Name of Lesson

Content
area(s)/developme
ntal domain(s)
addressed
Brief description
of the lesson

The Feelings Book

What concepts or developmental skills will this lesson address?

Language and Lit read The Feelings Book by Todd Parr, discuss different
emotions/feelings
Social-emotional develop emotional intelligence
Creative use art materials to create faces with emotional expressions to
correspond to emotion words.
During circle time we will read The Feelings Book by Todd Parr then discuss
different emotions/feelings. Then students will be given a piece of paper and
different materials to build their own faces with features to express an emotion.
They will label the artwork with the sentence Today I feel ____ because
_________.
Why is there a need for this lesson?

Rationale

This lesson is:

Children must understand different emotions and different ways to express

them for their own development of emotional intelligence and emotional
regulation. They must also understand how to recognize facial features and their
emotional meanings in others to build empathy and interact appropriately with
peers.
A new concept/activity
A continuation of a previous lesson/activity

A new focus on a previous concept. We have worked on feelings and emotions

on an individual basis, but this is the beginning of a class wide emotions unit.
Keep in mind appropriate length of an activity for preschool-aged children is 20 mins at most, no more than 45 mins
for children K-2 grade)

Timeframe

Read book: ~5-7 minutes

Discussion: ~5-10 minutes
Art activity: ~20-30 minutes

Objective(s) of the
activity

What will children know, or demonstrate as a result of this learning experience?

Connections to
standards

Which NYS Early Learning, or Common Core Standards are addressed? Are there other standards used?

Children will know how to label emotions and different facial features to
express emotions (e.g: smile means happy, frown means sad, etc.)
Standard 1 Promoting Child Development and Learning
1a: Knowing and understanding young childrens characteristics and needs, from birth through age 8
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for
young children.

Standard 4 Using Developmentally Effective Approaches

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young
children
4b: Knowing, understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

Standard 5 Using Content Knowledge to Build Meaningful Curriculum

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts, music,
creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and
safety; and social studies
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

Language
Objectives

5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate
developmentally meaningful and challenging curriculum for each child
What language/vocabulary, communication, or literacy skill(s) do I want my students to develop in this lesson? For
edTPA consider this: Which academic language demands am I targeting? Choose one, including language
functions, vocabulary, syntax, or discourse that is central to this learning segment. How is this activity using the
specific language demand?

This lesson focuses on language function and vocabulary. Both verbal language

as well as body language can express a feeling.

Emotion words: Excited, Happy, Silly, Sad, Mad, Angry, Frustrated, Scared
Resources/materia Materials: Paper, cut up paper shapes for facial expression, pieces of yarn,
ls needed:
glue, tape.
(Include any worksheets or
Book: The Feelings Book by Todd Parr
sources of evidence for
childrens learning you will
use during the activity)

Technology
inclusion (if
applicable)
Procedures (step
by step)

none

Method of
assessing
childrens
understanding of
lesson/activity/obj
ective(s)

Pre-assessment

Assessment of Childrens Language Learning

Outline the steps you will take to

evaluate students prior knowledge.

Outline the steps you will take to evaluate students language learning. What
evidence will I have to assess whether students have successfully achieved
the content objectives?

(Be sure to include any tools,

rubrics/checklists and/or
worksheets you will use for
assessment(s)

Anticipatory Set (Connection/Motivation) What will you do to get childrens attention, or to introduce children to
this learning activity? Describe the process in getting them interested and engaged.

1. Read book
2. discuss feelings and how to show it with our faces (use pictures in book)
3. art activity students make faces to express a feeling. Teacher writes
sentence : Today I feel ____ because _________

Can children label

emotions?

Can children label emotions: Excited,

Happy, Silly, Sad, Mad, Angry, Frustrated,
Scared
Can children represent emotions using
facial features?
Can children translate facial features and
emotions to paper faces and use the
sentence Today I feel ____ because
_________ logically and properly?

Observer feedback on the lesson plan, including commendations and recommendations for improving aspects of the
learning activity: