Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: Date: Students Prior Knowledge:
- Seedlings talk on emotions and weed control
Learning Area: Health - Discussion on differences between upbringings
of class members
- Filling buckets concept
- Previous lessons on emotions and feelings

Strand/Topic from the Australian Curriculum

Positive ways to react to their own emotions in different
situations, such as: walking away, seeking help, remaining
calm (ACPPS020)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Recognising appropriate facial expressions for emotions
Recognising how to express how they feel with their emotions

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

- Worksheets - Ask the students who have difficultly following
- Chop Goes to School by Melissa Mattox and Mark instructions directly to answer the questions
Chambers regarding the procedure steps
- Whiteboard markers
- Whiteboard
- Emoji stickers

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
Start with the children sitting on the mat segment where they will
be introduced.
Today in health we are going to look at emotions
Start by reading Chomp Goes to School by Melissa Mattox and Mark Chomp Goes to School by
Chambers Melissa Mattox and Mark
Chambers
- What do we think this book will be about?
- What are some problems that Chomp might face when going to
school?
Stop in portions of the book and have the kids guess from the pictures what
Chomp might be feeling and why

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Whiteboard
1. Introduce the lessons with a discussion of emojis and ask the Whiteboard markers
students talk about the emojis that they know
- Be specific that the discussion is about the face emojis not all the
other emojis
2. Have them name the emoji and have the students come up and
draw them on the board
3. Once we have done most of the emojis repeat all of the emojis
back to them
4. Present the worksheet and explain that we are going to draw our
own emoji we can use the ones that already exist or we can
create a new one worksheet
5. Once we have drawn the emoji ask the students to fill out the
second part of the worksheet by explaining what there emoji is
and when they feel that way I feel ..... when .
- Write some words on the board that they might need eg: angry,
embarrassed etc
6. Once they have received a tick they can paste them into their
books and return them and sit on the mat in a big circle
7. Explain that we are going to do a warm fuzzy activity and we are
going to fill each others buckets
8. Have the class sit in a circle with their legs out explain that we
are going to give someone a warm fuzzy and then once you have
received a warm fuzzy you are going to cross your legs and say a
warm fuzzy to someone else until the whole class has given and

received a warm fuzzy.

- Reiterate that everyone is going to give and receive a warm fuzzy and
it doesnt matter what order you get it

Lesson Closure:(Review lesson objectives with students)

9. Once that has been completed ask them why it is important to be

a bucket filler and how can we fill each others buckets

Transition: (What needs to happen prior to the next lesson?)

Pack and stack ready for French

Assessment: (Were the lesson objectives met? How will these be judged?)

Check completion and comprehension with over the shoulder marking