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Lesson Plan template

This lesson plan focuses on teaching students about caring, inclusion, and respect through interpersonal skills in the context of personal identity, mental health, and relationships. The key inquiry question is how to care for and include each other, with specific outcomes related to emotional responses and communication strategies. The lesson includes structured activities, teaching strategies, and evaluation methods to assess student learning against the identified syllabus outcomes.

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charlieparrish92
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0 views

Lesson Plan template

This lesson plan focuses on teaching students about caring, inclusion, and respect through interpersonal skills in the context of personal identity, mental health, and relationships. The key inquiry question is how to care for and include each other, with specific outcomes related to emotional responses and communication strategies. The lesson includes structured activities, teaching strategies, and evaluation methods to assess student learning against the identified syllabus outcomes.

Uploaded by

charlieparrish92
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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LESSON PLAN

Part A: Lesson summary and Syllabus content

Teacher’s name(s): Charlie Parrish ES1/Kindergarten/ ?? students/Lesson Duration:

Lesson summary: Key Idea(s)/Learning Goal:


Identify the main focus of the lesson and the key ideas addressed. Write - Students
this in sentence form. - Students
- Students
Contexts for Learning:
- personal identity
- mental health and wellbeing
- relationships

Strand/s: Skill Domain/s:


Syllabus – pg 26Health, Wellbeing and Relationships Interpersonal I

Outcome(s): Key Inquiry Question/s & Related Content descriptions:


KIQ - How can we care for and include each other?
Communicates ways to be caring, inclusive and respectful of others  Dot point content
PDe-3 - Dash point content
Dot Point content - identify and describe emotional responses people may
Uses interpersonal skills to effectively interact with others PDe-10 experience in different situations, for example: (ACPPS005)

Dash Point Content - communicate in appropriate ways, e.g., use verbal and
nonverbal communication to demonstrate understanding I ??
-
Dash Point Content - learn and use appropriate strategies to communicate their
feelings in different situations I ??

See outcomes in syllabus content for each Stage and Strand. Ensure these Dot Point Content - practice interpersonal skills to interact positively with
align with KIQ and syllabus content. Try not to select too many outcomes others, for example: (ACPPS004)
(no more than 3).
Dash Point Content - practice interpersonal skills to be an effective group
member, e.g., express needs, wants and feelings appropriately, active
listening, self-control, sharing and helping I

Learning across the curriculum content (Syllabus pg 31)


Identify and provide brief justification – find the general capabilities required and provide why they are presented throughout the lesson
Proposition(s) (Syllabus pg 24)
Identify and provide brief justification Develop health literacy?? Focus on educative purposes?? Include a critical inquiry approach??
Part B: Lesson description

Teaching and Learning Strategies Organisation Key Teaching Points Equipment/


How are they going to learn about it? Order of learning? How will I structure their What key points do I want them Resources
Name and Describe Learning Activities. learning and to learn and understand? What will I need?
Questions and sample answers. understanding? Concise phrase/statements. Specify.
Diagrams? Groupings? Reinforcers of student learning.
Short, clear and specific – What (activity focus) and how Clear, simple Key take-home messages Eg websites,
(teaching strategies – e.g., role play, scenarios, exploration and description. for students that are video links, PE
guided discovery, small-sided games, etc). Enough description so Diagrams where explicitly being taught to equipment etc.
that a peer could implement. Include time/duration for each relevant. Aligned address outcomes. Aligned with
activity. Need clear descriptions but not essay style sentences. Do with T& L Aligned with T& L T& L
not include descriptions about generic teaching/management Strategies Strategies Strategies
issues. Describe organisation in next column. If space is limited,
place questions and answers in KTP column. Include clear link to
Learning Across the Curriculum area(s).
Introduction/Opening (Time) –

Body/Main activities (Time for each activity) –

Conclusion (Time) –

Can’t use an existing lesson plan, but can use existing


resources/activities (must reference resources). Use superscript
numbers to reference to save space – like this.1
Include reference list in number order at the end of the assessment.

Lesson Evaluation/Reflective Questions: Why was the lesson successful or not, what could/needs to change? Consider a range of facilitation issues,
write questions specific to the topic
Did students achieve the outcomes? Write questions specific to the topic
Part C: Evidence of Learning

Lesson learning goals – students are learning


Outcomes Evidence of learning – students can
to

What syllabus outcome(s) will What are students expected to know, understand What specific behaviours will you expect to observe and
students be assessed against and do as a result of the learning within this lesson. use as an indicator of student learning towards the
throughout this lesson. Refer to These are derived from the identified syllabus learning goals and syllabus outcomes. How (what type or
pages 14-19 of the PDHPE K-10 outcome(s)? method) and when (which activity) will you observer them?
syllabus.

Lesson learning goals – students are learning


Outcomes Evidence of learning – students can
to

What syllabus outcome(s) will be What are students expected to know, understand What specific behaviours will you expect to observe and
assessed against throughout this and do as a result of the learning within this lesson. use as an indicator of student learning towards the
lesson. Refer to pages 14-19 of the These are derived from the identified syllabus learning goals and syllabus outcomes. How (what type or
PDHPE K-10 syllabus. outcome(s)? method) and when (which activity) will you observer them?

Example

 Students can identify and develop a safety


PDe-2 identifies people and identify help-seeking and protective strategies procedure, observed through the collection of
demonstrates protective strategies including trusted adults that help keep them safe. student work samples (worksheets) in Activity 1 –
that help keep themselves healthy, “My Safety Plan”
resilient and safe.
References

APA style or

Numerical order
1. Jones ….
2. Smith …..

The Syllabus doesn’t need to be referenced throughout – obviously information should be directly copied
and pasted from the syllabus

Appendices
Include in appendices any additional details/resources (e.g., class worksheet; station/circuit task cards, scenarios, etc)

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