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Lesson Plan Format: - I-Pads - Timer

1) The lesson plan is for a Year 1 PDHPE/English class on interpersonal relationships and communication. 2) Students will work in groups to create role plays demonstrating feelings and proper communication based on provided scenarios, using their prior knowledge on recognizing and expressing feelings. 3) Groups will have the option to record their role plays on iPads instead of performing live. The teacher will observe and assess students' participation and understanding through the role plays and questioning.

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75 views

Lesson Plan Format: - I-Pads - Timer

1) The lesson plan is for a Year 1 PDHPE/English class on interpersonal relationships and communication. 2) Students will work in groups to create role plays demonstrating feelings and proper communication based on provided scenarios, using their prior knowledge on recognizing and expressing feelings. 3) Groups will have the option to record their role plays on iPads instead of performing live. The teacher will observe and assess students' participation and understanding through the role plays and questioning.

Uploaded by

api-286031828
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Format

Class: Stage 1 Year 1

Lesson Number: Six of six

Time: Start:10am
Finish: 11am

Key Learning Area: PDHPE / English

Lesson Topic: Interpersonal Relationships Communication


Lesson Name: Feelings and Communication Role Plays

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have previously learnt how to recognise and articulate feelings, express concerns and communicate in group situations.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
PDHPE
- IRS1.11 Identifies the ways in which
they communicate, cooperate and care
for others.
- V2 respects the right of others to
hold different values and attitudes
from their own.
English
-EN1-1A Communicates with a range
of people in informal and guided
activities demonstrating interaction
skills and considers how own
communication is adjusted in different
situations.

Indicators of Learning for this lesson:


Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

By the end of this lesson, the students will:

-Observation:
T will observe the Ss participating in group
situations.

-use their knowledge from prior lessons to express concern for


others.
-recognise the feelings of others and react accordingly.
-demonstrate their ability to work in group situations and
communicate needs and wants.

Any safety issues to be considered:


-While practicing/ performing their plays, T must
ensure that there are no trip hazards in the
classroom.

-Questioning:
T will use Blooms Taxonomy to prompt the
Ss answers following each play.
- Formal:
T will record the Ss plays or have them
record it to see their understanding of the
topic.

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

-i-pads

-timer

-written scenarios
-IWB
LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and
values addressed in each section.
Link to your Indicators of Learning.

Timing
(mins)

Teaching Strategies / Learning


Experiences:
(How it is taught)
Write detailed steps showing what the
teacher (T) will do and what students (Ss)
will do.

Differentiation:

Resources and Organisation:

10 mins

-T starts the lesson by having Ss sitting


on the floor at the front of the classroom.
-T reminds students of the main
expectations of the lesson i.e. raising
hands to speak/answer a question,
listening to and respecting others.
-T introduces the lesson with a quick
revision of feelings. i.e. who can
remember some feelings weve learnt
about? What are they?
-T then explicitly explains that the lesson
will involve group work and acting out
different scenarios involving feelings.
-T and Ss then look at an example of a
scenario on the IWB and discuss how that
scenario could be acted out.

-The T will ensure that Jason


sits in the front row, in a
position that allows him to
easily lip-read what the T is
saying.

Resources used:
-Written scenarios
-IWB

-T then allocates each student into a


group of 3 or 4, based on mixed ability.

-This stage of the lesson will


be carried out in mixed ability

INTRODUCTION
-Revision of prior lessons.
-Concepts of feelings and methods
of communication addressed and
expanded on.

-Each scenario will include


pictures
to
cater
for
struggling readers in the
class along with EAL/D
students.

Organisation:
T must write up various
scenarios involving feelings for
their Ss to create a play around
e.g. Your friend looks like they
are sad. What should you do?

DEVELOPMENT
-The scenario activity integrates
PDHPE with English as the

35mins

Resources used:
-Written scenarios

students must use language


appropriate to their audience and
proper communication skills to
express the feelings in their
scenario.
-ICT is also integrated through the
optional use of the i-pad which may
also give Ss ideas of how to
present their play.
-In
this
activity,
Ss
must
demonstrate their ability to work
effectively in group situations at
mixed ability levels.
-Ss must recognise feelings and
react within the group situation.

-T gives each group an i-pad as they have


the opportunity to record their play if they
dont wish to perform it in front of the
class.
-T also gives Ss a scenario to base their
play around.
-T sets a 30 minute timer for Ss to
complete their play in (and record if they
need to).
-T purposefully roams the classroom and
helps out where needed.
-T observes the Ss participation levels
within their groups.
-T gives Ss a 5 minute warning to finish
up their plays.
-When the 5 minutes is up, T has Ss sit
back on the floor at the front ready to
watch/perform their plays.
NB. For any groups that did not wish to
perform and chose to record their play on
an i-pad, their play would be shown on the
IWB.

groups
as
the
higher
achieving Ss can teach the
struggling Ss and they can
work together with people
they might not normally work
with.

-Timer
-i-pads

-T invites each group to perform their play


and records each one on an i-pad to be
used for formal assessment.
-At the conclusion of each play, T praises
each group and asks the rest of the class
to do Two Stars and a Wish i.e. say two
things they liked and one thing they wish
was included.
-T thanks Ss for their participation and
great work throughout the lesson before
dismissing them for recess.

-In this stage, Ss may


choose not to perform their
play live but instead record it
on an i-pad so that they are
using a method that they are
comfortable with to complete
the task.

-IWB
-I-pads

CLOSURE
-Reflection on Learning: students
perform and revise what they have
learnt today, as well as giving
effective feedback to their peers in
the Three Stars and a Wish activity.

15mins

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