Marissa Sheffield

May 29, 2014

EDC 493

Lesson Plan

Activity Title:

A Feelings Chart!

Grade/Age Level:

Infants and Toddlers (0-3)

Objective:

For the Older and More Advanced Individuals:

o After listening to me read a sentence that describes an emotion and discussing
what that emotion is, students will be able to choose, out of nine pictures, the one
that corresponds to that emotion. (This will be repeated eight more times.
Students will be expected to get at least five out of the nine correct.)
For the Younger and Less Advanced Individuals:
o After listening to me read a sentence that describes an emotion, discussing what
that emotion is, and looking at a picture that shows that emotion, students will be
look through nine pictures and choose the correct match. (This will be repeated
eight more times. Students will be expected to get at least four out of the nine
correct.)

Teaching Strategies Gold:

Social-Emotional Development
o Objective 8 Listens to and understands increasingly complex language
Follows directions
o Objective 10 Uses appropriate conversational and other communication skills
Engages in conversations
Cognitive Development
o Objective 11 Demonstrates positive approaches to learning
Attends and engages
o Objective 11 Demonstrates positive approaches to learning

Persists
o Objective 11 Demonstrates positive approaches to learning
Shows curiosity and motivation
o Objective 12 Remembers and connects experiences
Makes connections
o Objective 13 Uses classification skills
Literacy Development
o Objective 19 Demonstrates emergent writing skills
Writes name
Mathematics
o Objective 20 Uses number concepts and operations
Counts
Science and Technology
o Demonstrates knowledge of the characteristics of living things
Social Studies
o Demonstrates knowledge about self

Developmental Prerequisites/Developmental Targets:

In order for the children to succeed they must understand what an emotion is. They must
know that it is the way we feel during a situation. Also, they must understand that when
we express an emotion we typically make a face and/or perform an action. The face we
are make indicates to others the way in which we are feeling at a particular moment.
Students need to be able to differentiate between faces and/or actions being made. They
should be able to show me, using their faces, their feelings. For example, if I ask
students to show me them being happy, they should know to smile. When I ask students
to show me how they look when theyre sad, they should know to frown. Some students
will need to be able to understand what it means to make a match and how to go about
doing that. They must be able to look at a picture, observe its details, and look at a
variety of others until they find the one that is identical to the other.
The specific target areas of development that will be targeted with this lesson are the
social-emotional, cognitive, literacy, mathematics, science and technology, and social
studies.

Location and Setup of Activity:

This activity will be done individually at the small square table located by the kitchen
area. This activity will happen during playtime. When one student is called over the rest
of his/her classmates will be in the play area or they may watch the other child engage in
the activity. This activity will happen around 9:40. If not all of the students are gotten to
during this time they will do the activity later in the day after nap time during the next
play time. If students are gone they will simply do the activity the day they get back.

Teacher Preparation:

Ahead of time I must create the charts. I must have the sentences thought out, typed up,
printed off, and glued onto the charts. I must find nine pictures that students will have an
easy time indicating what emotion is being portrayed. Once I find these pictures I must
print them off and cut them out. I must make sure that I have enough copies of the
pictures for each student. Also, I need to have the charts, the pictures, glue, wet wipes,
and a marker set out before hand right by the table where we will be working. They must
be placed on top of the cabinet away from the childrens reach.
List of materials:
o Charts
o Table
o Chairs
o Marker
o Glue
o Wet wipes

Instructional Procedures (may vary depending on age and level of student):

I will go up to the student that I want to work with on the project. This is an example of
something I would say to him/her:
o I need you to work on an activity with me. Since we are learning about our
emotions and the faces that we make, we are going to make a feelings chart!
Doesnt that sound like fun? You may come back and play with your friends
when we are finished.
o If a child tells me no, I will go up to another and get him/her to do the activity. I
will attempt to ask the previous child at a different time if he/she will work on the
activity.
Next, we will go on over to the table together.
o While walking there, I will tell the child that we must go to the table with walking
feet if he/she begins to run. Also, that he/she must not touch anything until I tell
him/her that it is okay to do so.
Then I will grab the chart that is most appropriate for this childs age and developmental
level.
I will ask each student what his/her name is and for some students what letter their name
starts with. Once they respond, I will write their name down on the chart.
Then I will explain to the child what we will be doing. I will ask him/her if he/she
remembers that for the past two days weve been discussing our feelings. Ill ask them to
use their face in order to show me the emotions happy and sad. I will engage in a
conversation with them about things that I know that have made them both sad and happy
already during the day.

