in the activity)
  4. Teacher reads out a social skill, and displays text of the word or phrase on a display board, and asks the group who has this word.
  5. Once the student is identified, ask all students to hold up either the yellow or red face, depending on whether it is a positive (helps us connect with others) or negative behaviour (stops us from connecting with others).
  6. Assessable Outcome TickLO1 Have a class discussion to reflect on why they made this choice.
  7. Ask the student with the social skill to place it in one of the jigsaw posters depending on whether it is a positive skill (connecting) or negative skill (not connecting). Use blue tack or velco dots to attach to the poster.
  8. Repeat until all social skills have been covered (0).
  9. Assessable Outcome TickLO1 There will be blank jigsaw pieces left on the posters. Have a class discussion about other examples of positive and negative behaviours to complete the jigsaw pieces.
  10. Display jigsaw posters in the class room and refer to throughout the program.

Assessable Outcome TickLO2 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:

  • The choices we make relating to our behaviour impact on our own feelings, and the feelings of others.
  • Everyone is better off if we make good choices about our behaviour when we are mixing with others.
  • If we use skills that help us connect well together, we create a place where people feel they belong.

Conclusion and reflection

5 mins

Assessable Outcome TickLO2 Children sit in a circle and respond to the following questions .

What did you learn today?
Why is this important?
What questions do you have?

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