Lesson Plan

Day: M T W T F Date: Feb, 4 Time: 11:00 Year: 2019

Lesson number 1 of 2
Learning Area: Humanities and Social Sciences

Topic: The Importance of Rules

Australian Curriculum Content Description: (see ACARA or SCASA)

Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement
Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students’ prior knowledge and experience:

This lesson is taught on the first day of Term 1. During F-Year2, students would have become accustomed Commented
to [TC1]: During the first two weeks of school there
will be many team-building activities to ensure a cohesive
following class and school rules. Students may have been exposed to rules with extracurricular activities.classroom. One of the aims of this activity is to get to know my
students to assign groups appropriately for group work.
Before this lesson commences, group work rules are looked at in detail.

Teaching purpose:
The importance of rules and what happens if rules are not followed.

Learning objectives: Assessment:

On completion of this lesson, students will be able
to:
 Understand the importance of having rules
 Understand the importance of following rules
 Demonstrate a knowledge of how to follow
rules for group work.
Formative assessment will be used.
Rating Scale:
Assessment of knowledge of how to follow rules for
group work will be in the form of a rating scale filled
out by the teacher using observation of student
behaviour/contributions during whole class
discussions. (See Appendix 1) Commented [TC2]: By listening to answers to questions during
group discussions, I will also be able to assess the first two learning
objectives, however I will focus on the rating scales as assessment
Self-Assessment Rating Scale: for this lesson. There are two extended answer questions with the
rating scale which also assess the first two learning objectives
Students fill out the self-reflection questionnaire
which assesses their performance of the process of
this activity and covers knowledge of group work.
(See Appendix 2)
Extended-answer Response:
 Two extended-response essay questions will assess
the first two learning objectives. (See Appendix 3)

Preparation and Resources:

2 foam volleyball size balls
4 hoops
4 sets of 6 different coloured bibs
2 rectangular areas with clear boundaries, the size of half a basketball court
1 Whistle
White board and markers
Poster of classroom rules for group work (Appendix 4)
Talking stick
Stop watch to time “think time”

Catering for diversity:

Additional scaffolding will be provided where needed for students who may be struggling.

Timing Learning experiences

Introduction:
15 min
Take whole class outside to an open grassy area or to an undercover play area. Whichever area is
chosen must have pre-marked boundaries. Form a circle as a group standing shoulder to
shoulder. Teacher stands as part of the circle and tells the following story:

There is a small island country called Selur where the king enjoys watching his subjects playing
the national game also called Selur. How to play the game is a secret but there are 4 rules which Commented [TC3]: Selur is rules spelled backwards.

must be followed. The king is angered if he sees physical contact, so rule #1 is that there must be
no physical contact. Rule #2 is that the first person to get their hands on the ball has possession of
the ball and there is no tackling. Rule #3 is that when the whistle is blown one time, everyone Commented [TC4]: The 4 rules prioritise safety. Students will
invent rules of play for the game as the activity progresses.
must freeze. When the whistle is blown two times, everyone must stop play and form a circle just
like the one we are in now. Rule #4 is If there is physical contact, student(s) must sit down outside
the court until the whistle is blown twice, at which time they can join the circle.
 Call on students at random and ask them to tell you one rule they can remember. Write rules on
the white board as they recall them until all four are on the board.

Practice the whistle responses. Send everyone out on the court and ask them to run from one line
to another. Blow the whistle once and remind everyone that means to freeze if they have
forgotten. Ask them to begin to run again. Blow the whistle twice and remind them to form a
circle standing shoulder to shoulder.

Remind them about the classroom rules for group discussions (See Appendix 1)(which were gone Commented [TC5]: Rules include active listening, respect
others, participate actively, give thoughtful comments, speak only
over in detail earlier in the day) and have them posted on the white board next to the written when you have the talking stick, everyone’s opinion has value and
rules for Selur. In addition, the T-chart of Effective Listening was also looked at and discussed in
counts!

detail. As some of the rules for group work may be new for students, refer to them often as this is
part of the learning process and getting to the end game of a cohesive class.

Let students know that WILT is how well they follow the rules for group work. Commented [TC6]: Ordinarily I would share all of the learning
objectives, but in this case I want them to come to the first two on
their own by participating in the group activity..
30 min Sequence of learning experiences:

Send everyone back out on the court and say “Play starts now!”

Though it will be chaotic initially, teacher to blow the whistle to freeze only if conflict ensues
which is detrimental to students’ emotional state, or there is physical contact. Assist with Commented [TC7]: In order for this activity to be successful at
adding to the sense of community and safety within the group,
resolving conflict through negotiation and remind students of the rules for class discussions. students will be very closely monitored. However, this whole class
work on the first day will allow me to assess social and collaborative
skills of students and plan further lessons accordingly.
After two to three minutes, blow the whistle twice for students to form a circle for a class
discussion. Proceed with questions to guide discussion in realising that rules are required and Commented [TC8]: This gives them face-to-face interaction
guide them in creating rules. Use a talking stick for discussions. Commented [TC9]: Using a talking stick to ensure distribution
of responses and to assist with active listening
As play continues, the whole class discussions may become less frequent as rules are formed and
a logical game ensues. By the end of the activity, students should have worked out to have four
teams, two on each court. Teams will be marked by coloured bibs and be playing a modified
version of netball. There will be a hoop at each end of the court with a player standing inside the
hoop. The ball must be passed down the court and passed to the team member standing inside
the hoop who scores a goal if they catch it.

Whole Class Discussion:

***Call on students randomly. Before allowing students to answer higher order thinking
questions, give them “think time” of 10-20 seconds. Allow them to pass if they choose to pass Commented
and [TC10]: Assists with students making thoughtful
contributions and gets them in the habit of thinking before making
come back to them after giving them a few minutes. a statement and assists with creating a safe environment.

 What are your observations about what just happened?

 Is anything working? Commented [TC11]: Used to promote group processing as well
as problem solving
 Okay, why do you think that is?
 What do you think is required to improve the situation? Commented [TC12]: Used to promote group processing as well
as problem solving
 What can we try next?
  What items do you have available and what could they be used for?
 How will you know which team you are on?
 What are some ways a team might score?
 How might you keep the game fair so that everyone gets a chance at passing the ball?
 How far away from your teammates do you need to stand?

As rules begin to form, add them to the list of rules on the white board. These can be revised/
deleted by the class as required to continue play in a logical way.

15 min Lesson conclusion:

Return to the classroom for Final Whole Class Discussion:

***Still give think time after asking questions of 10- 20 seconds.

 What did you observe/ learn during that activity?

 What went well?
 What could be improved for the next group activity/ discussion? Commented [TC13]: Reflecting on how the group functioned
highlights for students which behaviours makes it successful/
 What are some of the consequences of not having rules? unsuccessful.

 Do you think it is important to have rules? Commented [TC14]: Used to promote group processing

 What makes you think that?

 What do you think the purpose is of Rules #1 -#4? Why is safety important within a
classroom?
 Does anyone know why the game is called Selur? (Can spell it on the board for them and
give them a hint)

Now we are going to reflect on our behaviour and contributions during the lesson and give
ourselves a mark. Explain that the purpose of the self-reflection form is to think about how well
they did in each section and to give themselves an accurate mark. Hand out self-reflection form
for students and read out each question as they read along. Give them “think time” and time to
answer before moving onto the next question.

The next section asks you to think about what you learned today and shows me how much you
learned about the topic. Read the first question and give students time to reflect and answer
before moving to the last one.
Commented [TC15]: Handwritten feedback will be given on
both sections of this sheet and returned to the students so they can
improve.