Contents Page
Lesson Plan One:
Turn Taking
Lesson Plan Two:
Turn Taking Revision
Lesson Plan Three:
How To Show You Are Listening
Lesson Plan Four:
How To Show You Are Listening Revision
Lesson Plan Five:
How To Start A Conversation
Lesson Plan Six:
How To Start A Conversation Revision
Lesson Plan Seven:
Using Good Manners
Lesson Plan Eight:
Using Good Manners Revision
Lesson Plan Nine:
How To Tell Someone You Do Not
Understand
Lesson Plan Ten:
How To Tell Someone You Do Not
Understand Revision
Lesson Plan Eleven:
Checking For Understanding
Lesson Plan Twelve:
Checking For Understanding Revision
Lesson Plan Thirteen:
Problem Solving Using Language
Lesson Plan Fourteen:
Problem Solving Using Language Revision
Lesson Plan Fifteen:
How Does It Feel?
Lesson Plan Sixteen:
How Does It Feel? Revision
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Lesson One Talk To Me: Turn Taking
Date: Lesson 1
Stage: Stage 1
KLA: English, HSIE, PDHPE
Grade: 1-2
Duration: 30 minutes
Aim of the lesson: Introduce and develop the basic skills that form the basis of turn taking.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
WS1.9
Plans, reviews and produces a small range of simple literary and factual texts for a
variety of purposes on familiar topics for known readers.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their family and
other families.
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
Resources: Smart Board, PowerPoint, Pencils
Assessment: Understands basic concept of turn taking
Lesson Evaluation:
demonstrated by passing on the red pencil and taking turn
upon receipt.
Produced by the Riverina Schools Project Partnership, 2009
Time:
Introduction
2 minutes
Task Management:
Introduction: Teacher introduces
importance of oral language and
begins power point.
Body
PowerPoint lesson: 15
minutes
Body:
Teacher starts the PowerPoint
lesson and follows the prompts
within.
Activity: 10 minutes
Teacher’s Notes:
Children are to complete the
following activity.
• In groups of 3-4 sitting at your
desks, follow your teacher’s
instructions to make up a
story.
• Each group is given a red
pencil.
• Only the person holding the
red pencil can talk.
• Each person holding the pencil
has to make up a sentence to
continue the story that starts
with ‘I was on my way to
school today and I saw...’
Closure: Teacher provides
students with examples of good
turn taking that has occurred in the
class room, linking it back to the
presentation.
Closure
3 minutes
Extension: the whole class creates a linked story using pencil with each student contributing
a sentence.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk to Me Lesson 2, Turn Taking Revision
Date:
Stage: Stage 1
KLA: English, HSIE, PDHPE
Grade: 1-2
Duration: 20 minutes
Aim of the lesson: Revise the basic skills that form the basis of turn taking.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
WS1.9
Plans, reviews and produces a small range of simple literary and factual texts for a
variety of purposes on familiar topics for known readers.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their family and
other families.
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
Resources: Smart Board, PowerPoint, Book – ‘Said Mole to Mouse’
Assessment: Participation in class discussion at
Lesson Evaluation:
conclusion of story book.
Time:
Task Management:
Teacher’s Notes:
Introduction
Introduction: Teacher
2 minutes
explains that the lesson
will revise the turn taking
lesson that was completed
earlier in the week.
Body
Body:
PowerPoint lesson: 8
Teacher starts the
minutes
PowerPoint lesson and
follows the prompts within.
Activity: 10 minutes
Closure
3 minutes
Children listen carefully to
the story, “Said Mouse to
Mole”
Closure: Teacher
highlights for students the
turn taking that occurred in
the book. Teacher
supports discussion
around turn taking.
Extension: Discussion of other featuresvalues from the story book such as feelings.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 3, How to show you are listening
Date: Lesson 3
Stage: Stage 1
KLA: English, PDHPE, HSIE
Grade: 1/2
Duration: 30 minutes
Aim of the lesson: To develop, introduce and discuss effective ways of
demonstrating that one is listening.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and
considers how own talking and listening are adjusted in different situations.
