WOODLANDS GARDENS SCHOOL
LESSON PLAN
SUBJECT
CCE: Self-Reflection
DATE/TIME
INSTRUCTIONAL METHODS
CCE VALUES

LEARNING OUTCOMES:
By the end of Term 2, Week 5:
Emerald:
Students will be able to Identifying inappropriate touches and the feeling when inappropriate
touches happen
Students will be able to saying No assertively
Students will be able to identify personal space and the feeling associated when personal
space intruded
Students will be able to seeking help from trusted adult in uncomfortable situation
Sapphire:
Students will be able to identifying inappropriate touches in different situation
Students will be able to saying No assertively in an uncomfortable situation
Students will be able to Identify personal space and others personal space
Students will be able to seeking help from trusted adult in uncomfortable situation
Ruby:
Students will be able to identify inappropriate touches
Students will be able to say No assertively or show action assertively to indicate No
Students will be able to identify their own personal space
Students will be able to seeking help from trusted adult
PRESENTATION (I do)
Friday
Lesson 1 (Week 1) – Safety and self-care - Identifying inappropriate touches and the feelings involved
when being touched inappropriately.
Objectives:
Knowledge: To be aware of inappropriate touches and the feeling associated with it
Skills: 1) Identify the various inappropriate to be touched. 2) Identify the feeling when inappropriate touch
happens.
Attribute(s):
Functional task: To complete the worksheet on “inappropriate touches” worksheet
PRESENTATION (I do)
Introduction:
Rule Review: The teacher will review classroom expectations, emphasizing active listening and
participation.
1
MATERIALS
.


Assessment
checklists
PPT slides
WOODLANDS GARDENS SCHOOL
LESSON PLAN
Trigger activity
Objective (s) of activities:
To elicit students’ responses to answer questions based on the situation shown.
Students will be shown a slide showing various pictures of appropriate and inappropriate
touch.
Students are given a tick and cross to indicate yes(appropriate) and no(inappropriate)
Teacher will then show each slide and ask student if the picture is showing good or not
good action. Students are encouraged to use the tick and cross card to answer the question.
INTRODUCTION(IDO)
Define appropriate and inappropriate touches.
Appropriate touch is physical touch that feel comfortable and safe. Inappropriate touches are
physical interaction that is uncomfortable or cause hurt.
Teacher then show slide on the various appropriate touch and explain to students why it is
appropriate.
Touch that is comfortable such as hugs from parents, tap on the shoulder,
handshake, Hi-5
Appropriate touch can be used to get attention from other people like gentle tap
on someone shoulder to call them.
Teacher then show slideon various inappropriate touches and explain to students why it is
inappropriate.
Touch that is uncomfortable such as touches at the areas cover by clothes such as
stomach areas, chest, private areas.
Touch that causes pain (rough touch) such as pinching, pushing, pulling and hitting
Touching of own privates’ areas in public places
 Teacher can share some strategies for students who touch themselves, they can drink water
instead of hug their bag.
GUIDED PRACTICE /ACTIVITIES (We do)
Appropriate/inappropriate touches: Scenario-based
Teacher explains that each scenario describes a situation involving touch.
-Example Scenario: "A friend pushing you down."
-Example Scenario: "A stranger on the bus touches your leg."
-Example Scenario: "A friend tap you on your shoulder."
Pose the question: is this appropriate touch or in appropriate touch and emphasis on the
feeling comfortable and uncomfortable.
INDEPENDENT PRACTICE /ASSESSMENT (You do)

Teacher displays one picture (on the ppt) at a time to the student.

Teacher encourages the student to say/point to the correct answer.
-Repeat for all pictures/scenarios in the quiz.

