Lesson Plan

Name: _Amanda Pfleegor

Name of Activity: __Egg Emotions___________________

Domain Area: _Social- Emotional_ Date: _________________________

Childrens Age: _____2_________
(Please Circle One)

Number of Children participating:____

Individual

Small Group

Large Group

Observation/Assessment: Why did you choose this activity/experience?

(Identify needs, interests, abilities of children)
I chose this activity because it lets the children express themselves and learn different facial expressions
that express emotions. The program has a strong emphasis in social emotional awareness and by doing this
activity it is helping the children be aware of their own as well as others emotions.

Vocabulary Words:
Happy-feliz
Sad-triste
Emotions-emociones
Angry-enjado
Eggs-huevos
MSDE Standards Developmental Goals:
1. Share his or her feelings through talking and pretend play.
2. Show more awareness of the feelings of another child.

Learning Objectives (2 or more):

1. The children will be able to recognize when somebody is showing an emotion.
2. The children will be able to label the feelings that they make themselves.
3. The children will be able to use the eggs to show me different emotions.

Materials:
Plastic eggs
Permanent Marker
Basket

Procedure:
I will start the lesson by asking the children to make different faces. When they are mad,
or sad, or any other emotion that they know about. I will then show them some that they
may have left out. I will then go into showing them the eggs that I brought with the faces
on it.

Extension Activity:
After the activity is over I will put the eggs in a basket that is available to all of the
children during their playtime.

1.

Introduction/Motivation/Set Induction: How will you get the childrens

attention?

I will start the lesson by asking them to make some funny faces. I will then show them
some emotions that I found of the CSEFEL website. I will then show the children some
of the faces on the eggs and have them try and copy me as I copy the egg face. After
doing this I will encourage the children to try and mix the eggs up and make their own
emotions.

2.

Nurturing/Teaching Strategies Procedures: What are the steps you will take to
conduct this activity/experience?

I will encourage the children to observe the faces of the other children and have a
conversation about what we do when our friends are showing an emotion.
3.

Closure: How will you know its time to end your activity?

I will know when the activity is over by the children losing interest. I will then put it in
one of the centers so the children can easily access it and revisit the center whenever
possible.
4.

Transition: How will you prepare the children psychologically or physically for
what will occur next?
I will prepare the children for what is happening next by singing a transitional song such
as, clean up, and have the children collect the eggs with me. Another thing we can do is
turn the lights off, as they do in the center.
5.

Developmental Variations: What modifications will you make for an

individual(s) or group(s)?

For the Spanish learners I have some of the emotions translated so they can understand
and learn in both English and Spanish. For the children that have trouble closing the eggs
after switching the faces around, I will give assistance and help them learn how to close
them. If there are not many children present then I will have the children match the faces
of the eggs together.

6.

Observers Comment/Suggestions ( Please sign and date):

Self-Reflection Social-Emotional #1

Amanda Pfleegor

I believe that I was prepared for this activity. We started out the lesson plan with no book,
so I had to keep their attention to learn about what I was going to talk about, which was
emotions. I asked them what different faces looked like and they enjoyed either copying
me or making their face to match the emotion I said. While all of them were not
completely engaged in this activity, I expected it because the developmental abilities of
each is different. After we went through and did all the faces I gave each child an egg and
they told me what face was on it. I then let them explore on their own. Most of the
children broke open the eggs and tried to put them back together, but needed a little help
actually closing them. There was one little girl that really enjoyed the activity and played
with the eggs for approximately twenty minutes. After the activity I left the eggs in the
classroom or the children to play with them if they chose to. This activity was
developmentally appropriate because for two and three year olds they are learning about
feelings and recognizing feelings of others, so this is an important topic to emphasize on.
My goals and objectives were met. The first goal was to share his or her feelings through
talk and pretend play. The little girl that had sat there for a while talked about her mother
being angry. It was asked why her mom was angry. She replied, cause da baby cry. She
was relating the emotion of being angry and recalling a time when this emotion was
observed. The conversation continued and it was asked why the baby was crying. The
child replied with, Cause him sad. Although not fully understanding that the baby may
have had a need not being met, she did realize that the baby was not happy. If I plan his
activity again I would probably snap some of the faces together and glue them so they
could not be pulled apart. Although it was a good activity for fine motor skills, most of

the children in the group could not get the eggs back together. I could also let the children
draw their own happy and sad faces if they were developmentally able to. Other domain
areas to expand on this activity would be in the cognitive domain. The eggs could also be
counted. The children could work on matching the faces by color or facial expressions. It
could also be extended in to the physical domain because of the fine motor skills using
their eye-hand coordination. Overall, this activity was a success because I was able to
keep the children engaged in the activity for at least five minutes. The children in this
group are very active and go from one activity to the next rather quickly.