Learning Experience Plan

Grade level: 7th grade

Subject: Psychology - Emotions

Unit: Emotions
day, 40 minutes

Length of LEP (days/periods/minutes): 1

Topic: Expressing/Identifying Emotions

Content Standards:

(include only standards addressed in this LEP)

Reading

1. Determine two or more central ideas in a text and analyze their

development over the course of the text; provide an objective
summary of the text
2. Analyze the interactions between individuals, events and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events)

Literacy Standards:

(include only standards addressed in this LEP)

Writing

1. Write informative/explanatory texts to examine a topic and convey

ideas, concepts, and information through the selection, organization,
and analysis of relevant content
2. Write narratives to develop real or imagined experiences or events
using effective techniques, relevant descriptive details, and wellstructured sequences

Speaking and Listening

1. Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 7 topics,
texts, and issues, building on others ideas and expressing their own
clearly
Learning Experience Outcomes
(knowledge/skills)

Students will:
Identify different emotions they have
experienced the past week while at
school and home
Express emotions via drawings,
graphic organizers, pictures and
symbols

Learning Experience Assessments

Students will:
Define emotions using present-day
experiences and examples
Read passages and identify the emotion
that is effecting the person(s)

Observation of student participation in

groups and equal exchange of ideas

Work collaboratively in groups

Differentiation
Approaching

SMA Jacobs

(What will you do to meet the needs of students at these different levels?)

On-level

Beyond

Page 1

Lena (Learning Disabled):

Lena struggles
with the English
language the
emotions will be
in her language as
well as English
Pictures will also
help her
understand the
emotions being
discussed
Definitions of the
words will also
help Lena
understand the
emotions being
discussed

Rodney (Emotionally
Disturbed):

Give the pullout teacher the

lesson plan the
day before so she
can discuss the
topic with Rodney
so he feels
prepared
Have his
psychologist and
behavior therapist
discuss emotions
and feelings with
him a week prior
to the lesson plan
so he is already in
the mindset of
discussing how he
feels
Smaller tasks will
help him Ill
have him focus on
the emotion he
chooses then fill

SMA Jacobs

Page 2

out one nonlinguistic literacy

skill a
descriptive
organizer
Curriculum Integration

(Does this lesson correlate with any other content area? Describe.)

Material
s

Procedures/Strategies

Smartbo
ard

Day 1

(add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned) The students will walk into the classroom and
see a bunch of different words on the smartboard that demonstrate
emotions that these 7th grade students might be feeling.
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)

1.
2.
3.
4.

How do I feel today?

What does the emotion I feel mean?
How can I describe how I feel using other words?
What makes me feel this way?

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)
The students will discuss what emotions means to them and list the
emotions they have felt in their life. They will draw a face beside each
emotion that was on the board to show their classmates what the emotion
means to them.
Direct Instruction (input, modeling, check for understanding)
There will be a descriptive organizer on each desk and the students will
put the emotion they feel in the middle box. Those who have the same
main emotion, they will be put into groups where they will then come up
with words that mean the same thing as the emotion they are feeling.
They will define the main emotion and discuss why they think they feel
this way.
Guided Practice (how students will demonstrate their grasp of new learning)
They will discuss amongst their groups the definition of the main emotion
they feel they will then decide on what it means to feel that emotion and
they will discuss how they come to feel this way. I want them to figure out
their triggers and what causes them to feel the emotion.
SMA Jacobs

Page 3

Independent Practice (what students will do to reinforce learning of the lesson)

At home, they will be asked to draw a comic strip that describes the
emotion they chose earlier that day. They will have a main character that
poses as them and they will show an experience they have gone through.
The descriptive organizer will help them express their feelings through
their drawings.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)
The next day, they will share what they drew and then write about their
emotion and how they can control their triggers/emotional feelings.

SMA Jacobs

Page 4