UMU Lesson Plan Template

2015-2016

Name: Hayley Kozar

Grade Level: Kindergarten
Subject: Advisory lesson
Big Idea/Lesson Focus:
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Date: March 30, 2016

Class Period: 10:00-11:05
Lesson # & Title: Lesson #2: Expressing Feelings

Context for Learning:

There are 25 total students in the class (15 boys and 10 girls). There are 2 students that are African American and
one student has been recently diagnosed with Autism.
Content Standards:
SL.K.6 Speakaudiblyandexpressthoughts,feelings,andideasclearly
Learning Objectives (aligned to assessment plan):
When given 10 different feelings, students will be able to appropriately understand and express those feelings with
100% accuracy.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Feelings
Emotions
Express
Sleepy
Sad
Happy
Bored
Surprised
Angry
Embarrassed
Scary
Frightened
Drowsy
Grossed Out
Jealous
Lonely
Hungry
Tired
Worried
Assessment Plan (aligned to learning objectives)
Formative Assessment:
o I will have students draw on an exit card how theyre feeling and explain how to best express the emotion
to me in person.
Revised 11/2015

Summative Assessment:
o I will have my students bring in the next day a picture of them when theyre younger showing an emotion.
They should be able to tell me what the emotion is theyre expressing, why, and how they should have
handled it if it wasnt appropriate. (ex: baby crying is appropriate because they cant talk and express what
they feel)

Procedures: Lesson Introduction (10 minutes)

I will begin the lesson by reading Exploring Emotions by Ros Bailey. I will have the students on the carpet while
reading this for better interaction. This book will give students an insight on what we are going to talk about in the
unit lesson and give them a chance to better learn and understand emotions. During the reading, I will make sure I
use the emotions portrayed in the story with facial expressions when reading about them. This will assist students in
fully understanding the emotion.
After reading, I will tell the students we are going to discuss emotions and how to best express certain emotions in
an appropriate manner.
Procedures: Lesson Body
Presentation/Explicit Instruction (I do: 100% teacher, 0% student): (10 minutes)
1. I will explain to students what emotions are and why we get emotions. (1. A mental state that arises
spontaneously rather than through conscious effort and is often accompanied by physiological changes; a
feeling: the emotions of joy, sorrow, and anger.)
2. I will have students ask any questions they may have about emotions.
3. I will explain how to appropriately express emotions. (how to manage when one is angry at another)
4. I will use emoticons on the SMARTboard of various emotions and explain what emotion it is for further
review before the SMARTboard lesson is shown. (ex: show a mad emoticon and explain that emotion) This
will prepare the students for the SMARTboard lesson because it uses emoticons. This will be used again for
the
Structured Practice/Exploration (We do: 75% teacher, 25% student): (15 minutes)
1. I will put the lesson on the SMARTboard: http://express.smarttech.com/?
url=http://exchangedownloads.smarttech.com/public/content/e3/e39778e5-eba8-4bf5-997d02d7a8309534/feelings.notebook# (every student will be able to participate in this lesson) Be sure to have
students try to sound out the emotions to build better reading skills. Help if needed.
2. SMARTboard slide 2: Demonstrate to the students by dragging the mood to the proper emoticon. During
this, explain what the emotions are and make sure it is clear to the students the facial expression
corresponds to the emotion. Ask students: When did you ever feel this emotion? What did you do when
you felt like this?
3. SMARTboard slide 3: Repeat step 2.
4. SMARTboard slide 4: Allow 3 students to come to the board and drag the mood to the proper emoticon.
Guided Practice/Checking for Understanding (We do: 25% teacher, 75% student): (15 minutes)
1. SMARTboard slide 5: Allow 8 students to come to the board and drag the appropriate emoticon to the good
or bad mood columns. Only help the students when needed with sounding out words or if theyre confused
by directions. At this point, they should be better understanding emotions.
2. SMARTboard slide 6: Allow 3 students to come up to the board and unscramble an emotion that fits the
clue. Be sure to have the entire class participate and be there to assist the student at the board if needed.
Continually ask questions throughout the lesson pertaining to emotions such as: Have you ever felt angry
before? If so, why? Name a time that you were sad and explain why?
3. SMARTboard slide 7: Allow 6 students to come to the board and click on the dice and tell about a time they
felt that certain emotion. You can also ask other students that arent at the board to explain times too for
more student responses.
4. SMARTboard slide 8: Allow 6 students to come to the board and pop the balloon. The students with act out
the emotion they pop on the balloon.
Independent Practice/Application (They do: 0% teacher, 100% student): (10 minutes)
Revised 11/2015

