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Appendix 1

Year Level: Ed Support Time: 12-12:30pm Date: 12/06 Students’ Prior Knowledge:
-Students have previously explored the concept of
Learning Area: Health (Protective Behaviours) ‘happy’ using childrens’ literature by the same author.
-Some students use emotive words such as ‘sad’ and
‘angry’ in appropriate contexts in everyday speech.

Strand/Topic from the Australian Curriculum

Express their feelings, needs, likes and
dislikes (VCHPEP019) from ABLEWA Stage B
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
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s 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:

 Identify and draw one thing that makes them feel sad independently or with prompting.
 Identify and draw one strategy to feel better when they are sad.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Locate appropriate childrens’ literature.  Visual schedule supports students with ASD to
 Create a worksheet using Canva. transition between activities.
 Print an A3 copy for modelling and 7 student  _____ and _______ will be seated close to the
worksheets. teacher and require one on one support from
 Ensure lead and coloured pencils are on hand. the Education Assistants during independent
 Ensure the visual schedule is updated prior to the work.
 Plan effective questions to ask students throughout
the lesson.


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

Time Motivation and Introduction:
Align these with the
Review of last week’s Protective Behaviours Lesson segment where they will
be introduced.
Key Questions:
-What emotion did we talk about?
- When might we feel happy?

Introduction of Learning Intention

Today we will be learning about another emotion: Sadness. We will identify
things that make us sad and what we can do to feel better.

Lesson Steps (Lesson content, structure, strategies & Key Questions): When I Feel Sad Book

Childrens’ Literature
Read aloud ‘When I Feel Sad’ to the class.

Key Questions:
-What makes you feel sad? Perhaps share something that makes me sad to
help students feel comfortable to do this.
-What can you do to feel better?

Values Continuum: Is it ok to feel sad? Thumbs up for yes, Thumbs down for
Discuss how it is ok to feel sad and that everybody does from time to time.
There are things we can do to feel better.

Students are to draw one thing that makes them feel sad and one thing that Worksheet
can help them feel better. Once they have finished they are to colour in their Pencils
pictures. An adult will scribe each of the images.

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

Students are to wash their hands and get their lunchboxes out of the fridge
prior to lunch.

Assessment: (Were the lesson objectives met? How will these be judged?)
Student work samples will be assessed against lesson objectives on a
YES/NO basis.