Student can also do the worksheet
2
WOODLANDS GARDENS SCHOOL
LESSON PLAN
CLOSURE/REVIEW

Teacher reinforces the key concepts of the lesson on appropriate and inappropriate touch and
how it makes one feel
PRESENTATION (I do)

Lesson 2 (Week 2) – Assertive “No”- Saying “No” to inappropriate touches

Objectives:
Knowledge: To be aware of inappropriate touches
Skills: 1) Identify the various inappropriate to be touched. 2)the feeling associating to the different touch.
Attribute(s):
PRESENTATION (I do)
Introduction:
Rule Review: The teacher will review classroom expectations, emphasizing active listening and
participation.
Recap:
Teacher to show the slide on appropriate and inappropriate touches. Teacher to recap on what is
appropriate and in appropriate touch.
- Appropriate touch is physical touch that feel comfortable and safe. Inappropriate touches are
physical interaction that is uncomfortable or cause hurt.
Appropriate touch
-
Touch that is comfortable such as hugs from parents, tap on the shoulder, hand
shake, Hi-5
Appropriate touch can be used to get attention from other people like gentle tap
on someone shoulder to call them.
3
Assessment
checklists
PPT slides
WOODLANDS GARDENS SCHOOL
LESSON PLAN
Inappropriate touch
-
Touch that is uncomfortable such as touches at the areas cover by clothes such as
stomach areas, chest, private areas.
Touch that causes pain (rough touch) such as pinching, pushing, pulling and hitting
Touching of own privates’ areas in public places
INTRODUCTION(IDO)
Teacher to show picture of inappropriate touch and introduce how the person
might feel.
Teacher to show picture appropriate touch and introduce how the person might
feel.
Teacher will show pictures of inappropriate/ appropriate touches and explain why
it might make one feel good or sad.
GUIDED PRACTICE /ACTIVITIES (We do)
Teacher will show different scenario and ask students if the touch is appropriate or
inappropriate.
Teacher will then encouraged students to explain why that touch might cause a certain
feeling.
*For non-verbal students, encourage them to use the happy and sad card
INDEPENDENT PRACTICE /ASSESSMENT (You do)

Teacher displays one picture (on the ppt) at a time to the student.

Teacher encourages the student to say/point to the correct answer.
-Repeat for all pictures/scenarios in the quiz.
CLOSURE/REVIEW
Teacher reinforces the key concepts of the lesson on appropriate cause comfortable and safe feeling while
inappropriate touch cause uncomfortable feeling and pain
4
WOODLANDS GARDENS SCHOOL
LESSON PLAN
PRESENTATION (I do)
Lesson 3 (Week 3) – Assertive “No”- Saying “No” to inappropriate touches
Objectives:
Knowledge: To be aware of inappropriate touches and what saying no to the action
Skills: 1) Identify the various inappropriate to be touched. 2)saying no assertively to the action
Attribute(s):
PRESENTATION (I do)
Introduction:
Rule Review: The teacher will review classroom expectations, emphasizing active listening and
participation.
Recap:
Teacher to show the slide on appropriate and inappropriate touches. Teacher to recap on what is
appropriate and in appropriate touch.
- Appropriate touch is physical touch that feel comfortable and safe. Inappropriate touches are
physical interaction that is uncomfortable or cause hurt.
Appropriate touch
-
Touch that is comfortable such as hugs from parents, tap on the shoulder, hand
shake, Hi-5
Appropriate touch can be used to get attention from other people like gentle tap
on someone shoulder to call them.
Inappropriate touch
-
Touch that is uncomfortable such as touches at the areas cover by clothes such as
stomach areas, chest, private areas.
Touch that causes pain (rough touch) such as pinching, pushing, pulling and hitting
Touching of own privates’ areas in public places
INTRODUCTION(IDO)
Teacher to show picture of inappropriate touch and ask student what to do next if
this happen?
1) say No
2) Move away
3) tell an adult
- Teacher will demonstrate the steps in saying No assertively.
5
WOODLANDS GARDENS SCHOOL
LESSON PLAN
GUIDED PRACTICE /ACTIVITIES (We do)
Teacher will show different scenario and ask students if the touch is appropriate or
inappropriate.
Teacher will then encouraged students to role play to say “No” assertively to the slides that
show inappropriate touches.
For slides that show self-touching do provide students will alternative strategies such as
drinking cold water or placing bag or item on the lap.
*For non-verbal students, encourage them to use the tick and cross card, and the action stop( putting
hand out)
INDEPENDENT PRACTICE /ASSESSMENT (You do)

Teacher displays one picture (on the ppt) at a time to the student.