1.

Students will go back to their desks and draw a picture of them feeling a certain emotion on an exit card.
They must write the emotion on their picture (I will have the various emotions written on the SMARTboard
after the activity is over with the corresponding emoticon, this was used prior to the lesson activity). Before
leaving class or before beginning a new lesson, students should share their emotion and picture within their
table groups.

Procedures: Lesson Closure: (5 minutes to explain what they need to do and if they have questions)
1. To close the lesson and see if students are understanding emotions, students will be asked to go home and
bring in a picture of them portraying a certain emotion. They should bring in the picture of them the next
day and be ready to share with the class the emotion they were feeling in the picture, along with why they
felt that way and a better way to express it if it wasnt appropriate for their age.
Differentiation, Individualized Instruction, and Assessment:
I differentiated this lesson by the types of learners in the classroom. For instance, my student with autism enjoys
hands-on learning activities. This is differentiated for him because the SMARTboard is hands on and allows
kinesthetic movement.
This lesson also is beneficial for auditory learners because I read the book out loud and we read the emotions from
the SMARTboard out loud.
This lesson on the SMARTboard is beneficial for visual learners because they are able to see the emotion and
remember the pictures that go along with it.
Instructional Materials and Support:
SMARTboard
SMARTboard lesson on emotions
Exploring Emotions By Ros Bailey
Paper for pictures
Pencils
Crayons to color pictures
Cultural Responsiveness Commentary:
Culture plays a major role in education. Because two students are African American, it is important to always keep
culture in mind. I think this lesson is great for any culture because it is always important that children and people in
general express their emotions in an appropriate way. It is also important for people to be able to understand their
emotions and how to express them. Certain cultures may use emotions in different ways and may not discuss
emotions in their everyday lives. It is important that I am open-minded and aware about the cultural backgrounds of
my students, so that they are comfortable in the classroom and feel that it is a safe environment.
Research and Theory Commentary:
In this lesson, Vygotskys theory is portrayed because social interaction is occurring during the SMARTboard lesson.
They are socializing with peers and with me when theyre at the board and expressing and understanding the
emotions shown.
Students may also be learning through observation when I am reading the book to the class and expressing the
emotions the book is talking about. This theory is based on Bandura. The students will hear the emotion I am saying
and relate it to the expression on my face, thus corresponding the facial expression with the emotion can lead to
further knowledge on the emotion.
Lastly, Deweys theory of children learning through doing is a major aspect of this lesson. The students are coming
to the board and doing the lesson by themselves for the most part. The whole SMARTboard part of the lesson is
hands-on learning for the students. After the lesson is over and the students are done drawing a picture of them
feeling an emotion, they are going to be sharing with their table groups what they have drawn. This is also an aspect
of Deweys theory because it is working together in groups.

Revised 11/2015

The following componentsEssential Question, Use of Technology, and Reflection and

Instructional Commentaryare to be scored only as applicable to the plan.
Essential Question (as applicable):
What are the different emotions and how should we express them?
Use of Technology Commentary (as applicable):
ISTE Standards:
I incorporated a SMARTboard lesson into my lesson plan to thoroughly express emotions with my students. This
SMARTboard lesson includes interaction with the SMARTboard for further knowledge and hands-on activities.
Reflection & Instructional Commentary (if lesson was taught):

Revised 11/2015