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YEARS 1-2 Lesson 4: Next steps…let’s connect! (part 2)

Length of lesson: 60 mins (plus extra time for additional and extension activities) Prior knowledge (what should the teacher have already covered) • Lesson 3, Now we connect (part 1) on positive social skills Resources required • ‘Ways we can communicate’ table for lesson 4

• Activity 2 Treasure hunt worksheets • Activity 3: Activity sheets • Additional activity worksheets

Key Concepts • Everyone benefits from being able to communicate with the people around us. • Communication can be verbal (what we say) and/or non-verbal (messages we send through the way

we look – eg smiling or scowling) • The words and body language we use make a huge impact on the other person’s feelings. (ie verbal

and non-verbal communication) • Communication is 2-way. It occurs when a message is sent and then received. • There are many ways we can communicate our thoughts and feelings. • Some people need tools to help them communicate. Learning outcomes LO1: Students demonstrate knowledge and understanding that everyone wants to communicate, and the way we communication impacts on feelings. LO2: Students describe and/or demonstrate different ways we can communicate and recognise these in the school setting. LO3: Students identify positive ways to communicate when someone is behaving in a way that is upsetting.

Australian Curriculum Links HPE Subject Area Years 1 and 2 ACPPS019: Describe ways to include others to make them feel that they belong General Capabilities by the end of year 2 (level 2) Personal and Social Capability Express emotions appropriately: describe ways to express emotions to show awareness of the feelings and needs of others Communicate effectively: discuss the use of verbal and non-verbal communication skills to respond appropriately to adults and peers Intercultural Understanding Investigate culture and cultural identify: identify and describe the various groups to which they belong and the ways people act and communicate with them Communicate across cultures: describe how the use of words and body language in interactions may have different meanings for various groups Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier:

LO (insert number)

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Format Lesson Plan: Suggested sequence of learning experiences

Intro 10 mins

Welcoming activity (see lesson 1) State the learning intention: Today we are going to continue the theme, ‘Next steps – let’s connect!’ Last lesson, we identified and practiced the social skills that help us connect well together. When this happens, we create a place where people feel they belong. One of these positive social skills was letting others know what we are thinking and how we are feeling. It is also important to understand other people’s thoughts and feelings. When we do this, we are communicating. Everyone wants to communicate with others, and there are many different ways we can do this. Today we will be exploring different ways to communicate, and recognise good choices in the way we communicate with others at school.

20 minutes Activity 1: Ways to communicate! Teacher’s notes: This activity should highlight the impact of the way we communicate on others. Children need to develop an awareness that the words (verbal communication) and body language (non-verbal communication) they use makes a significant impact on the other persons feelings. Establish context: When we send a message to someone, and they understand our message, this is called communication. We communicate for lots of reasons. Can you think of why we need to communicate? (Teacher to model a response: to ask for things, to find out information, to let people know how we are feeling, to let people know what we think, to help people, to play games with friends, to understand what someone wants etc). How am I communicating now? (By talking to us, asking us questions (verbal) and looking at us to get our attention (non-verbal)) Communication is 2-way. It only occurs when a message is sent and then received.

LO1 Hands up if you think that everyone wants to communicate? (All hands up). Why do you think so? Let’s talk about some different ways we can communicate. Teacher’s notes: with the following scenarios, you may need to model the behaviour to emphasise the different ways you can communicate (eg verbal and non-verbal). For example, for the first scenario, you may need to smile and skip to show happiness, or pretend to cry or put your head in your hands to show sadness.

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LO2 Refer to ‘Ways we can communicate’ table for lesson 3: Display images on electronic white board that show different ways of communicating. As you go through each scenario, the children can identify which type of communication can be used in each situation. This is important to use, as the scenarios are quite challenging and need visual cues to assist in understanding. Introduce the concept of verbal and non-verbal communication or body language. 1. How can you communicate you are happy to your friend? Tell them, by the look on

your face (facial expressions – smiling or laughing), by the way you are moving (eg. skipping when happy), by sending them a written message like an email. How can you communicate you are sad to your friend? (Tell them, by the look on your face (facial expressions – crying, not smiling), by the way you are moving (eg. slouching shoulders when sad, by sending them a written message). You just described (at least) 3 different ways of sending the same message. How do we know if the person we are with understands your message about how we are feeling? For example, what might your friend do if they think you are sad to show they understand? (They may ask if you are OK, they may smile at you and come and sit next to you, they may put their arm around you and give you a little hug, they may get an adult to help).