Teacher encourages the student to say/point to the correct answer.
-Repeat for all pictures/scenarios in the quiz.
CLOSURE/REVIEW
Teacher reinforces the key concepts of the lesson on appropriate and inappropriate touch
Teacher to recap on the steps of saying No assertively.
PRESENTATION (I do)
Lesson 4 (Week 4) – Assertive Response- Saying “No” assertively
Objectives:
Knowledge: identifying inappropriate, saying no assertively
Skills: 1) Identifying inappropriate touch 2) saying no assertively
Attribute(s):
PRESENTATION (I do)
Introduction:
Rule Review: The teacher will review classroom expectations, emphasizing active listening and
participation.
Recap:
Teacher to recap what is the 3 step of saying NO assertively.
1) say No
2) Move away
3) tell an adult
INTRODUCTION(IDO)
6




WOODLANDS GARDENS SCHOOL
LESSON PLAN
Teacher will demonstrate a situation where there are appropriate and inappropriate
touches.
Teacher to emphasise how it feels when inappropriate touch happens and what can be
done in that situation.
Teacher will then show a few scenarios from the slides that depict situation with
appropriate and inappropriate touches. Students will respond to each picture by saying
what the person will feel
*for students who is non verbal are encouraged to use the happy and sad visual.
Students will then be inform what they can do if they are in a situation
1) say No
2) Move away
3) tell an adult
GUIDED PRACTICE /ACTIVITIES (We do)
Teacher will show different scenario and ask students if there is personal space or there’s
no personal space
Teacher will then encouraged students to role play to say “No” assertively to the slides that
show no personal space
*For non-verbal students, encourage them to use the tick and cross card, and the action stop( putting
hand out)
INDEPENDENT PRACTICE /ASSESSMENT (You do)

Teacher displays one picture (on the ppt) at a time to the student.

Teacher encourages the student to say/point to the correct answer.
-Repeat for all pictures/scenarios in the quiz.
CLOSURE/REVIEW
Teacher reinforces the key concepts of the lesson on personal space
Teacher to recap on the steps of saying No assertively.
7
WOODLANDS GARDENS SCHOOL
LESSON PLAN
PRESENTATION (I do)
Lesson 5 (Week 5) – Seeking help- Seeking help from trusted adults in uncomfortable situation
Objectives:
Knowledge: Identifying uncomfortable situation
Skills: 1) Identifying uncomfortable situation 2) seeking help
Attribute(s):
PRESENTATION (I do)
Introduction:
Rule Review: The teacher will review classroom expectations, emphasizing active listening and
participation.
Recap:
Teacher to recap what is personal space and saying No.
Personal space
-Teacher explains that personal space is the invisible area around each person that makes
them feel comfortable and safe through using the backpacks as a demonstration.
-Teacher illustrates how everyone has their own personal space through the pictures on the
slides (showing personal boundaries)
Saying No
-1) Step back/move away
2) Put hand out, look at the person
3) Say No in a firm voice
INTRODUCTION(IDO)
 Teacher will show slides of with scenes of comfortable and uncomfortable situation.
 Teacher will go through with students what they can do when they face such situation
(assertive no)
 Teacher will then share what they can do after saying no assertively. Students can
inform what happen to trusted adult
Trusted adult
 Trusted adult are people who make you feel comfortable to ask for help from.
Teacher will show slide on trusted adult and introduce the different people.
Teacher will then show different scenarios and share how different people can
help in different situation.
8
WOODLANDS GARDENS SCHOOL
LESSON PLAN
GUIDED PRACTICE /ACTIVITIES (We do)
Trusted adult: Scenario-based
 Teacher presents a picture of a person.
 Pose a question: "This is [Name], the principal of your school. Can you ask her for help?

