Annotation Four Lesson plan for year six on
developing emotional wellbeing
Note the focus area and standard
descriptor/s the artefact /
document reflects
4.1 Support student
participation
Identify strategies to support
inclusive student
participation and
engagement in classroom
activities.
4.2 Manage classroom
activities
Demonstrate the capacity to
organise classroom activities
and provide clear directions
4.4 Maintain student safety
Describe strategies that
support students wellbeing
and safety working within
Note the type of Describe the artefact / document and
artefact / document indicate the possible impact or result on
teaching and/ or student learning
The artefact which I In order for this lesson to be successful
have chosen to the students needed to be supported
showcase standard in participation strategies, the
four is a lesson plan. classroom activities needed to be
This lesson plan was managed and the students emotional
designed for a year wellbeing has to be address.
six class and was
based on the There are many impacts on students
feelings of relaxed learning involving participation.
and tense. This Without participation from the
lesson plan students in their learning they just
highlights the become passive receptors of
importance of education. However, the learning
students becomes more meaningful and deeper
participation and understandings are formed when
student emotional students participate. With positive
wellbeing. participation students are interested,
engaged, develops speaking skills and
it encourages dialogue between the
students and the teacher (Weimer,
2011). Throughout this lesson the
Describe how the artefact /
document
meet the standard descriptors you
have identified.
Throughout this lesson I used
different strategies around
student participation. These
strategies were mainly peer
coordinated. The students
had to work in pairs and in
groups to participate in
activities based on the
relaxation and tense feelings
(APST 4.1).
My mentor wrote on the
14/11/15
She creates and implements
lessons which provide the
opportunity for all students to
participate and achieve
success.
Throughout this lesson plan I
have demonstrated that I can
school and/ or system, students have been supported to
curriculum and legislative participate through a variety of partner
requirements and team activities. This therefore,
positivity impacted on the students
learning as they were able to develop
their speaking skills.
Classroom management is an
important skill for a teacher to
maintain. This skill encompasses
effective teaching and time use,
consistency and behavioural issues
(Chapman, 2015). To be an effective
teacher the students need to know
and understand the routines involved
in the classroom. For example an
expectation of this lesson was to tell
the students that when they talk in
small groups they talk quietly and one
at a time. The students knew the
expectations of them which allowed
them more learning time and less
distractions caused by the teacher
correcting problems. I was consistent
with my expectations of the students
and I also followed the current
classroom management of my mentor
teacher. This use of effective teaching,
time and consistency allowed the
students to have less behavioural
organise the classroom
activities in a sequential
manner and provide clear
instructions for the students
to follow. I did this by
following the easy to hard
lesson framework and by
having my lesson and
activities planned in advance
(APST 4.2).
My mentor wrote on the
21/2/17
Cassidy was able to manage
all classes she taught
effectively.
This lesson was taught from
the you can do it
framework about boosting
the students confidence. This
lesson is designed to boost
the students emotional
wellbeing through the
definition and exploration of
the feelings. The students
were presented with
scenarios based on real life
 issues. The students will have fewer
behavioural issues as they have little
time to misbehave as they clearly
know the expectations upon them.
This lessons main focus was on the
feelings of relaxed and tense. The
learning about these feelings was
delivered to the students focusing on
their own real life situations. According
to Alstad- Davies students will engage
more deeply in structuring lessons if
the classroom material relates to their
real world/everyday life (2014). This
is exactly what I achieved in this
lesson by relating the group tasks to
experiences that the students will/
have faced in their life.
SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III (2016)
KLA: Health Date: 6/02/2016 Time: 10.00 Class: Year 6
APST FOCUS: Standard 1 Know students and how they learn
Indicator1.1 Physical, social and intellectual development and characteristics of students
Standard 4 Create and maintain supportive and safe learning environments
events which could happen in
the students life. This in turn
gave the students coping
strategies for these events
and developed their social
wellbeing (APST 4.4).
My mentor wrote on the
14/11/15
Cassidy fosters a safe and
supportive learning
environment
(Mentor Teacher C. McGeary,
personal communication,
14/11/2015)
(Mentor Teacher P. Bone,
personal communication,
21/02/2017)
School: Currumbin
Valley State School
 Indicator 4.1 Support student participation
Outcome / Standard: Identify and describe emotional responses people may experience in different situations (ACPPS005)
Objective / Learning Intention: For students to understand the feelings of being tense and relaxed and the importance or relaxing.

