KLA : PDHPE Class : 2/3J Date : 26/06/17 Time: 2:00 3:00pm.

Syllabus outcome/s and indicator/s: In this lesson the learners will:

GDS1.9 Describes the characteristics that make them both similar to other and unique.
Recognises and names different types of emotions.
GDS2-9 Describes life changes and associated feelings.
Identifies feelings associated with life changes.
Students learn to recognise the difference between thoughts and feelings.
Students learn to identify feelings associated with their bodies and thoughts associated with
their heads.
Students learn to link the colours green with positive thoughts and the colour red with negative
thoughts.

TEACHING AND LEARNING ACTIONS

Orientation: 5 minutes Reflection: 5 minutes
Focus: Clapping Sequence. Justify: Provide a small sentence to the class. Why is this statement a Red thought?

Engage: Read the book Giraffes cant dance. Reflect: What have we learnt today.

Access: How did the Giraffe feel at the beginning of the story? Middle? End?. Challenge/Extend: Why might it be important to recognise is someone is communicating a
Red or Green thought.

Content Time Guided Discovery Group Assessment Resources

 1. Teacher talks about the difference between thoughts and Structure Teachers What How
Identifying 5 feelings. Role Differences Questioning / Smartboard.
the mins Thoughts are in our heads and feelings are in our bodies. Whole Class. between feelings Discussion.
difference 2. Teachers asked students to brainstorm some examples of TD and thought. Whiteboard.
between thoughts and feelings.
Thoughts 3. Teacher transitions the students to their grouped tables. Questioning / Whiteboard
and 15 4. Teacher examines Red and Green thoughts with the Whole Class. Red and Green Discussion. Markers.
Feelings. mins. children. TD Thoughts.
Green' thoughts which help us feel energetic, keep us going and Giraffes cant
Red and having fun. 'Red' thoughts which drain our energy and stop us all dance Book.
Green trying new and brave things.
Thoughts. 5. Teacher explains to the children that we will be learning to Lead Pencils.
recognise Red and Green thoughts. Work Sample.
6. Teacher allows the children to decide whether a thought is a Whole Class. Identifying Red Coloured
Green or a Red thought, through a Smartboard Activity. TD and Green Pencils.
Thoughts.
Exploration Work Sample. Red and Green
10 Students are given 5 mins to work in small tabled groups to Small Writing Red and Scarf.
mins. write Red and Green thoughts using coloured pencils. Groups. TM SSD Green Thoughts.
Students share their Red and Green thoughts in front of Small tabled
the class using the coloured scarves as props. groups.
Observation.
5 1. Car Game: Stop and Go! Have the children walk around the Whole Class. Following
mins classroom pretending to drive a car. Green = Go, Red = TD TM SSD Instructions. Soft Ball (Silent
Stop/Freeze. They can not move again until they have heard ball).
another Green thought. Questioning.
2. Students are transitioned back to the floor.
5 3. Teacher reads the story I can try and changes scarves Contribution to
mins. during the story to demonstrate when the characters are Whole Class. Class Discussion.
having Red and Green thoughts. TD

Guided Discovery Observation.

5 If the lesson runs smoothly the children are offered a quiet Following
mins. game of Silent Ball at the end of the day before home Whole Class. Instructions.
. time. TM SSD

Hinde Mcleod, J & Reynolds, R. (2007) Quality Teaching for Quality Learning , South Melbourne: Thomson Social Science Press, p. 106