Repeat for all scenarios in the slides, reinforcing the names and if they can help
 Teacher will then present different scenario and students will choose who they can ask
for help in the situation.
Asking for help
- Teacher will assist in providing sentence starter “ I need help with…”
*if students is non verbal provide the help visual
- Teacher will then demonstrate how to ask for help
1) Get the attention (tap on shoulder or say excuse me)
2) Say I need help with / show visual
3) share the problem
INDEPENDENT PRACTICE /ASSESSMENT (You do)

Teacher displays one picture (on the ppt) at a time to the student.

Teacher encourages the student to say/point to the correct answer.
-Repeat for all pictures/scenarios in the quiz.
CLOSURE/REVIEW
Teacher reinforces the key concepts of personal space.
Teacher to reinforce the circle of relationships
9
WOODLANDS GARDENS SCHOOL
LESSON PLAN
SUBJECT
TOPIC
PLANNED BY
LEARNING OBJECTIVES
Emerald
Student will be able to:
Sapphire
Student will be able to:
Ruby
Student will be able to:
Achievement Level
A-Successfully achieved
B - Mostly achieved
C - Partially achieved
D -Not achieved
TERM
DATES
CLASS
WEEKS
NAMES OF STUDENTS
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
Description
Demonstrates complete understanding of
the set objectives and achieve
independently.
Demonstrates considerable understanding
of the set objectives and achieve with
gestural prompt.
Demonstrates partial understanding of the
set objectives and achieve with verbal
prompt.
Demonstrates no understanding of the set
objectives, no response and task not
attempted.
Percentage
75 and above
Level
1-Receiving
60-74
2-Responding
31-59
3-Valuing
0-30
10
Krathwohl’s Taxonomy
Description
Assessable behaviour
Receiving refers to student’s readiness to
Listen, pay attention with no response
focus his or her attention on a particular
or response with constant prompts
activity.
Responding refers to active participation
Participates in class, complies to
on the part of the student.
teacher’s request / instructions without
prompts or just 1 prompt
Valuing refers to student responding and
Listen, participates, complies and guide
guiding/ articulating rationale for
other students in the execution of the
response
observed behaviour.
WOODLANDS GARDENS SCHOOL
LESSON PLAN
Remarks:
11
WOODLANDS GARDENS SCHOOL
LESSON PLAN
SUBJECT
TOPIC
PLANNED BY
LEARNING OBJECTIVES
Emerald
Student will be able to:
TERM
DATES
CLASS
NAMES OF STUDENTS
W3
Pre
Sapphire
Student will be able to:
Ruby
Student will be able to:
Achievement Level
A-Successfully achieved
B - Mostly achieved
C - Partially achieved
D -Not achieved
WEEKS
W5
Post
W3
Pre
Dhanusha
W3
Pre
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
W3
Pre
W5
Post
Caryse
W5
Post
W3
Pre
Reeffid
W3
Pre
W5
Post
Rizqi
W5
Post
Description
Demonstrates complete understanding of
the set objectives and achieve
independently.
Demonstrates considerable understanding
of the set objectives and achieve with
gestural prompt.
Demonstrates partial understanding of the
set objectives and achieve with verbal
prompt.
Demonstrates no understanding of the set
objectives, no response and task not
attempted.
W3
Pre
Percentage
75 and above
Danish
W5
Post
W3
Pre
Level
1-Receiving
60-74
2-Responding
31-59
3-Valuing
0-30
Remarks:
12
Shermaine
W5
Post
W3
Pre
Lucas
W5
Post
W3
Pre
W5
Post
Krathwohl’s Taxonomy
Description
Assessable behaviour
Receiving refers to student’s readiness to
Listen, pay attention with no response
focus his or her attention on a particular
or response with constant prompts
activity.
Responding refers to active participation
Participates in class, complies to
on the part of the student.
teacher’s request / instructions without
prompts or just 1 prompt
Valuing refers to student responding and
Listen, participates, complies and guide
guiding/ articulating rationale for
other students in the execution of the
response
observed behaviour.