Lucie Chapman: Lesson Plan for PSHE topic

Differentiation strategies (Use students prior attainment – SEN, EAL, G&T, MPA, groupings)

No prior information given. Low ability: use colour association, active engagement. Higher ability: questioning, identifying
emotions in removed situations/for other people (see all, most, some of success criteria)

Learning Objective: Context of lesson:

Topic given: how to become a self-motivated and self-monitoring individual.
To be able to identify the emotions you This lesson would feature as the second lesson in a longer scheme of work
feel when trying to achieve something. which would cover the following areas.
1. What is self-motivation and self-regulation?
Key Words: 2. What stops me from trying to achieve?
3. What strategies can I use to help me self-motivate and self-regulate?
Achievement 4. How can I implement this?
Emotion Following this section of the lesson I would envisage students to creatively
Fear identify and explain their emotions towards something they are doing at the
Anger moment that they find challenging or will not do.
Sadness
Joy In this lesson students, to my knowledge, have no prior understanding of the
Disgust topic.

Success Criteria :
All students will be able to identify what emotion they feel when put in a certain scenario.
Most students will be able to identify what emotion they feel in multiple scenarios and explain why.
Some students will be able to explain why they feel certain emotions and begin to investigate how to deal with this.

Learning Experiences

Do Now:

Brain warm up for engagement and set expectations of engagement (if necessary). (1 min)

Establish context/objective: identify emotions you feel when trying to achieve something. Often it is our emotions and
thoughts that stop us from doing something, we need to work out what these are in order to work through them.

Match emotions with a colour using post-it notes on A4 sheets – assesses emotional understanding. Associate with Inside Out.
(2 min)

Main:

Teacher-student role play ‘Can’t play rhythm’. Student volunteer to do role play. Students identify the emotion the teacher
shows. (3 mins)

Teach rhythm to students. Ask them to think about what emotions they feel when trying to learn it. Students then plot these
emotions on a time line, identifying if they have more than one emotion and in what order they appear. (4 mins)

Students then work individually placing themselves in different scenarios and seeing if they can identify what they would do
and what emotions they feel (5 mins). Some students at this point may be able to explain why they feel this way and identify
how their friends/family may feel if in this scenario.

Plenary:

Students are taught another rhythm and given 10 seconds to identify their emotional cycle and write on post its. They don’t
have to share with class if they don’t want to but must show teacher to assess their emotional understanding. (3 mins)

Students are finally asked how easy they find it on a scale of 1-5 with hands. (1 mins)
 PSHE: How to become a self-motivating and self-regulating individual.
What emotions do we feel when we try to achieve something?

Do now:
Match the emotions with a coloured post-it note.

Sadness Fear Anger

Joy Disgust

Emotional Timeline
At first I feel…

Then I feel….

Next I feel…

Then I feel…
Scenario 1:
In the playground someone has pushed you. You do not know if it was an accident or not, but you have really hurt yourself.
How do you feel? How do you feel towards the person who pushed you?

Scenario 2:
You are in a French class and you are learning the new past tense. You at first find it really easy because you remember doing it at primary
school. But then you get confused between the present and past tenses and get really stuck. Your partner can do it really easily.
How do you feel? How do you feel towards your partner?

Scenario 3:
Your team is winning 2-1 in the final football match of the season. Your team-mate, the best scorer in the team, commits a foul and is sent off
in the last 5 minutes. The opposition then scores and it goes to penalty shoot outs.
How do you feel? How do you feel towards your team-mate?

Scenario 4:
Two people from my class keep laughing at me for wearing a cycle helmet when I’m cycling to school. My mum says I have to and the roads are
quite busy so I think it’s safer to wear one. But I’m sick of the teasing.
How do you feel? How do you feel towards your mum? How do you feel towards the two people from your class?

Scenario 5:
You're at school with some friends and come across a new student, clearly distressed. You ask what's wrong. They reply that they've lost their
timetable and don't know what to do. They don't know what lesson is next. The bell has already gone, and so have the rest of the class. One of
your friends says they should have looked after their timetable better.
How do you feel? How do you feel towards your friend? How do you feel towards the new student?

Scenario 6:
Yesterday I was out with my mates, and we were going to the park. There’s this really busy road, and my friend Isaac put his hand up to stop
the traffic and walked straight out. Everyone followed, so I just ran out too.
How do you feel? How do you feel towards Isaac?

Scenario 7:
Your friends start calling you names, sending you nasty text messages and forcing you to give them things.
How do you feel? How do you feel towards your friend?

Scenario 8:
A new boy in your class is from another country and doesn’t speak very much English yet. Your friend always says racist things to him, makes
fun of his English and tells him to go back home.
How do you feel? How do you feel towards your friend? How do you feel towards the new student?
Role play for beginning:

Teacher: Ok, for the twentieth time, here I go. Teacher attempts to do rhythm and fails.

Student: Try again. Go on, you can do it.

Teacher: Teacher tries. No. No. I’m not going to do it.

Student: Try doing it slower. That might help you.

Teacher: No. I’m not doing it. Just because you do it, doesn’t mean I have to do it.

Student: But you can try.

Teacher: No.

Student: But.

Teacher: No. End of conversation.