2. How can we communicate (send and receive a message) that we need to stop before

crossing a road? (Expected responses: say stop, use a hand signal, see the red man at the walk/don’t walk light). You just described (at least) 3 different ways of communicating the same message. How do we know if the person we are with understands our message? They stop and wait.

3. How can we communicate (send and receive a message) what food we would like to

eat? (Expected responses: say it, find pictures of the foods we like and show them (refer to a menu if it has pictures), go to the shops and choose foods from the store). You just described (at least) 3 different ways of communicating the same message. How do we know if the person we are with understands our message? (They can repeat back what we said to them, they provide these foods, they can show you these foods in pictures or on a menu with pictures)

4. How can we communicate (send and receive a message) with someone who is far

away? (Expected response: phone, email, text message, skype (internet video conferencing)). You just described (at least) 3 different ways of communicating the same message. How do we know if the person understands our message? (They reply to the message).

5. How can a classmate communicate (send and receive a message) what they are

thinking or feeling if they are unable to use words? (Through computers, interactive whiteboards, pictures and signs, communication devices, through facial expressions and body gestures). How can you show that you understand? Respond to what they are telling you.

6. A new girl called Monica joins our class. She is from another country that speaks a

different language. Monica does not yet understand English. How can we communicate with Monica to make her feel welcome? (Smile at her, use signs and pictures, show her where things are like the toilets, sit with her and find an activity that she can join in with – for example – completing a jigsaw or drawing a picture). How do we know if Monica understands? (Expected responses: She may nod, she may look happy and relaxed, and she may join in with the activity).

7. How can a classmate receive a message if they have a hearing disability? (Through

visual communication including computers, interactive whiteboards, pictures and signs, facial expressions and body gestures).

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8. How can a classmate read if they have a vision or seeing disability? (Through the

Braille communication system using their sense of touch – a series of raised dots that represent letters of the alphabet; through listening to the words through text conversion technology – eg. spoken text messages, talking/audio books).

Sometimes, it is not easy to communicate, as we do not all communicate in the same way. Does this mean we should give up, and not even try to communicate with this person? (No) Why not? (Because everyone benefits from being able to communicate. Everyone wants to be able the share their thoughts and feelings). Communicating across cultures – class discussion: It is important to understand that words and body language may mean different things to different cultures. Example 1: in some cultures, it is disrespectful to look someone in the eye if they are in a position of authority. In other cultures, looking a person in a position of authority in the eye is a sign of respect. Example 2: The way we greet people differs from culture to culture. In some cultures, it is customary to greet people by kissing them on the cheeks. In other cultures, it is customary to shake hands. (Homework suggestion – how do people from the Maori culture in New Zealand greet each other?) Extension activity: if you have extra time, organise the children to perform a role play in groups of the last 4 scenarios referred to in activity 1. Main points to highlight: • The words and body language we use make a huge impact on the other person’s

feelings. (ie verbal and non-verbal communication) • Communication is 2-way. It only occurs when a message is sent and then

received. • Everybody sends messages in different ways to let us know what they want and

need, and what their thoughts and feelings are. We can use words, pictures, signs, songs, music, hand signals, body language, emotions, facial expressions.

• It is important for us to make sure our message is understood. • When someone is trying to send us a message, we need to let them know when

we understand. • Communication is sometimes difficult, but it is important to keep trying

15 minutes Activity 2: Treasure hunt

LO2 Hand out activity sheet for lesson 3 – Treasure hunt! Students work in pairs to locate different forms of communication used at school and tick them off when the find an example.

10 minutes Additional Activity 3 (Extension): Opening doors to communication!

Teacher’s notes: Students can’t be expected to be best friends with everyone, all the time. They will have preferences about who they’d like to spend time with, and that is OK. It’s important however, to teach them to choose respectful ways to convey those messages, in order to maintain an inclusive and positive culture within the classroom (and the broader school environment). Discuss the question below and use the activity to highlight positive ways to communicate.

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Class discussion: How can we communicate that we would like a classmate to stop a behaviour that is upsetting us?

LO3 Refer to activity 3 instructions sheet (included). Complete activity.

Conclusion and reflection 5 mins

LO1, LO2, LO3 Children sit in a circle and respond to the following questions. What are some different ways we can communicate with each other? Why is it important to find different ways of communicating? What questions do you have?

Additional Activities

Braille activity - extra activity attached Auslan activity – extra activity attached

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Ways we can communicate!

