Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 12-1pm Date: 27th June 2018 Students’ Prior Knowledge:

Learning Area: Health  Students have looked at the factors that

contribute to health and wellbeing (hygiene,
healthy eating, hydration and sleep).
Strand/Topic from the Australian Curriculum  Students understand that there are many
Strategies to include others in activities and games different aspects contributing to living healthily

(ACPPS019)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ competence
✓ competence
✓
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:

 Display inclusive behaviours during activities and games
 Recognise the impact their behaviour has on others

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

 Organise the book “Can I play too?” by Mo Willems  Pair the students up to avoid arguments
(May have to just print off pages of the book from
https://www.youtube.com/watch?v=wKUTyGoAg8c)
 Bean bags or soft balls
 Blind fold and head phones

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
The objectives were met by all students as they each cooperated in the game about barriers and enablers, and they
also worked well with their partner to come up with two separate Popplets about Inclusion and Exclusion. Due to the
weather we had to change the portrayal of the game however the concept was the same. I would change the first
objective in future lessons to cover back-up plan for the game. Overall, I think this lesson was successful and
students were all very positive.
Teacher self-reflection and self-evaluation:
The students were so involved and positive about this lesson which made me so proud. Inclusion being a topic that
gets students thinking about their own behaviour, I was very happy to see that each student thought deeply about the
way they feel when they are excluded and the way that feel when they are included. They were also happy to share
their thoughts and feelings with their partner and the rest of the class. This was a great final (formal) lesson for me as
I really felt like the students were taking in what I was telling them, particularly through reading the book, “Can I Play
Too?”. I will definitely use the ideas in this lesson for a future lesson.

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[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Resources/References
Time Motivation and Introduction:
 From maths, students will be sent up the back to sit on the mat.
12pm
 Explain to students that in today’s health lesson we are looking at
something very important: inclusion!

 Have a short discussion with students about what they think inclusion
is, what they know about it etc. Tell students that something we can
do every day to be a kind person is help include everyone in
everything we do.

If we see someone left out or struggling in an activity, we can find

ways to include them even if we have to change things around a little.

Also explain the term barriers (some people face certain barriers that
stop them from joining in the ‘normal’ way) and the term enablers
(things we can do to make it easier for everyone to be included)

Lesson Steps

 Read through the book “Can I Play Too?” by Mo Willems to students Book
12:15pm
telling them to look out for the barrier faced and how the character’s
enable the activity.

 During the reading, prompt students with questions about what they
would do and how would they feel in the situation put forward.

 Instruct students to move out a bit so they can form a circle. Tell
students that we are going to go around the group and say one quick
key point about how we feel when we are excluded, how we feel
when we are included or how we can include people in different
activities.
12:20pm
 Send students off with the following instructions. First students will be
put in pairs. They are going to use Popplet to each create a quick
iPads
brainstorm, the first saying how you feel when you are included and
the other saying how you feel when you are excluded. The students
will need to have at least 4 key words about how they feel. Then they
will talk to each other about how, individually, they can make sure
everyone feels the way the first Popplet describes!

Lesson Closure:

12:40pm  In the last 15 minutes of the lesson call students back to the mat to
explain what we will be doing next. We are going to go outside to do
an activity that will help us practice being inclusive and like elephant
and piggy, come up some enablers for different barriers.
Beanbags/balls, head
phones, blind fold
I am going to put students into four groups and we are going to play

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 catch. BUT one person in each group will have a barrier they face.
12:50pm
Together as a team you will have to come up with a way to play the
game of catch while including the person with the barrier.

 One person in each group will have one of the following barriers:
1pm - Unable to see (blind fold)
- Unable to use their legs (sitting/kneeling down)
- Unable to hear (headphones)

 Call the students to come and sit down in front of you just before
lunch. Ask the one person from each group what they did to enable
the student with the barrier.

Transition:
 Students will make sure all equipment is put away and then go
retrieve their lunchboxes and hats for lunch.

Assessment:

Observe the behaviour and solutions students come up with during the
outdoor activity and listen in on their conversations during the Popplet/Think
Pair Share.