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Pre-service teacher lesson plan Class: Year 5 St Marys Girls College Duration: 80 Minutes

Lesson topic/focus: How to be a good friend to yourself. Lesson intent/purpose: To educate students on what body image and self-esteem are and how they can positively promote them. Students will not only have an understanding of body image and self-esteem they will also know how to act positively in a range of negative scenarios. Links to curriculum elements/essential learnings (e.g. ACARA/QCAR): Health: Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057) The Arts- Drama: Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037). Prior learning/understanding: Prior understanding of how to construct a script from an experience or story. Prior knowledge of the conventions of drama and acting including improvisation. Phase / time allocation What are the specific understandings were going to develop? Orientate Recognise how media and important (introduce, people in the community influence engage, personal attitudes, beliefs, decisions challenge, and behaviours (ACPPS057)
RPL) 25 Minutes

How are we going to learn? Learning activities, organisation, roles, questions etc -Show students video Dove Real Beauty Sketches - Draw a Y chart on the board with the heading Negative Body Image - Ask students what they think Negative Body Image looks, feels and sounds like and fill in the chart as a class. When filling in the looks like section encourage students to stand up and walk around the classroom like they think someone with negative body image would walk/talk/dress. -After brainstorming have students break into groups of 3. -Each group will be given a piece of butchers paper and colouring materials to create their Butchers Paper Body Image chart. See Appendix 1 for directions.



-Projector screen -butchers paper -colouring materials

Analysing health messages in the media and comparing their interpretations with those of other members of the class

Scaffolding questions. Prompt students to think about the media and their involvement in body image while completing

Enhance (elaborate, explore, apply, test) Activity 1 20 minutes

Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)

- After students have completed the negative section of the body image chart all come back to their seats to view video Healthy Body Image Flash Mob (stop at 5 minutes). - draw a second Y Chart on the board with the heading Positive Body Image and complete using the same strategy as the previous chart only from a positive point of view. - Have students return to their Butchers Paper Body Image chart and fill inside the persons outline with the positive body image associations as depicted in Appendix 1. Questioning Before moving to the next activity discuss as a whole class where students think these body image messages come from. Why do we think we need to look a certain way? Where have you seen these messages? Who do you think sets the beauty standards? Explain that the charts will be stuck on the walls of the room to be a reminder to keep the positive messages within us and block out the negative outside messages we receive. Drama Activity Activity 1: Explain how to create a short performance to show a scenario to an audience. Briefly discuss how you would use tone of voice, posture, dialogue and actions to convey the meaning you want. Students have done similar activities so should understand quickly. -Break students into small groups of 4-5. Each group takes a scenario out of a hat. Students will be required to create a short dramatic performance about their given scenario. -Scenarios provided in Appendix 2. -Students are welcome to use any props from the drama box they think would enhance their performance.


Collect butchers paper charts to display in the classroom.


This lesson will take place on the carpet. Monitor groups to make sure each member is participating and has a role.

-The performances should only last a few minutes but highlight the scenario theyve chosen. Each group will be required to perform their scenarios for the class. Audience members are prompted to think about how they would positively change the outcome of the situation if they were in the drama. Considering viewpoints meanings and interpretations: For example What did the performer intend audiences to experience and understand from the drama? Why did you make this drama? Activity 2: After each performance have a brief discussion about what the scenario was showing the audience. Then discuss how scenarios can be changed using different words, thoughts and feelings. Prompt students to think of actions such as walk away, do a nice thing for someone, remind yourself of the good things about yourself etc. -Have each group perform their scenarios again, this time the audience is encouraged to clap when they think they could step into the drama and change the outcome. -When a member of the audience claps the drama must freeze until the audience member has taken their place in the scene and claps again. -This is where improvisation will take place in the scenario and demonstrate to the students how they can change negative outcomes in their own lives to reflect a positive outcome. -Students are encouraged to whisper in the ears of the actors to change their actions or how they are thinking or feeling inside. -Theyre also encouraged to step in as a whole new cast member to change the outcome of the scenarios. Facilitate the learning so the same changes to the scenarios arent made too many times. It will be easy for the students to always use the walk away strategy. Encourage them to think critically about how the actors are feeling and how it would impact them if they were in that situation.

Encourage students to have a narrator if they want for their scene.

Activity 2 20 minutes

If some students are reluctant to participate clap and call their name to prompt them to engage in the lesson.

Students identify what they have

Watch this short self-esteem cartoon video


Students will

(review, reflect, evaluate, progress) 15 minutes

learnt in the lesson. Students provide examples of how they could help others. Discuss what the students see in the video and remind them that while they need to positively reinforce their own self-esteem, being kind to someone else may make their day and turn their negative thoughts into positive ones. Questioning Have a class discussion so you can summarise the learning for the lesson and ascertain how students have received the body image messages. What have you learnt about positive/negative body image? Does it only happen to young people or only to girls? What is one good way you can remind yourself of your strengths? How would you deal with someone bullying you? How could you help other that may have a negative body image?


remain seated on the carpet for the synthesize phase. A circle will work best for the final discussion.

Students give the person next to them a compliment then tell the class something good about themselves.

Before leaving the class to go to lunch call each students name individually. They must respond with a positive message about the person next to them and a positive message to themselves. Before asking the students to do this do one for yourself e.g.

Miss Conroy: One of the good things about Alison (student closest to you) is that she is always smiling and happy. One good thing about me is that I always include everyone in activities. Now its your turn Alison, whats one good thing about you? Resources 1) Projector Screen 2) Butchers Paper 3) Colouring Materials 4) Scenarios Lesson reflection: 1) Did we achieve the aim of this lesson? 2) What aspects of the lesson were most successful? Why? 3) What aspects of the lesson were least successful? Why? 4) What methods/activities would I alter? How? 5) What aspects of classroom/behaviour management worked well/ need altering? 6) How would you rate the lesson? Fantastic/ Good/ OK/ Disappointing/ Start again!

Appendix 1: Students are to fill in the person with positive body image and write the negative body image words on the outside. This symbolises the negative words associated with body image on the outside and the positive being inside our bodies and minds.

Appendix 2: Scenario 1Student A is being bullied because he isnt as good at sport as the some of the other students. The other students make mean comments and single him out when choosing team members for sport. How does he react? Scenario 2Student A got a new haircut and some of the other girls teased her about it because they didnt like it. How does she react? Scenario 3Student A doesnt understand the work everyone else is doing in class. He puts his hand up and asks a question. Other student s call him names and say he is dumb. How can he change his thoughts about this?

Scenario 4A group of girls are doing dancing at school during lunch. Another student wants to join in but they say she is too fat to dance with them even though the student is a good dancer and does dancing outside of school.