Lesson Plan Template – ED 3501 (Version C)

Lesson
The Rabbit Listened Date Monday, November 25th
Title/Focus
Subject/Grade Time
Grade 2 Health and Life Skills ~40 min
Level Duration

Unit Emotional Teacher Miss Davies

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General RELATIONSHIP CHOICES Students will develop effective interpersonal skills that demonstrate
Learning responsibility, respect and caring in order to establish and maintain healthy interactions.
Outcomes:
Specific UNDERSTANDING AND EXPRESSING FEELINGS
Learning R–2.1 recognize that individuals make choices about how to express feelings; e.g., frustration
Outcomes: R–2.2 become aware that the safe expression of feelings is healthy

INTERACTIONS
R–2.6 develop strategies to show respect for others; e.g., show interest when others express feelings,
offer support

LEARNING OBJECTIVES
Students will:
Knowledge
• Understand how they express their feelings when faced with a problem
• Understand how others express their feelings when they are facing a problem
• Understand that people deal with problems differently
• Begin to learn strategies to support and show respect for others
• Understand their actions affect others
Skills
• Demonstrate good listening skills
• Develop strategies to show respect for others
Attitudes
• Treat each other with respect by showing interest in their feelings
ASSESSMENTS
Key Questions: • What do I do/feel when I am faced with a problem?
• Do others feel the same way as I do when faced with a problem?
• How do I want people to help me when I am faced with a problem?
• What strategies can I use when someone else is facing a problem?
• How can I show respect for others?
Products/Performances: Observations
• During discussion, observations will be used to assess
o Students’ ability to demonstrate good listening skills
o Students’ understanding of their own and others’ feelings and reactions
when faced with a problem
o Students’ understanding of how they and how others like to be helped
o Students’ ability to develop strategies for helping others
Conversations
• During discussions, if necessary, the teacher will use conversation to assess
o Students’ understanding of their feelings and the way they like to be
helped when faced with a problem
Evidence
• The exit slip can be used to assess students’ understanding of the strategies they
use when helping others.
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
• Program of Studies (Health and Life Skills) • The Rabbit Listened by Cori Doerrfield
• Smart Notebook

Adapted from a template created by Dr. K. Roscoe 1

 Lesson Plan Template – ED 3501 (Version C)
• Music
PROCEDURE
Prior to lesson • Have music ready to go
• Have Smart Notebook ready to go
Expectations for • During mix and mingle
Learning and Behaviour o We find the partner closest to us
o The noise volume is quiet enough so we can hear when the music starts

again
o We are walking around not running
o Our conversation is on topic
Introduction Time
Attention Grabber • Introduce The Rabbit Listened
• Explain that you lied to them earlier about The Colour Monster and
~2 min
this is actually your favourite book ever! The drawings are cute,
and the story has a really good message
Transition to Body • Explain that we talked about our feelings last week and this week
we are talking about how to help others and show respect when
they are expressing feelings
Body Time
Learning Activity #1 • Introduce and read the story
o Answer questions but explain we are going to discuss after ~10 min
so to save their stories
Teacher Notes: Assessments/ • Pay attention to who is sitting beside who
Differentiation o split up if necessary
• If students have a question, they must raise their hands quietly
o Ask if it is a question and remind them that we are sharing
our stories after
• Observe which students are engaged and which students are
distracted
Learning Activity #2 • Explain we are going to mix and mingle
o On the smart board, music will play and the students will
walk around
o When I stop the music, find a partner that is closest to you
§ High-five them so you know you’re partners and
stand back to back quietly
§ If you do not have a partner, raise your hand
§ We are not walking across the room to be
partners with our friends.
o I will read a question that is on the smart board and I want
you to think about the question for a couple of seconds
and turn around and discuss with your partner for a
couple of minutes
o We might have lots of things to say, sometimes we will get
~20 min
to all of them, sometimes we won’t but that is okay.
o When the music starts, stop talking and walk around again
§ We have to be able to hear the music, so the noise
level should be normal
§ We are right beside our partners so we do not
need to yell
o Find a new partner each time
• Explain we are going to start by standing in front of our desks
• When the music starts, you can begin to walk around.
o We have to hear when the music stops so we have to be
quiet
o We are not running
• Discussion questions*
o When something unexpected happens, like Taylor’s tower

Adapted from a template created by Dr. K. Roscoe 2


Teacher Notes: Assessments/ •
Differentiation •
Learning Activity #3 •
(if there is time) •
• Before you leave, I want you to draw the animal the best
Teacher Notes: Assessments/ •
Differentiation •
• Support the students who are struggling
Closure: •
Feedback From Students: •
Feedback To Students •
Transition To Next
• Continue on with expressing emotions
Lesson
Sponge Activities N/A
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C)
getting knocked over, how do you feel? What makes you
feel better?
o Have you ever been bothered by someone trying to help
you?
o Has anyone ever laughed when you had a problem? How
did it make you feel?
o How would you like someone to help you?
o “Sometimes hugs say more than words.” What do you
think this means?
o Have you ever been so mad, you made a choice you
regretted?
o What made the rabbit a good listener? What are some
ways you could be a good listener?
* may not get to all the questions
Walk around the classroom and
o Observe that everyone is on topic
o Listen to the conversations
§ Input if possible
• “how did that make you feel?”
• “Was there a better way to handle that
situation?”
• “what would you prefer someone who is
helping you to do?”
§ Ensure you get around to each student
Have the students return to their desks
Explain that the animals tried to help in many different ways –
which one is most like you when you try to help others?
o Do you encourage someone to talk about things after they
happen (like the chicken)?
o Do you encourage someone to yell about things after they
happen (like the bear)?
o Do you encourage someone to fix things (like the
elephant)?
o Do you encourage someone to laugh about things (like the
~5 min
hyena)?
o Do you encourage someone to hide from things (like the
ostrich)?
o Do you encourage someone to throw away things (like the
kangaroo)?
o Do you encourage someone to get revenge (like the
snake)?
o Do you listen (like the rabbit)?
represents you as a listener.
Students should be working individually
Some students may need reminding of the animals and their
reactions
Closure Time
Next time someone you know is having a problem, think about
~1 min
how you could be more like the rabbit who listened.
Answer any student questions
Verbal feedback during lesson
3
 Lesson Plan Template – ED 3501 (Version C)

Adapted from a template created by Dr. K. Roscoe 4