COS1.1
Communicates appropriately in a variety of ways.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their
family and other families.
INS1.3
Develops positive relationships with peers and other people.
Resources: PowerPoint, SmartBoard, Picture of two people talking (attached to
lesson plan), Pencils, Textas etc
Assessment: Appropriate use of eye contact or other
Lesson Evaluation:
body language to show listening with peers by 50% of
the class.
Time:
Task Management:
Teacher’s Notes:
Introduction
Introduction: Introduce
2 minutes
listening skills and
brainstorm with children
how we know someone is
listening.
Body
Body: Present the power
Power Point: 10 minutes
point provided, discussing
each slide.
Discussion: 5 minutes
Activity: 10 minutes
Closure
5 minutes
Discuss what constitutes
the demonstration of good
listening skills.
Students are asked to
colour in the picture of two
people talking (attached to
lesson plan)
Closure: Teacher
summarises main key
positive issues of the
lesson and presents one
good drawing to the class,
pointing out the features in
the picture.
Produced by the Riverina Schools Project Partnership, 2009
Extension: Ask the children to discuss what constitutes good listening skills and
how they are demonstrated.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 4, How to show you are listening-revision
Date: Lesson 4
Stage: Stage 1
KLA: English, PDHPE, HSIE
Grade: 1/2
Duration: 30 minutes
Aim of the lesson: To develop, introduce and discuss effective ways of
demonstrating that one is listening.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and
considers how own talking and listening are adjusted in different situations.
COS1.1
Communicates appropriately in a variety of ways.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their
family and other families.
INS1.3
Develops positive relationships with peers and other people.
Resources: PowerPoint, Word Find (attached to lesson plan), Pencils
Assessment: Appropriate use of demonstration of
Lesson Evaluation:
listening skills during explanation of activity.
Time:
Task Management:
Teacher’s Notes:
Introduction
Introduction: Teacher
2 minutes
explains that lesson will
continue discussion of
good listening skills.
Body
25 minutes
Body: Begin the
PowerPoint and recap the
main points of how we
show we are listening.
Students are then asked to
return to their desks to
complete a word find
(attached to lesson plan).
Closure
5 minutes
Closure: Teacher
summarises main key
positive issues of the
lesson., pointing out the
words found during the
activity.
Extension: Ask the children to discuss what constitutes good listening skills and
how it is demonstrated.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 5, How to start a conversation
Date:
Stage: Stage One
KLA: English, PDHPE
Grade: 1/2
Duration: 30 minutes
Aim of the lesson: to demonstrate conversation initiation strategies and foster an
understanding of how to show respect towards peers during interactions.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
WS1.9
Plans, reviews and produces a small range of simple literary and factual texts for a
variety of purposes on familiar topics for known readers.
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
Resources: PowerPoint Presentation, Smart Board, Drawing Paper, Pencils, Glue
Assessment: appropriate completion of paper chain, as
Lesson Evaluation:
determined by direct relationship with topic discussed.
Time:
Task Management:
Teacher’s Notes:
Introduction
Introduction: teacher
explains that the lesson will
2 minutes
continue discussion on
listening and talking skills,
focussing on how to begin a
conversation in a socially
acceptable manner.
Body
Body: Teacher starts the
PowerPoint 15 minutes
PowerPoint lesson and
follows the prompts within.
See attached Slide Notes.
Activity 10 minutes
Children are asked to write
something they would like to
say on a piece of paper. The
class takes turns to state
what they have written and
then link it with the previous
person’s paper to make a
paper chain.
Closure
3 minutes
Closure: teacher will
summarise the key points of
the lesson, discussing the
meaning of the completed
activity.
Extension: children discuss how the paper chain would not work if conversation did not
begin in a socially appropriate way and how they feel when people do not speak nicely to
them.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 6, How to start a conversation revision
Date:
Stage: Stage 1
KLA: English, PDHPE, Creative Arts
Grade: 1/2
Duration: 30 minutes
Aim of the lesson: to revise how to appropriately start a conversation, generating focus on
socially acceptable methods as opposed to resorting to physical means
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
WS1.9
Plans, reviews and produces a small range of simple literary and factual texts for a
variety of purposes on familiar topics for known readers.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their family and
other families.