Then, for the students who are older and more advanced, I will lay out the pictures in
front of them. Then I will read one sentence. After reading the sentence, I will have a
discussion with the child about the feeling talked about within the sentence. Then I will
ask him/her to look through all of the pictures and find the one that portrays the feeling
we had just talked about.
o This process will be repeated for the next eight sentences and pictures.
For the students who are younger and less advanced, I will lay out the pictures in front of
them. Then I will point to one of the pictures already on the chart. I will state the
emotion that the picture on the chart is portraying. Then I will read the sentence. From
there, I will ask the child to look through the pictures laid down right in front of him/her
and to choose the one that matches the one we just looked at and discussed.
o This process will be repeated for the next eight sentences and pictures.
During the steps listed above, I will be making statements like these ones listed below:
o Do you see this picture? This girl is crying. See she has tears rolling down her
eyes. She is sad. Maybe shes sad like you were this morning when your mom
had to leave. Can you show me how to be sad? Here let me show you.
o This sentence says, When I play all day I get hungry. Can you find the picture
with someone eating?
o Lets read this sentence. It says, When my parents hug me I know that they
love me. Now lets look at this picture. See she is hugging her mom. She knows
that her mom loves her. Which one of these pictures matches this one?
Once finished, I will end with a terminating statement which is listed below.

Experience/Exploration:

These new concepts will be reinforced throughout the remainder of the day and week. It
will be done both independently and as a group. Students may be asked randomly to
demonstrate certain emotions such as happy, sad, or angry. Also, they may be asked
how theyve felt throughout the day and what has caused them to feel that way. We will
be reading books that discuss events that people go through which causes their emotions
to change. The kids will learn the song If Youre Happy and You Know it, as well.

Assessment:

I will assess students through careful observation and note taking. I will record my
observations using the TS Gold online program. This assessment will be done
informally. For the older and more advanced students, I will observe whether or not
after being read a sentence describing an emotion and discussing what that emotion is, if
they can choose out of nine pictures the one that corresponds to the emotion that was
being spoken of. I will record if they are able to choose the correct picture at least five
out of the nine times. For the younger and less advanced students, I will observe
whether or not after being read a sentence describing an emotion, discussing what that

emotion is and looking at the picture that portrays that emotion, if they can choose out of
the nine pictures the correct one in order to make a match. I will record if they are able
to make at least four matches out of the nine that can be made.
Differentiation:

The more advanced and older students will receive a chart that doesnt contain any
pictures. He/she will only have sentences on their chart. They will be read each
sentence one by one. Then they must search through nine pictures and choose the one
that portrays the feeling that the sentence is talking about. After choosing the picture,
they will be asked to glue it onto the chart underneath the sentence that it belongs with.
The less advanced and younger students will receive a chart that contains sentences and
pictures. The pictures will be placed directly underneath the sentence that it is
describing. They will receive nine other pictures that they must glue onto the chart.
Each sentence will be read to them, the emotion stated in the sentence will be discussed,
and the picture portraying that emotion will be observed. Then they will choose one out
of the nine pictures that matches the one that he/she is looking at already on the chart.
After choosing the picture, he/she will glue it onto the chart next to the matching picture.
For infants, I will give them a chart that contains pictures and sentences. I will point to
each picture and state the emotion it is portraying. Then I will help him/her find the
matching picture out of the nine given and glue it onto the chart next to its matching
picture. Again I will state the emotion that is being portrayed.

Clean-Up

There wont be a lot to clean up after this activity. When a child is done with his/her
chart, I will hand him/her a wet wipe to clean up his/her hands. Most likely the kids
hands will be sticky from the glue. Afterwards, I will ask him/her to throw away his/her
wet wipe, and then he/she will be dismissed to go back and play. I will place the chart on
drying rack.

Terminating Statement

I will make a statement such as this:

o We are all finished. You made a chart that contains pictures and sentences that
describe some feelings. You have felt all of these feelings before. Can you show
me your happy face? How about your sad face? Lets set this aside now and
wash your hands. Then you can go play.

Transition:

Each child will be excused to go back and play with his/her peers. However, the tow
minute warning bell for clean-up time is rung around 10:00/. If a student is still working

on his/her project he/she will continue to do so until the bell is rung again. Then he/she
will stop what he/she is doing and go help the other students clean up the classroom.
Students know that immediately after clean-up time that they must go to the rug for group
time. If the student didnt finish the activity, he/she will have the opportunity to later in
the ay or complete it the following day.