Professional Practice 2

Lesson Plan Kindness

Learning Development Area: Implementation Date
Communicating 23/10/2017 (Group A)
Active learning and
Wellbeing 24/10/2017 (Group B)
Connectedness
Identity Duration
Context for learning: 20 minutes
Routines & transitions
Real-life engagements
Play

Does this build on prior experiences/interests of the children?

Students will have knowledge about kindness from their home life and will link this to their
own experiences
Students will enjoy the song on the YouTube clip and the reward system

WA Kindergarten Curriculum:
Identity
Interact with others with care, empathy and respect
o Participate positively as part of a group
o Respond to others appropriately
Build knowledgeable and confident self-identities
o Show confidence in own learning and capabilities
Connecting and Contributing -
Work with others to develop skills for communication and inquiry about themselves and
their world
o Develop skills for working with others
Wellbeing
Become strong in their social and emotional wellbeing
o Interact positively to form relationships and friendships
o Recognise simple emotions and build self-regulation

EYLF:
Outcome 1:Children have a strong sense of identity
Children develop their emerging autonomy, inter-dependence, resilience and sense of
agency
Children learn to interact in relation to others with care, empathy and respect
Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing

NQS:
1 Educational program and practice
3 Physical environment
5 Relationships with children

What is the focus?

Vision of intent Kindness - this is an overarching focus to guide students to assist with the
development of positive social and emotional skills
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About what am I being intentional?

Forming positive relationships and creating an environment that encourages kindness and
behaviour that supports wellbeing.
Students learn to interact with others to develop social and emotional wellbeing.

Will I observe/record information?

Observations will be taken throughout the days and weeks. Acts of kindness will be verbally
acknowledged, written on post it note and placed on board. Pom poms will be given to
students to place into warm fuzzy bucket.
Individual student awards to be introduced later in the week (Thursday/Friday) awarded to
1girl and boy per day.
Whole class reward when warm fuzzy bucket is full. (Extra play or watch a movie).

Guiding Behaviour:
Reinforcing and rewarding desired behaviour (with sticky notes and warm fuzzies)
Reminders of different ways to be kind
Role playing situations with other teachers (Mrs Craig, Mrs Rowe and Mrs Bowen)
Positive tone of voice
Reminder about whole body listening
Hands on head, shoulders, laps. Inform students of required behaviour.

Resources:
Hands Go Up song and actions put sheet on whiteboard
Book: Have you filled a bucket today? by Carol McCloud
Bucket cut-out for whiteboard
Warm fuzzy bucket and pom poms
Computer for YouTube clip

Differentiation strategies:
This lesson is inclusive for everyone and build upon the students emotional and social
development

Introduction: Transition from recess after students have put hats away and
washed hands ask them to sit and wait on the mat.
(10 minutes) When all students are present ask everybody to stand up, arms out
and give yourself enough room.
Breathe in (raise arms up) and out (bring arms down) x2
Keep standing and tell students to follow along to Hands Go Up
song and actions (repeat if needed)
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Tell students I will be reading them a book and ask students to use
whole body listening.
Gain students attention by stating I have a book Im going to read
to you. What do you think it is about? show book. What can you
see?
If students need remind to sit still/quiet/whole body listening
Praise students for making the right choices
If needed say Hands on heads, shoulders, laps and speak firmly to
regain focus.
Read book.
Discussion about how we can show kindness. Ask students -
how they could show kindness (to our family, friends, teachers)
how does it make us feel when people are kind to us?

Body: Show students bucket that will be placed on whiteboard. (Put up)
Explain that post it notes for kind acts you see the students do during
(7 minutes) the day will be placed on whiteboard with bucket.
*Pick student that you have noticed do a kind deed and use them to
demonstrate what will happen. (Write how kind and ask them to put
it on the board, give them warm fuzzy to put in bucket)
Explain Reward bucket do something kind and get a Warm Fuzzy
to put in the jar when the jar is full there is a class reward show
bucket for warm fuzzies

At the end of the day - read out all the kind actions on whiteboard

Conclusion: Play song about kindness on YouTube clip

https://www.youtube.com/watch?v=tP4gLX8FBDA
(3 minutes)
Let students join in, sing and dance around

Evaluation / Reflection:
The students enjoyed the book, but they really enjoyed the YouTube song (asking to watch
it again)
I rushed reading the book so next time I will slow down and engage the students more by
asking about the pictures or other examples of how to show kindness.
The visual aids helped to engage the students as well as show them what we were talking
about and what would happen when acts of kindness were seen. Giving them something to
touch (pompoms) to place into the bucket gave them a physical acknowledgement of their
kind behaviour which helped to reinforce expectations about emotions that cannot always be
seen.

Notes:
Individual student awards to be introduced later in the week (Thursday/Friday) awarded to
1girl and boy per day
Create table for students to write something kind about other students (teacher/EA assistance
as needed)- place on whiteboard start week 2 of block
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Resources

Hands Go Up - Song and actions

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Book

Bucket cut-out to put on whiteboard

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Kindness YouTube clip retrieved from - https://www.youtube.com/watch?v=tP4gLX8FBDA

Reward bucket
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Kindness awards

Awarded to

For showing kindness by

Awarded to

For showing kindness by