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
Resources: PowerPoint, Smart Board, pictures attached to lesson plan
Assessment: appropriate completion of activity as
Lesson Evaluation:
determined by demonstration of knowledge presented in the
PowerPoint.
Time:
Task Management:
Teacher’s Notes:
Introduction
Introduction: teacher
explains that the lesson will
2 minutes
continue discussion on how
to begin conversation in a
socially acceptable manner.
Body
PowerPoint 15 minutes
Body: teacher will begin
PowerPoint, following the
cues associated with each
slide. Slide notes are
attached to the lesson plan.
Activity 10 minutes
Students are given two
pictures. They must take
turns to start a conversation
using the pictures. They must
talk about one picture for one
turn each.
Closure
3 minutes
Closure: teacher will
summarise the key points of
the lesson, discussing the
meaning of the completed
activity.
Extension: after taking their turns, children are to write some of the strategies they used to
start the conversation. This could include what they talked about during their turns.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 7, Good Manners (Using The Right Words At The Right
Times)
Date: Lesson 7
Stage: Stage 1
KLA: English, HSIE, PDHPE
Grade: 1-2
Duration: 30 minutes
Aim of the lesson: To develop the use of social conventions such as greetings and polite
responses, that is, the right ways to greet people, gain their attention, use please and thank
you and excuse me.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
WS1.9
Plans, reviews and produces a small range of simple literary and factual texts for a
variety of purposes on familiar topics for known readers.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their family and
other families.
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
Resources: CD of PowerPoint lessons
Paper, Pencils
Assessment: Correct completion of sentences or narrative
Lesson Evaluation:
task, as determined by teacher and/or peer.
Time:
Task Management:
Teacher’s Notes:
Introduction: teacher explains
Introduction
that the lesson will continue
2 minutes
discussion on listening and
talking skills focussing on the
importance of using good
manners.
Body
PowerPoint lesson: 15
minutes
Activity: 10 minutes
Body:
Teacher starts the
PowerPoint lesson and
follows the prompts within.
See attached Slide Notes.
Children are asked to
complete either sentences or
a short narrative using the
word list at the end of the
PowerPoint.
Closure: Teacher shares
one narrative and
summarises main key
positive issues of the lesson.
Extension: Children role play not so good and good ways of addressing their elders using
the word list at the end of the PowerPoint (Excuse me, please, thank you, hello…..)
Values: Respect, cooperation, participation and care.
Closure
3 minutes
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 8, Good Manners (Using The Right Words At The Right
Times)
Date: Lesson 8
Stage: Stage 1
KLA: English, HSIE, PDHPE
Grade: 1-2
Duration: 30 minutes
Aim of the lesson: To develop the use of social conventions such as greetings and polite
responses, that is, the right ways to greet people, gain their attention, use please and thank
you and excuse me.
Outcomes and Indicators:
TS1.3
 Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
WS1.9
 Plans, reviews and produces a small range of simple literary and factual texts for a
variety of purposes on familiar topics for known readers.
CUS1.3
 Identifies customs, practices, symbols, languages and traditions of their family and
other families.
COS1.1
 Communicates appropriately in a variety of ways.
INS1.3
 Develops positive relationships with peers and other people.
VAS1.2
 Uses the forms to make artworks according to varying requirements.
Resources: CD of PowerPoint lessons
Paperbags, Pencils, Scissors, Glue, Paper, Glitter etc.
Assessment: Appropriate participation in puppet play as
Lesson Evaluation:
determined by classroom teacher and peers.
Time:
Task Management:
Teacher’s Notes:
Introduction: teacher explains
Introduction
that the lesson will continue
2 minutes
discussion on using good
manners and teaching
puppets to use them too.
Body
PowerPoint lesson: 5
minutes
Activity: 20 minutes
Body:
Teacher starts the
PowerPoint lesson and
follows the prompts within.
