Authors

Name(s): Gamze ALDEMR

Glsn PBACAK
Details
Course
Whole group-Play integrated literacy activity
Unit Title
Our emotion masks
Grade Level
Early childhood education/ 60-72 months
Time
45 minutes
Content
Learning Outcomes [ASSURE (State Objectives)]
Social-Emotional Domain

Objective 2: Duygularn fark edebilme

(Signs: Duygularn syler. Duygularnn nedenlerini aklar. Duygularnn sonularn

aklar. Duygularn mzik, drama, edebiyat vb. yollarla ifade eder. )
Objective 5: Bakalarnn duygularn fark edebilme
(Signs: Bakalarnn duygularn ifade eder. Bakalarnn duygularn paylar.)
Language Domain
Objective 4: Kendini szel olarak ifade edebilme
(Signs: Sz almak iin srasn bekler. Duygu, dnce ve hayallerini syler. stlendii role
uygun konuur.)

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media

and Materials)]
A cat figure without face made by carton, a box which has 4 different masks of emotional
facial expressions made by plastic plate and carton, a ball of wool

Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and

Materials)]
Child-centered activity.
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and
Require Learner Participation)]
Teacher shows a video of short story by using animoto. And they all discuss about the
emotion and the story in animoto video.

Individual Learning Activities Teacher opens a song about explanation of

specific emotions. And according to lyrics of
the music, children will dance and
dramatise those emotions.
Group Learning Activities -

Summary
Teacher wants children to shake their balloon and to make them learn balloons have
something in it. Then, teacher asks them to take out that from the balloon. If children want to
explode the balloons by themselves, teacher lets them or teacher can take out the pictures
from the balloon on her own. After every child has a picture of emotions, they will have a
conversation about what these pictures tell us and what our activitys topic might be and start
to talk about emotions. Then, teacher brings the carton cat figure and puts it next to herself.
All children can see the cat figure. Also, teacher puts the box which has 4 masks facial
emotional expressions and a ball of wool. This cat figure has no face. Teacher can make cat
sound to attract their attention to the activity. After taking childrens attention, teacher allows
them to examine the cat and waits them to ask this question why does this cat have no face?
or teacher asks children whether or not they understand what the cat feels. She assesses
childrens responses. Then teacher says she throws the wool to one of the children and that
child who has the wool will pick a mask from the box and put this mask in cats face. After
teacher throws the wool to the first child, that child takes one mask and puts in cat figure.
Then, that child will throw the wool another child. Teacher asks another child who holds the
wool in her hands what you infer from this cats face and how this cat can feel right now.
They discuss what might be the situations which could cause these feelings of the cat. After
putting masks and discussion of emotions, teacher says she will put the mask on the cat now
and want children to take position according to that emotion. Teacher waits children to
characterize cats emotions with their face and body. Teacher makes enter to a story: lets
see what happened to our cat today, how it felt today. Firstly they will found a name for cat.
Later, teacher leads children to create a story with her words and putting appropriate masks
for the situation on cat by saying there is a cat named . One day, cat sits on the window of
house where he leaves (meanwhile teacher puts the mask on the cat) and how does the cat
look? What makes the cat feel like this? At the end of this part, the story which was created
is read aloud. Teacher and children will decide which one the most beautiful facial
expression is and put that mask on the cat. They put the cat in a corner of the classroom.

Measurement & Evaluation

Descriptive Questions; For what purpose did we use the masks?

Affective Questions; What makes you feel when you saw the cat is sad?

Daily Life Questions; In what situations do you feel frightened/surprised? How did you feel
while you were coming to school today?

Questions related to Objectives and Signs; What did you pay attention while creating the
story? What changes do you observe in your face when you are happy?
Measurement & Assessment
Activities for Individual
Performance
Measurement & Assessment
Activities for Group Performance
Homework (optional)
Teacher asks children to draw a picture about
their happiest day.
Teacher shows some pictures by using easel.ly
in order to reinforce the concept of emotions.
And teacher asks children to create their own
story about those pictures.
-
-

Explanation
If there is a child with ADHD, he or she can help teacher during the activity. Teacher wants
that child to hold the box of masks and give the mask to his/her friends. Also, during the day,
he can be in charge of protecting the cat figure and preventing it from being ripped or being
cut.
Explanation regarding to the implementation of the plan
Teacher talks to children about emotions and they watch the movie called Ters Yz and
have a conversation about feelings of those characters together. This movie is an animation
and includes lots of emotions in it. Also, they can draw their own character with expressions
of different emotions and then talk about these characters.