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528828023876000FOUNDATION YEARLesson 1: FEELINGS Length of lesson 1: 60 mins Prior knowledge (what should the teacher have already covered)For welcoming activity, children will need to know the names of their classmates.First lesson - no specific prior knowledge required.Resources requiredIWBSelection of picture books that show a range of feelingsBasic emotions pictures Key ConceptsBeing included makes us feel happy.Being left out makes us feel sad.Everyone wants to feel included.Learning outcomesLO1: Students can identify emotions through words, facial expressions and body gestures. LO2: Students can recognise a feeling or emotion demonstrated by a classmate. LO3: Students can demonstrate a feeling or emotion without using words.LO4: Students understand that everyone wants to feel included in day to day activities.Australian Curriculum LinksHPE Subject Area ACPPS005: Identify and describe emotional responses people may experience in different situationsGeneral Capabilities by the end of foundation year (level 1/1b) Personal and Social Capability Recognise emotions: compare emotional responses with those of their peersDevelop self-discipline and set goals: follow class routines to assist learningWork collaboratively: share experiences of cooperation in play and group activitiesEthical Understanding Explore ethical concepts in context: describe familiar situations that involve ethical conceptsConsider consequences: identify links between emotions and behavioursExamine values: identify values that are important to themLiteracy Interpret and analyse learning area texts: interpret simple texts using comprehension strategiesUse 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 textsUnderstand learning area vocabulary: use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contextsCritical 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)Format Lesson Plan: Suggested sequence of learning experiences Intro10 minsIntroduction to the Everyone, Everyday programWelcoming activity to demonstrate what inclusion is: everyone stands in a circlethe teacher starts the welcoming activity by saying WELCOME (or other greeting) to a student (student A). student A then says WELCOME back to the teacher. The teacher sits down. student A then says WELCOME to someone else who is standing – student B.student B then says WELCOME back to student A. Student A sits down.continue this process until everyone has been welcomed.Teacher’s notes: Use this activity at the beginning of every lesson to reinforce an example of everyone being included in an activity. Ask children to choose a different person each day to welcome so they do not always pick the same people. As the class becomes familiar with this activity, the time taken to complete it should decrease. State the learning intention: Today we are going to begin a program called Everyone, Everyday. We will be learning about what we can do every day to make sure everyone around us feels included in our daily activities, like playing, being with friends, and participating in activities at school or after school.Firstly, we are going to talk about our feelings, and explore how we feel when we are included, and how we feel when we are left out. We will begin by reading a book together and will look for the different feelings the characters show us in the story. Body15 minsActivity 1: Feelings in storiesTeacher’s notes: for this activity, prepare a collection of picture books that show feelings. Refer to stories that show a range of emotions (eg. happiness, sadness, loneliness, pride, frightened, surprised, confident, confused etc). You will also need pictures of basic emotions to refer to.LO1 Task: Read through a story and ask children to identify emotions being expressed. Draw attention to the importance of facial clues and non-verbal gestures. As you are reading through the story, get children to identify the emotions from the basic emotions page for this lesson. Emphasise that no feeling is ‘wrong’, and that all feelings we have are ‘valid’ or ‘important’.You can google ‘children’s picture books about feelings and emotions’ or ‘inclusion’ to find a range of books you can use.Books you may already have in your library: The Feelings Book – by Todd ParrHelping kids identify feelings and encouraging them to share their feelings with people they trust.Everybody Feels… Angry – by Jane BinghamHelping kids understand the emotion of anger, what happens when we are angry and some ways to deal with it. Everybody Feels… Sad – by Jane BinghamHelping kids understand the emotion of sadness, what happens when we are sad and some ways to deal with it. My Many Coloured Days – by Dr SeussHelping kids identify emotions as they relate to colours. I Feel Angry – by Brain MosesHelping kids identify the emotion of angerBossy Bear – by David HorvathHelping kids understand what being bossy looks like, the consequences and that they don’t have to be. Alexander and the Terrible, Horrible, No Good, Very Bad Day – by Judith ViorstHelping kids understand how they are feeling and that everyone has a bad day. When I’m Feeling… (Angry, Sad, Lonely, Loved, Happy, Jealous, Scared, Kind) Series – by Trace MoroneyHelping Kids identify feelings feelings and work through them. Opens up great conversations. Also includes ‘notes for parents’ at the back of the book. If you’re angry and you know it – by Cecily KaiserWhen I feel good about myself – by Cornelia Maude SpelmanHow do you feel? – by Anthony BrowneMain points to highlights:There are many ways we can show how we are feeling. Our facial and body expressions show the way we feel without using words.Activity 2: My first day of schoolClass discussion: How did you feel on your first day of primary school? (Scared, nervous, excited, alone, sick) What do you think made you feel this way? What were you concerned about? (Knowing no-one, having no friends, not knowing what to do, not knowing my teacher, worried about getting lost etc).How do you think your classmates were feeling on their first day? Similar feelings.LO2 How can you tell how your classmates are feeling? (by the expressions on their face, by what they say, by the way they are moving, by what they are doing, whether or not they are joining in to an activity etc)Why do you think it is important to notice how your classmates are feeling? So we can take action to make sure everyone is feeling safe and happy. Main points to highlights:There are many ways we can tell how the people around us are feeling. It is important to notice how the people around us are feeling so that we can take action if they are feeling sad.10 minutesActivity 3: Role anise children in a scattered formation sitting together. Display pictures of emotions on the IWB or on a poster for reference when implementing the following activity.LO3 Task: We are now going to participate in an activity where we show how we feel without using words. For example, “Show me how your face looks when you receive an unexpected wonderful surprise? (Acknowledge response). Show me how you stand when you win an award because you have done something really hard or really clever? (Acknowledge response).Activity: The teacher calls one child to stand at the front of the group and whispers a feeling to them. The selected student then attempts to show the feeling using facial cues and body gestures, and classmates guess what the feeling was. Teacher notes: after each round, reinforce the facial cues and body gestures that showed the feeling.15 minsActivity 4: Feelings of inclusion and exclusionLO4 Class discussion - finish with these 2 questions: “Show me how you look when you are invited to join in to a game that you would like to do with your classmates? (smiling, standing tall) Can you describe to me how you feel? (Expected response: happy, excited, like you have friends, like you are having fun etc)“How do you look when you are not invited to join in to a game that you would like to do with your classmates?” (Expected response: sad face, tears, slouching body, head in hands). You have just shown me how you look when you are not included. Can you describe how you feel? (Expected response: sad, lonely, angry, mad, confused, left out, like nobody likes you etc)Hands up if you think that everyone wants to feel included in the things we do every day. Main points to highlight:Everyone wants to be included in activities we do every day.When we are not included, we feel sad and upset, lonely, confused, angry, like we have no friends, like we have been treated unfairly.Conclusion and reflection5 minsLO4 Children sit in a circle and respond to the following questions.Why is it important that we all feel included in the activities we do every day at school?Teacher’s Notes -5238751019810BASIC EMOTIONS00BASIC EMOTIONS 633412574930Happy, proud00Happy, proud160972527305Angry, mad, frustrated00Angry, mad, frustrated 34099503395345Source: GoTalk overlay software V2.000Source: GoTalk overlay software V2.063341252404745Sad, lonely, upset, disappointed00Sad, lonely, upset, disappointed18288002414270Surprised, excited00Surprised, excited ................
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