See attached Slide Notes.
Children make hand puppets
and use these to
demonstrate good manners
in small groups.
Closure: Teacher shares
one puppet and example of
good manners and
summarises main key
positive issues of the lesson.
Extension: Children role play not so good and good ways of using manners with their
puppets in front of the whole class.
Values: Respect, cooperation, participation and care.
Closure
3 minutes
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 9, Requests for Clarification
Date: Lesson 9
Stage: Stage 1 and Early Stage 2
KLA: English, PDHPE, HSIE
Grade: 1/2
Duration: 30 minutes
Aim of the lesson: To develop and introduce skills that allows an individual to request
comprehension and clarification when playing the role of the listener during interactions.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
COS1.1
Communicates appropriately in a variety of ways.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their family and
other families.
INS1.3
Develops positive relationships with peers and other people.
Resources: PowerPoint, Picture to colour (attached to lesson plan), Pencils, Textas etc
Assessment: 2-3 responses demonstrating ability to devise
appropriate ways to ask for clarification during discussion.
Time:
Task Management:
Introduction: Teacher
Introduction
introduces the topic of
2 minutes
requests for clarification and
what it is. Brainstorm with the
children what they think it
may be.
Body
Body:
Discussion: 10mins
Present power point
Picture colouring: 15 mins
provided, explaining each
slide. See slide notes for
prompts.
Closure
2 minutes
Lesson Evaluation:
Teacher’s Notes:
Students are asked to colour
the picture of two people
talking (attached to lesson
plan) and write an
appropriate way to request
clarification.
Closure: Summaries the key
positive points with children.
Extension: As a class discuss what some of the students wrote in their speech bubbles.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 10, Requesting Clarification Revision
Date: Lesson 10
Stage: Stage 1 and Early Stage 2
KLA: English
Grade: 1/2
PDHPE
Duration: 30 minutes
HSIE
Aim of the lesson: To develop and introduce skills that allows an individual to request
comprehension and clarification when playing the role of the listener during interactions.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
COS1.1
Communicates appropriately in a variety of ways.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their family and
other families.
INS1.3
Develops positive relationships with peers and other people.
Resources: PowerPoint, ‘How do I feel’ worksheet (attached to lesson plan), Pencils,
Textas etc
Assessment: Students will be able to devise appropriate
Lesson Evaluation:
ways to ask for clarification.
Time:
Task Management:
Teacher’s Notes:
Introduction: Teacher
Introduction
explains that the lesson will
2 minutes
continue with the discussion
of requesting clarification.
Body
Discussion: 10mins
Picture colouring: 15 mins
Body:
Present modified version of
the power point. Recapping
the main points of the topic.
Students are asked to
complete the ‘How do I feel’
worksheet. Expressing how
they feel when they do not
understand.
Closure
2 minutes
Closure: Teacher shares
one of the student’s feelings
when they do not
understand.
Extension: Discussion of how individuals feel in general when they do not understand.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 11, Checking for Understanding
Date: Lesson 11
Stage: Stage 1
KLA: English, HSIE, PDHPE
Grade: 1-2
Duration: 30 minutes
Aim of the lesson: Introduce knowledge and develop basic skills in finding meaning in the
communication partner’s reaction to conversation/interaction.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
WS1.9
Plans, reviews and produces a small range of simple literary and factual texts for a
variety of purposes on familiar topics for known readers.
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
Resources: Smart Board, PowerPoint, Lead pencil, Coloured Pencils
Assessment: Understands basic concept checking for
Lesson Evaluation:
understanding as per completion of task.
Time:
Task Management:
Teacher’s Notes:
Introduction
Introduction: teacher
2 minutes
introduces how
communication can break
down if the person we’re
having a conversation with
does not understand.
Body
PowerPoint lesson: 15
minutes
Activity: 10 minutes
Body:
Teacher starts the
PowerPoint lesson and
follows the prompts within.
Children are to complete the
following activity.
Children receive handout
at their desks and are
encouraged to examine
the pictures.
