Lesson Plan 1 Advisory Unit,To%ic: Advisory 1ey Learning Area: Advisory

-ate: 1, ,./10 2ear Level: yr 1131.4444444

LESSON OUTCOME:
Relevance: Relations$i%s: Rigour: Students( interests will be connected to their pro)ects * internships Students will work more co#operatively with their peers! mentors! * others. Students will gain more insight into what builds strong and healthy relationships within $dvisory and broader community. Students will deepen their learning * improve their performance across all learning areas.

LESSON STRUCTURE:
Time min Morning Advisory "elcome and esta#lis$ grou% norms& Outcomes uilding emotional safety within the group for students to open up and talk through establishing group norms! listening! affirming and encouraging students.

!mins

C$ec' in (using circles) Tra**ic lig$ts What are students bringing into school that will impact on learning? Students start by becoming familiar in sharing with the group about the head space they are in. Initially focusing on self awareness then moving towards exploring self management and taking personal responsibility for our emotions (longer term goal).

+uilding relations$i%s "rovide an opportunity to gauge where students are at emotionally when coming into the classroom. Students to develop self #awareness and self# regulation. $venues to discuss within $dvisory how to manage negative emotion both personally and collectively within a community of learners. (%eacher to follow up individual students as re&uired) +uilding relations$i%s 'eveloping empathy for others through listening to others stories! interests! strengths and life challenges.

1!mins +uilding community t$roug$ using circles

Share one thing that was good and a one thing that was hard over the weekend? Daily Challenge Look for something today that someone did well in?

 Stronger connections within advisory. 'eveloping appreciation for others strengths. Relevance -ain more knowledge and understanding of each student(s interests to connect with learning. Rigour "rovide support and challenge for student(s to deepen their learning. Relevance %o ensure students pro)ects and ,%I(s are moving forward and to identify blockages. Relations$i%s -ain deeper understanding of each other(s pro)ects and identify opportunities for collaboration.

1/mins Practical discussion +heck in and discuss individual student(s pro)ects! ,%I(s or general announcements. "$ere are you at 5it$ your %ro6ect7 "$at are your goals *or today7 8o5 are you going dee%er in your learning7

!mins

9ntroduce daily ins%irations Students take it in turns to find a &uote that inspires them. %hey share it with $dvisory and explain what they can learn from it.

Students start the day with a positive mindset and re# focus.

Time !mins !mins

A*ternoon Advisory C$ec' in 5it$ t$e daily c$allenge Who saw someone else do something really well today? :eneral announcements and reminders

Outcomes uild stronger connections within advisory. 'eveloping appreciation for others strengths.

RESOURCES
(Include e&uipment re&uired for class and.or for teacher preparation) $dvisory 3oom booked 2nsure School Social Worker and "sychologist are available for follow up support of students as re&uired in the event of painful or sensitive disclosure. Students to go to a breakout space as re&uired.

SA;ET2 CONS9-ERAT9ONS,MATER9ALS
2nsure a safe and supportive environment when sharing and discussions. Esta#lis$ing :rou% Norms: 3espect for others ideas! beliefs! opinions and choices. 4o put downs or criticisms. 2veryone has a right to pass. Students need to #e res%ect*ully c$allenged against t$ese norms in order *or an emotionally sa*e s%ace to #e develo%ed 5it$in Advisory&

ASSESSMENT
<uestionnaire 'evelop an anonymous &uestionnaire to be filled out at the start and the end of 5 weeks 8o5 5ell do %eo%le really 'no5 you in Advisory7 8o5 sa*e do you *eel to s$are t$ings t$at are emotionally $ard in Advisory7 8o5 o*ten do ot$ers encourage you in Advisory7 O#servations over time: Students would become more open to sharing. Students would show a deeper level of vulnerability in sharing. Students would feel more emotionally safe within the group. Using t$e anonymous =uestionnaire over a %eriod o* time 5ould %rovide a level o* assessment against t$ese t$ree areas& RE;LECT9ON I started off explaining the traffic light activity! which the students engaged in and shared. %his provided a brief picture into what headspace the students where in coming into the day. It also provided a brief moment for students to develop self awareness and to explore how they can manage their day if they are a /red(. I then asked a /-ood thing( and /0ard thing( over the weekend which everyone shared about! this worked well as everyone seemed open in talking. I then gave everyone a challenge for the day which was to look out for someone doing well at something and to share it at the end of the day. %he aim of this challenge was to become more aware of seeing other peoples strengths and affirming each other. %hese activities are all intentional activities to /+reate and maintain supporting and safe learning environments( ($I%S, standard 1). Students were then asked /0ow would like to challenge themselves with as they present their 2xhibitions?