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All photos sourced from www.FreeDigitalPhotos.net

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All photos sourced from www.FreeDigitalPhotos.net

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Picture of girl reading photos sourced from www.FreeDigitalPhotos.net

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Picture girl on phone sourced from www.FreeDigitalPhotos.net

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All images sourced from www.FreeDigitalPhotos.net

Cha

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Treasure hunt!

Tick the box each time you find this type of communication tool. You can have more than one tick in each box.

Signs and symbols

Procedural charts, instructions

Computers and technology

1,2,3 ABC Words and numbers

Colour and art

Notice boards and newspapers or newsletters

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Extension Activity 3: Opening doors to communication! Preparation

Copy smiley face page (enough for one page per student) and cut out tokens of open doorways.

Instructions

1. Give each student a copy of the smiley face page and a token with a picture of an open door. This token represents positive ways to communicate with someone – “open door to communication”, “smooth road to communication”.

2. Ask students to put their token on the “start” smiley face in the top left hand corner. 3. Tell students that the aim of the activity is for them to moving their token one space in the

direction of a smiley face each time a positive answer is given in response to the focus question. 4. Read the focus question: What can you do when you would like a classmate to stop a behaviour

that is upsetting or annoying you? 5. Invite children to respond. (If there is no response – go straight to number 6). If the response is

positive, all students can move their token one place. If someone gives a negative response, do not move forward – stay where you are.

6. Read the responses below. When the class agrees it is a positive response, then move the token forward. Make sure all of these are covered during the activity.

Refer to the following table for responses that are positive and encouraged, and ones that are negative and discouraged.

What can you do when you would like a classmate to stop a behaviour that is upsetting or annoying you? Positive responses Negative responses • When communicating how you feel, use a

calm voice – do not yell • Do not use put downs and name calling • Say: When you ......... (eg. keep touching me/

make loud sounds/ want me to give you things I am using/ not let me share with you), I feel .......upset/uncomfortable, so I don’t want to do this with you at the moment.

• I am not enjoying that. Can you please stop? • Ask “Can we stop this now, and do something

else?” • Say “I would like to do this by myself today

thanks” • If you have tried your best to communicate to

your classmate that you would like them to stop the behaviour, and it is not working, find a teacher and ask for help (last resort!)

• Put the classmate down – say something to hurt their feelings

• Call them a nasty name • Yell at your classmate • Don’t try to do anything at all • Tell your other classmates that the person is

annoying so don’t be friends with them. • Find something different about them and

tease them about it so they feel uncomfortable around you

• Push and shove them away

Class discussion relating to the type of responses given to the question:

1. How do you think you would both feel if you used a positive response? 2. How do you think you would both feel if you used a negative response?

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Tokens to cut – one each

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Best path to communication!

Start

MESSAGE RECEIVED!

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THEME: UNDERSTANDING COMMUNICATION

ACTIVITY: THE BRIALLE ALPHABET

Key messages

1. There are many different ways we can communicate our thoughts and feelings.

2. People with a vision disability can read words by using their sense of touch through the use of Braille. The Braille alphabet consists of raised dots that can be translated to letters of the alphabet.

Materials Class set of the activity on the back of this page.

Time required 15 - 30 minutes

Group size Any

Age groups Reading age

Activity Students complete the activity on the reverse side of this page. Main point to highlight: in the Braille alphabet, the dots are raised so that a person with a vision disability can feel the dots and convert them to letters of the alphabet. This provides the opportunity for us to read text using our sense of touch.

Optional

activity Get children to create their own message using the Braille alphabet, and ask their partner to translate the message.

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The Brialle alphabet sourced from 2002 First School Years (www.firstschoolyears.com). Reproduced with permission from the Whitehorse Disability Awareness Kit

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THEME: UNDERSTANDING COMMUNICATION

ACTIVITY: THE AUSLAN ALPHABET!

Key messages

3. There are many different ways we can communicate our thoughts and feelings.

4. One way people with a hearing disability can communicate is by using sign language. In Australia, we use the Auslan Alphabet.

Materials Class set of the activity on the back of this page.

Time required 20 minutes

Age groups Reading age

Group size Any

Time required 20 minutes

Activity 1. Get children into pairs and ask them to spell out their name to their partner.

2. One of the children thinks of a question and asks their partner the question using sign language.

3. The partner will have to answer the question using sign language.

For more information go to: http://www.auslan.org.au

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Reproduced with permission from the Whitehorse Disability Awareness Kit (2005).