Students fill in the speech
bubble, writing down what
you would say to make
sure your listener
understands
Closure:
Upon completion of
worksheet, select good
Closure
examples to show and re3 minutes
enforce concept to
students
Extension: Whole class role play.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 12, Checking for Understanding. Revision
Date: Lesson 12
Stage: Stage 1
KLA: English, HSIE, PDHPE
Grade: 1-2
Duration: 30 minutes
Aim of the lesson: To revise the content covered in the previous lesson on “Checking for
Understanding.”
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
WS1.9
Plans, reviews and produces a small range of simple literary and factual texts for a
variety of purposes on familiar topics for known readers.
CUS1.3
Identifies customs, practices, symbols, languages and traditions of their family and
other families.
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
Resources: Smart Board, Powerpoint Presentation, Lead pencil, Coloured Pencils
Assessment: Accurate relay of message and 1 to 2 recasts
Lesson Evaluation:
following reaction to facial cues during activity.
Time:
Task Management:
Teacher’s Notes:
Introduction
Introduction: Teacher
2 minutes
introduces session with brief
overview of previous lesson.
Body
PowerPoint lesson: 10
minutes
Activity: 15 minutes
Body:
Teacher starts the
PowerPoint lesson and
follows the prompts within.
Children are to complete a
game of Chinese Whispers.
They must show they did not
hear a message using facial
expression only and repeat
the message in response to
the facial cues of the other
students.
Closure: Teacher reviews
what went well and what did
not during the activity.
Closure
3 minutes
Extension: Each student write down their message for comparison at the end of activity.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 13, Problem Solving Using Language
Date: Lesson 13
Stage: Stage One
KLA: English, PDHPE, Creative Arts
Grade: 1/2
Duration: 30 minutes
Aim of the lesson: to determine solutions to preventing conflict using language as opposed
to a physical resolution.
Outcomes and Indicators:
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
PSS1.5
Draws on past experiences to solve familiar problems.
VAS1.1
Makes artworks in a particular way about experiences of real and imaginary things.
Resources: PowerPoint, Smart Board, ‘Danger Island’ handout, Colouring pencils
Assessment: appropriate completion of ‘Danger Island’ as
Lesson Evaluation:
determined by direct topic of discussion and ability to discuss
with peers.
Time:
Task Management:
Teacher’s Notes:
Introduction: teacher explains
Introduction
that the lesson will continue
2 minutes
discussion on listening and
talking skills, focussing on
how conflict can be resolved
using language as opposed
to physical methods.
Body
PowerPoint lesson 15
minutes
Activity 10 minutes
Body: teacher starts the
PowerPoint lesson and
follows the prompts within.
See attached Slide Notes
Children are asked to
complete three sentences
related to the problems they
solved on ‘Danger Island’
activity sheet. This is
attached to lesson plan.
Teacher and students
discuss some options derived
from the activity. Teachers
summarises key points.
Extension: children are to discuss an alternative way that the same problem they
encountered could be resolved. They may also think of two different ways to other problems
found on the map.
Values: Respect, cooperation, participation and care.
Closure
2 minutes
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 14, Problem Solving Using Language Revision
Date: Lesson 14
Stage: Stage 1
KLA: English, PDHPE, Creative Arts
Grade: 1/2
Duration: 30 minutes
Aim of the lesson: to revise original content delivered, focusing on determining solutions to
preventing conflict using language as opposed to a physical alternatives
Outcomes and Indicators:
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
PSS1.5
Draws on past experiences to solve familiar problems.
VAS1.1
Makes artworks in a particular way about experiences of real and imaginary things.
Resources: PowerPoint, Smart Board, Activity sheet, Magazines(extension activity)
Assessment: appropriate completion of scenario based
Lesson Evaluation:
story activity as determined by relation to prior topic
discussion.
Time:
Task Management:
Teacher’s Notes:
Introduction: teacher explains
Introduction
that the lesson will continue
discussion on resolving
conflict, summarising key
points from the first
PowerPoint lesson.
Body
PowerPoint lesson 15
Body: teacher starts the
minutes
PowerPoint lesson and
follows the prompts within.
