SCHOOL OF

EDUCATION
RE LESSON PLAN
Pre-Primary
LESSON ORGANISATION
Unit of work: Thanking God Salvation topic: Eucharist Human person Topic:
for our feelings Different feelings people
experience
Year Level: Students’ Prior Knowledge:
Key Understanding: This is an introductory lesson for this RE
A1. Wondering at feelings unit.
In previous years students have had an
introduction to some of the events of
Learning Point(s): Jesus’ life and stories surrounding Jesus’
A1.1 Identify different feelings people conception and birth.
experience A student who has just arrived in the
school: Educator will discuss the creation
of the world, stories surrounding Jesus’ life
and his family (Christian)
Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperanc Faith Hope Charity
eg Right eg Right eg Inner e eg Prayer eg eg Service
choices relationships strength eg Moderation Reconciliation
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical Ethical Personal Intercultur
competenc and behaviour and Social al
e creative competenc understan
thinking e ding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Asia and Australia’s Sustainability
Strait Islander histories engagement with Asia
and cultures
Lesson Objectives:
As a result of this lesson, students will be able to:
 Demonstrate an understanding of different feelings individuals may experience.
 Illustrate knowledge of appropriate language and actions to communicate student’s feelings
in different situations.
Teacher’s Prior Provision for students at educational
Preparation/Organisation: risk:
 Educator will need to bring up the YouTube Extension:
videos prior to the lesson commencing on Students’ who finish this lesson early and
the smart board. need extending will have the chance to
 Painting tables; paint brushes, water, card complete a book creator on feelings. They
to paint, pencils for names, aprons and have used this application before and can
butchers’ paper.
use it independently. Educator will ask
 Writing tables: Pencils, whiteboards,
them to explain different types of feelings
markers, erasers, alphabet cards and paper
to write on. using pictures, text and possibly voice
 Make coloured people for introduction. overs.
Enabling:
The educator will provide enabling cards
with pictures of different types of facial
expressions that represent feelings to
 prompt students.

LESSON DELIVERY
Resource
Time Motivation and Introduction:
s/
: Prior to the lesson the educator will do the roll and ask each student how they Referenc
are feeling today to mark them present, to introduce the concept of feelings es
and vocabulary to describe their feelings.

The lesson will begin with students on the mat and the educator will play a
song about feelings for students to listen and join in with.

Video: https://www.youtube.com/watch?v=UsISd1AMNYU

The educator will ask the class if anyone can tell her “What are feelings?” and YouTube
“What are some different feelings we may experience throughout the day?” Video
Possible answers; excited, shy, happy, sad, thirsty, scared, mad, sleepy, tired,
angry.

The educator will brainstorm different feelings and scaffold students answers
to understand feelings to be an emotional state/emotions we experience. The
Whiteboard
educator will then ask the class “Do you have different feelings throughout the and marker
day?”.

The educator will then call out emotions and have the children show them the
emotion/ expression that may represent that emotion. Include a variety of
emotions e.g. surprised, tired, shy, angry. To help children practice their
expressions and vocabulary.

The educator will then explain to the students today we will be talking about
feelings we may experience, what we should do if we experience negative
feelings, how our feelings can change throughout the day and how feelings are
important because they can tell us things about ourselves and others.

The educator will then read the book “My Many Coloured Days” by Dr Seuss
The educator will ask the class the following questions during the reading:
My many
 “Why do you think Dr. Seuss titled the book, “My Many Coloured Days?” coloured
 How do different colours make you feel?” days By Dr
 “What colour makes you think of a bird?” Seuss

10  “Are you different on different days? How so?”

minut  “Do people around you change colours on different days?”
es  “Do you feel down sometimes, like on a brown day?”
Lesson Steps:

The class will talk about what to do if you are having a sad or mad day. Then
they will go through coloured card prompts to understand what each colour
may represent for each emotion we may feel. (See appendix)

Then we will discuss how we are feeling today and what colour/s would
Card
represent how we have felt during the morning. Each student will go around prompts
the group and represent how they are feeling today with a colour and explain
why they are feeling those colour/s.

After each child has discussed the colour they are feeling today, the educator
will explain how we will be painting a template of a person with a water colour
that represent the feeling/ feelings we are feeling today. (Educator will have
written down the feelings and according colour on a checklist when the
students shared as a group) Painting
table and
At the writing table, students will be writing the colour that represents how you writing table
 are feeling today and what they are feeling. set up see
preparation
15-20 Lesson Closure: box.
minut
es
Then the educator will play the song called “Clean up” for students to clean up
the classroom and come and sit on the mat once they have finished.

YouTube video: https://www.youtube.com/watch?v=oY-H2WGThc8

While the students wait on the carpet for the rest of the class to finish cleaning
up, we will play a game of charades. The educator will whisper an emotion in
the student selected ear who will then act out something that makes him/her
feel that way. The rest of the children should guess what the emotion is. YouTube
video set up
The educator will then share a special prayer thanking God for giving us on the
feelings. The educator will read a line and the students will give the response. projector
Litany of Thanks:
The educator will have a litany of thanks to God for the various feelings the
class have experienced today.
Dear God, thankyou…
For happy feelings.
Response: Thank you God
For sad feelings
Response: Thank you God
For lonely feelings
(According to the student’s feelings on that day)
After the commencement of the lesson the educator will cut each student’s
coloured people out, attach their hand writing below and create a wall feature
with each student’s work and posters of what each colour day represents to be
displayed in the classroom. (See appendix 6 for a rough idea)

Transition:
Students will then be asked to sit quietly and wait for further instructions from
the teacher to move off to morning tea. (They will need to get their hats, water
bottles and lunch boxes and line up at the classroom door).
Checklist
Assessment:
Checklist; The teacher will complete a checklist on each individual student’s
progress and understanding of different emotional responses students may
experiences in different situations and appropriate language and actions to
communicate student’s feelings in different situations.
Anecdotal
Anecdotal notes; Ongoing questioning will be incorporated in the lesson so that records
the educator has an accurate and immediate representation of the level of
understanding of different emotional responses students may experiences in
different situations and appropriate language and actions to communicate
student’s feelings in different situation and make anecdotal notes on these
responses and the children’s knowledge and understandings on the topic.

Appendix
1. Panting template on a4 card
2. Writing template

3. My many coloured days by Dr Seuss

4. Classroom display

5. Card prompts from the book

6. Checklist