3.1 & 3.2 Background / Cultural / Prior Knowledge:

This is the second lesson in this You can do it module.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE &
TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order thinking 2.1 Explicit quality 2.4 Social support
criteria
3.5 Connectedness 1.2 Deep understanding 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment Differentiation
students Strategies
5 mins INTRODUCTION (O): * Laptop From This lesson
1. Tell the students that they will be learning about tensed and * SMART board formative has the
relaxed situations and the importance of relaxation. As part * Paddle pop assessment differentiation
of this relaxation play relaxing music in the background sticks observations strategies of
softly. * Scenarios the teacher Peer teaching
a. https://www.youtube.com/watch?v=mcW7qpPHabY * Timer will be able to Group work
2. Invite the students to talk to their partner for 30 seconds * You tube clips gauge from And visuals in
about what it feels like to be relaxed. the student
the form of a
a. Pull two names out of the paddle pop stick bag and Management responses if
video for the
ask those students for their answers. Make sure any time
visual
b. Repeat the process for tense. J, J and N needs to
learners.
are on spent on
This lesson is
task. going over
certain more based
Also make on discussion
sure that concepts.
rather than
O is not written work
calling out The main
form of therefore,
and the allowing all
 class is assessment students with
talking will be when all learning
about the the students abilities and
task at answer their equal chance
hand. scenario at
questions. participating.
BODY (G):
3. Instruct the students to write a list of five reasons why they
think being relaxed is better than being tense (allow five
10mins minutes for this).
a. Pull out five names out of the paddle pop bag and ask
them to share one reason.
4. Tell the students that they will be analysing with different
scenarios. They need to display the tense way of thinking
10mins and the relaxed way of thinking about a particular scenario.
5. Have a discussion with students on the first problem.
a. Waiting for an exam result
b. Tense way of thinking/looking, muscles tense up, the
heart starts pumping faster, looking nervous and
worried, starts to self-doubt thinks that they are
stupid and will fail, thinks about the talk with their
friends after the exam and they didnt get the same
answers.
c. Relaxing way of thinking/looking I studied hard for the
exam, I did my best, taking deep breathes, thinking
positive thoughts.
d. Prompt students with above if they need ideas.

BODY (E):
20-
25mins 6. Hand out scenarios to the different groups and allow the
students ten minutes to think about their scenarios.
a. Remind students that in a group situation one person
speaks at a time.
7. Help the students to critically think about what they would
 be feeling and thinking in scenarios.
8. At the end of ten minutes ask the students to share their
ideas with the class
9. Congratulate on their effort and answers.

5min CONCLUSION (R):

10.Restate that it is important to stay in a relaxed frame of mind
and release the tension from the body. To transition the
students out to lunch show them the meditation video.
a. https://www.youtube.com/watch?v=UuXFIn2921c
11.Remind students to stay happy and relaxed as the exit the
classroom in table groups to go out to lunch.
Supervising teacher: Date:

Reference

Weimer, M. (2011). Benefits of getting students to participate in classroom discussions. Retrieved from

https://www.facultyfocus.com/articles/teaching-and-learning/10-benefits-of-getting-students-to-participate-in-
classroom-discussions/

Chapman. D. (2015). Why Classroom Management is important. Retrieved from

http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1651-why-classroom-management-is-
important#gsc.tab=0

Alstad- Davies, C. (2014). Using real-life connections in the classroom to increase engagement. Retrieved from

https://resumes-for-teachers.com/blog/interview-questions/excellent-teachers-use-real-life-connections-in-the-
classroom/