Years 1 – 2
Lesson 4: Next Steps… Lets Connect! (Part 2)
- Lesson 4 Activity 1 (1.55 Mb)
Lesson 4 Activity 1 (1.94 Mb)
- Lesson 4 Activity 2 (282 kb)
Lesson 4 Activity 2 (348 kb)
- Lesson 4 Activity 3 (713 kb)
Lesson 4 Activity 3 (460 kb)
- Lesson 4 Additional Activities (226 kb)
Lesson 4 Additional Activities (513 kb)
- Lesson 4 Next Steps… Lets Connect! (Part 2) (112 kb)
Lesson 4 Next Steps… Lets Connect! (Part 2) (170 kb)
1. Lesson Overview
Length of Lesson
- 60 mins (plus extra time for optional additional activity)
Prior Knowledge (What should the Teacher Have Already Covered)
- Everybody has differences including the way they communicate (from lesson 1).
- ‘Ways we can communicate’ table for lesson 3.
- Activity 2: activity sheets.
- Activity 3 Treasure hunt worksheets.
- Additional activity worksheets.
- Everyone benefits from being able to communicate with the people around us.
- Communication can be verbal (what we say) and/or non-verbal (messages we send through the way we look – e.g. smiling or scowling)
- The words and body language we use make a huge impact on the other person’s feelings. (i.e. verbal and non-verbal communication)
- Communication is 2-way. It occurs when a message is sent and then received.
- There are many ways we can communicate our thoughts and feelings.
- Some people need tools to help them communicate.
- LO1: Students demonstrate knowledge and understanding that everyone wants to communicate, and the way we communication impacts on feelings.
- LO2: Students describe and/or demonstrate different ways we can communicate and recognise these in the school setting.
- LO3: Students identify positive ways to communicate when someone is behaving in a way that is upsetting.
2. Australian Curriculum Links
HPE Subject Area Years 1 and 2
- ACPPS019: Describe ways to include others to make them feel that they belong
General Capabilities by the End of Year 2 (Level 2)
Personal and Social Capability
- Express emotions appropriately: describe ways to express emotions to show awareness of the feelings and needs of others
- Communicate effectively: discuss the use of verbal and non-verbal communication skills to respond appropriately to adults and peers
- Investigate culture and cultural identify: identify and describe the various groups to which they belong and the ways people act and communicate with them
- Communicate across cultures: describe how the use of words and body language in interactions may have different meanings for various groups
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 10 mins|
Welcoming activity (see lesson 1)
State the learning intention: Today we are going to continue the theme, 'Next steps...let's connect!' Last lesson, we identified and practiced the social skills that help us connect well together. When this happens, we create a place where people feel they belong.
One of these positive social skills was letting others know what we are thinking and how we are feeling. It is also important to understand other people's thoughts and feelings. When we do this, we are communicating. Everyone wants to communicate with others, and there are many different ways we can do this. Today we will be exploring different ways to communicate, and recognise good choices in the way we communicate with others at school.
Activity 1: Ways to Communicate!
Teacher’s notes: This activity should highlight the impact of the way we communicate on others. Children need to develop an awareness that the words (verbal communication) and body language (non-verbal communication) they use makes a huge impact on the other persons feelings.
Establish context: When we send a message to someone, and they understand our message, this is called communication. We communicate for lots of reasons. Can you think of why we need to communicate? (Teacher to model a response: to ask for things, to find out information, to let people know how we are feeling, to let people know what we think, to help people, to play games with friends, to understand what someone wants etc.).
How am I communicating now? (By talking to us, asking us questions and looking at us)
Communication is 2–way. It only occurs when a message is sent and then received.
LO1 Hands up if you think that everyone wants to communicate? (All hands up). Why do you think so? Let’s talk about some different ways we can communicate.
Teachers Notes: With the following scenarios, you may need to model the behaviour to emphasise the different ways you can communicate (e.g. verbal and non–verbal). For example, for the first scenario, you may need to smile and skip to show happiness, or pretend to cry or put your head in your hands to show sadness.
LO2 Refer to ‘Ways we can communicate’ table for lesson 3: Display images on electronic white board that show different ways of communicating. (As you go through each scenario, the children can identify which type of communication can be used in each situation. This is important to use, as the scenarios are quite challenging and need visual cues to assist in understanding.)
Sometimes, it is not easy to communicate, as we do not all communicate in the same way. Does this mean we should give up, and not even try to communicate with this person? No Why not? Because everyone benefits from being able to communicate. Everyone want to be able the share their thoughts and feelings.
Communicating across cultures – class discussion: It is important to understand that words and body language may mean different things to different cultures. Example 1: in some cultures, it is disrespectful to look someone in the eye if they are in a position of authority. In other cultures, looking a person in a position of authority in the eye is a sign of respect. Example 2: The way we greet people differs from culture to culture. In some cultures, it is customary to greet people by kissing them on the cheeks. In other cultures, it is customary to shake hands. (Homework suggestion – how do people from the Maori culture in New Zealand greet each other?)
Extension Activity: if you have extra time, organise the children to perform a role play in pairs of the 8 scenarios referred to in activity 1.
Main point to highlight:
Activity 2: Treasure Hunt
LO2 Hand out activity sheet for lesson 3 – Treasure hunt! Students work in pairs to locate different forms of communication used at school and tick them off when they find an example.
Additional Activity 3 (Extension): Opening Doors to Communication
Teacher’s notes: Students can’t be expected to be best friends with everyone, all the time. They will have preferences about who they’d like to spend time with, and that is OK. It’s important however, to teach them to choose respectful ways to convey those messages, in order to maintain an inclusive and positive culture within the classroom (and the broader school environment). Discuss the question below and use the activity to highlight positive ways to communicate.
Class discussion: How can we communicate that we would like a classmate to stop a behaviour that is upsetting us?
LO3 Refer to activity 3 instructions sheet (included). Complete activity.
|Conclusion and Reflection 5 mins|
LO1, LO2, LO3 Children sit in a circle and respond to the following questions.
What are some different ways we can communicate with each other?
Why is it important to find different ways of communicating?
What questions do you have?
|Additional Activities|| Braille activity – extra activity attached|
Auslan activity – extra activity attached