PSC: Develop self-discipline and set goals: explain the value of self-discipline in goal setting in helping them to learn.
EU: Consider consequences: examine the links between emotions, dispositions and intended and unintended consequences of their actions on others.
EU: Examine values: identify and describe shared values in familiar and unfamiliar contexts.
EU: Consider points of view: describe different points of view associated with an ethical dilemma and give possible reasons for these differences.
L: Understand learning area vocabulary: use growing subject-specific vocabulary to read, discuss and write about learning area topics.
L: Use language to interact with others: use pair, group and class discussion about learning area topics as learning tools to explore and represent ideas and relationships, test possibilities and to prepare for creating texts.
L: Compose spoken, written, visual and multimodal learning area texts: compose and edit a range of learning area texts.
CCT: Imagine possibilities and connect ideas: combine ideas in a variety of ways and from a range of sources to create new possibilities.
Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier:
þLO (insert number)
Lesson plan: suggested sequence of learning experiences
Learning intention:Today we are going to explore the O letter in inclusiOn: Offer Friendship. We will discuss the connection between getting along with others, making friends and being happy. We will explore the impact of excluding someone from participating in everyday activities, and make the link between these behaviours and bullying. We will create a comic strip that tells a narrative of friendship.
ACTIVITY 1: Making friends – appropriate and inappropriate questions Establish context: We all benefit from getting along with others. Having friends makes us feel happy and gives us opportunities to share our thoughts and feelings. When you meet someone new, one of the best ways to get to know them and become their friend is to ask them questions about themselves. We have already done this in a previous lesson when we asked questions to find out similarities and differences.
Teacher’s notes: in lesson 3 (Notice theme), the students should have completed the task - “How well do you know me?” This task required them to think of questions they could ask to get to know someone.
Today, we are going to come up with questions we could ask a new student.
Ask a student (or the teacher) to be the ‘new kid’. Volunteers come to the front of the group and ask the ‘new kid’ a question. Use this opportunity to discuss if the questions are appropriate or inappropriate (eg. too personal, or rude questions, intrusive body language). The teacher can join in and pretend to be another kid who invades personal space etc.
Class discussion: Why is it important for us to have a range of friends? How can friends make our lives better? Does it matter if someone we know at school has no friends? How would they feel? What can you do if you notice someone who is feeling lonely?
Main point to emphasise:
One of the best ways to make a new friend is to ask questions about them and find connections or things you have in common.
Questions must be appropriate and not embarrassing.
It is important for us to recognise when someone is feeling left out. We all need friends to make us happy and feel like we belong.
ACTIVITY 2: What would you do? Teacher’s notes: This activity provides an opportunity for students to develop empathy for others, and identify pro-social ways to help them.
þLO1Class discussion: Ask students to describe their feelings and subsequent actions for each of the listed situations.
Everyone in your class is going to a picnic in the park during the holidays but a classmate who is not popular is not invited. How would that classmate feel? What could you do to help?
You see a younger child at school fall over and get hurt. How would he/she feel? What could you do to help?
A classmate tells you not to play with someone from your class because they are ‘uncool’. What do you do? (Make the point that this type of behaviour where a classmate is isolated due peer pressure is bullying).
You see a classmate picking on someone and calling them names. How do you think this would make the child feel? What could you do?
A kid in your class is displaying interesting mannerisms and often says his thoughts out loud. No one in the class will be his partner for a class activity. How do you think he feels? What can you do to help? (Mention that this is a sign that a child is not coping –this could be behaviour associated with Autism. You could offer to be the child’s partner, or invite them to join your group).
Main points to highlight:
It is important to put yourself in someone else’s shoes and consider how you would feel if you were in their situation.
If you would like people to treat you in a certain way (eg. to be friendly and include you), then you need to demonstrate these behaviours yourself.
ACTIVITY 3: Our class friendship storybook! þLO2Task: You are now going to use your creative mind and develop a comic strip telling a story of friendship with a child with a disability. The effect of the disability is that the child does things in different ways.
Teacher’s notes: encourage students to write about a child with an intellectual disability or a sensory disability (vision of hearing). Often students tend to focus on physical disability.
Students use the storyboard planning page and develop a storyline about making friends with an INTRODUCTION, COMPLICATION and RESOLUTION.
Complete comic strip.
At completion of this activity, photocopy each students work and make a class book full of friendship stories.
Students can present their comic strips to the rest of the class. Compile copies of the comic strip and make a booklet. If time permits, you could also get student to design a cover page and select the best one to be used for the book!
Conclusion and reflection
Class action plan
þLO1, LO2Check for understanding Get the students to complete their entry for the Action Plan for the O: Offer Friendship theme. Also complete the class entry for the Action Plan chart.
My friendship story!
Your task: create a comic strip telling a story about making friends.
Instructions: Fill in the table below to make a plan for your story, and then design your comic strip!
Decide on a sequence of events to make your story flow…
Name of story
Who are the characters in the story? Give a description of each character.
When and where is the story happening?
What is happening?
What problem do the characters have to overcome?
What do the characters do to cause the problem?
How are the characters affected by the problem?
How is the problem fixed?
What have different characters dome about the problem?
What is happening at the end?
Think about the ways you can illustrate your story. Make sure your illustrations show emotion.
Refer to emotive sketches for ways to illustrate emotion
Now turn the page and begin your comic strip! Remember to use pencil.
Title: __________________________________________ Written by: ___________________________________