See attached Slide Notes
Activity 10 minutes
Teacher is to distribute
sheets which depict a typical
playground scenario.
Children are to write a short
story about how they would
use language to solve the
described problem.
Closure
2 minutes
Teacher and students
discuss some options derived
from the activity. Teachers
summarises key points.
Extension: children use the same scenario, constructing a collage as a visual
representation of their story.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 15, How Does It Feel?
Date: Lesson 15
Stage: Stage 1
KLA: English, HSIE, PDHPE, Creative
Grade: 1-2
Arts
Duration: 30 minutes
Aim of the lesson: To develop an understanding of the consequences of poor oral
interaction and how people might feel when conversation doesn’t go well.
Outcomes and Indicators:
TS1.3
Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
CCS1.1
Communicates the importance of past and present people, days and events in their
life and the lives of family and community members and in other communities.
COS1.1
Communicates appropriately in a variety of ways.
INS1.3
Develops positive relationships with peers and other people.
PSS1.5
Draws on past experiences to solve familiar problems.
VAS1.1
Makes artworks in a particular way about experiences of real and imaginary things.
Resources: CD of PowerPoint lessons
Paper, Pencils, Textas
Assessment: Appropriate completion of artwork, as
Lesson Evaluation:
determined by direct relationship to topic discussion
and ability to articulate relationship to teacher or peer.
Time:
Task Management:
Teacher’s Notes:
Introduction: teacher explains
Introduction
that the lesson will continue
2 minutes
discussion on listening and
talking skills, focussing on
how we feel when people
don’t use good listening and
talking skills.
Body
Body: teacher starts the
PowerPoint lesson: 15
PowerPoint lesson and
minutes
follows the prompts within.
See attached Slide Notes
Activity: 10 minutes
Children are asked to draw a
scene showing how they felt
when someone didn’t talk or
listen nicely to them.
Closure: Teacher shares
one student artwork and
summarises key lesson
points.
Extension: Children discuss one or two of the artworks created by other students and
brainstorm alternative resolutions (good or not so good) to the scenes depicted.
Values: Respect, cooperation, participation and care.
Closure
3 minutes
Produced by the Riverina Schools Project Partnership, 2009
Lesson Title: Talk To Me Lesson 16, How Does It Feel? – Revision Lesson
Date: Lesson 16
Stage: Stage 1
KLA: English, HSIE, PDHPE, Creative
Grade: 1-2
Arts
Duration: 20 minutes
Aim of the lesson: To develop an understanding of feelings and different ways of
expressing them.
Outcomes and Indicators:
TS1.3
 Recognises a range of purposes and audiences for spoken language and considers
how own talking and listening are adjusted in different situations.
CCS1.1
 Communicates the importance of past and present people, days and events in their
life and the lives of family and community members and in other communities.
COS1.1
 Communicates appropriately in a variety of ways.
INS1.3
 Develops positive relationships with peers and other people.
PSS1.5
 Draws on past experiences to solve familiar problems.
MUS1.1
 Sings, plays and moves to a range of music, demonstrating an awareness of musical
concepts.
Resources: CD of PowerPoint lessons
Assessment: Whole class participation in singing activity, 1- Lesson Evaluation:
2 responses to the two discussion sections.
Time:
Task Management:
Teacher’s Notes:
Introduction:
teacher
explains
Introduction
that the lesson will continue
2 minutes
discussion on how we feel
when people don’t use good
listening and talking skills,
but the class will sing a
familiar song about feelings.
Body
PowerPoint lesson: 15
minutes
Body: teacher starts the
PowerPoint lesson and
follows the prompts within.
See attached Slide Notes.
The lesson ends with the
class creating their own
verses for the song If You’re
Happy And You Know It, as
explained in notes.
Closure: Teacher
summarises key lesson
Closure
points, pointing out the song
3 minutes
gave different ways of
showing how we feel.
Extension: Children return to their desks and continue writing ideas for new verses for the
song.
Values: Respect, cooperation, participation and care.
Produced by the Riverina Schools Project Partnership, 2009