Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Relationship Choices/ Communication and

Being Inclusive

Date

17 November 2014

Subject/Gra
de Level

Health/ Grade 1

Time
Duratio
n

30 Minutes

Unit

Relationship Choices

Teacher

Miss. Megan Krzyzanska

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Studentswilldevelopeffectiveinterpersonalskillsthatdemonstrateresponsibility,respectand
caringinordertoestablishandmaintainhealthyinteractions.
Understanding and Expressing Feelings
R1.2identifyphysiologicalresponsestofeelings;e.g.,beingsadcanmakeyoutired.
R1.5identifythecharacteristicsofbeingagoodfriend;e.g.,considerationoffeelings,kindness,listening.

R1.6examinehowpersonalbehaviourandattitudescaninfluencethefeelingsandactionsofothers;e.g.,invitingothers
tojoin.

LEARNING OBJECTIVES
Students will:
1. Discuss responses to others feelings.
2. Identify characteristics of being a good friend.
3. Determine positive behaviours and attitudes that can influence the feelings and actions of
others.
4. Respond to text/scenarios.

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Students are mindful of one anothers feelings

How do we know if somebody is sad or angry? (1)
Are there ways of knowing if somebody is sad or angry without
them telling us? Can we see it? How can we tell? (1)
How can we make somebody feel better? (1, 2, 3)

LEARNING RESOURCES CONSULTED

SNIP Training Toolkit Part 6 Lets Play:
Activities that Strengthen Peer Relationships.
Retrieved: 16 November 2014 from:
http://www.snipsf.org/wpcontent/uploads/2011/08/Inclusion-Tool-KitPart-6_Lets-Play_-Activities-That-StrengthenPeer-Relationships.pdf
Smith,CharlesA.Fromwondertowisdom:using

MATERIALS AND EQUIPMENT

From Wonder To Wisdom by: Charles A.

SmithStory: Whose Fault Is It?

Expression Flash Cards

storiestohelpchildrengrow.NewYork:New
AmericanLibrary,1989.Print.
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body

Have story ready to read to students.

Introduction
I would like everybody sitting quietly at the carpet in
10987654321
Now that we are all here I have a story I would like to
share with you all, and this story is called Whose Fault
Is It?

Body
Adapted from a template created by Dr. K. Roscoe

Time

2 Minutes

Time

Learning Activity
#1
Assessments/
Differentiation:

Learning Activity
#2
Assessments/
Differentiation

Learning Activity
#3
Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Lesson Plan Template ED 3501 (Version C)

Read the story to the children, stopping at certain times to
discuss things like How do you think Penelope Pig feels after
being bullied?
Discussion: How can we react when we see that
somebody is left out, sad or upset?
How do we act when others are happy or excited?

Guess the Feeling...Identifying and Responding to

Emotions GAME
People who are good at interpreting facial expressions
can better anticipate what others will do and how to
interact with them. They are also more pro-social, or
helpful towards others. This game allows children to work
on the social skills of empathy, self expression and
reading body language. Like classic charades, this game
gives children the opportunity to use social skills such as
perspective-taking and reading body language.
Part I: Players draw slips of paper with emotions written
on them (or pictures of expressions portraying emotions)
from a container, and try conveyingwithout using any
words or sounds--the chosen word to their classmates.
The rest of the kids must guess the emotion being
portrayed. Aside from using non-verbal communication
skills, kids converge and interact socially as they try
guessing the word correctly. Part II: Once someone has
guessed the correct emotion, choose a student to
approach the charades actor and react appropriately to
the emotion being portrayed. As the actor and reactor
leave the stage, encourage the other students to
compliment and high-five them. Walk students through
the steps of the game first and model the first round.
(SNIP Training, 2013).
Closure
Now that we have seen some ways we can help others
when they are feeling sad, or upset I would like you to
walk and talk with a partner and discuss two strategies
you would like to use if you saw that somebody was left
out:
Assessment: listen to students talking; their responses
should be appropriate.

23
Minutes

Time

5 Minutes

After students walk and talk have them line up to wash their
hands and get ready for lunch and recess.

Sponge
Activity/Activities

Students can draw a response to the closure scenario in their drawing books
NOT their visual journals!

Reflections from the

lesson

The students needed me to narrate the feeling they were trying to act out.
If I were to complete this assignment I may start or even have a lesson
previous to this one where I would have the students brainstorm and act out
different emotions so that it would be easier for them to identify. The
students were successful in using words, however I would like them to be
able to do this without me prompting them to use certain words when they
are talking out their problems with others.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Adapted from a template created by Dr. K. Roscoe