Erin King

Kindergarten

Two Week Instructional Unit

This is How I Feel

Unit Description:
I have decided to focus my unit around emotions that my students may experience. I
believe that social emotional learning is important, especially in the early grades, and my
students will benefit from learning English through example of different feelings. Students will
learn to empathize with the characters from the read aloud, shared reading, and guided reading
each day, and at the end of the unit they will make a feelings book of their own. As a class, we
will investigate what it looks like to have different feelings and why it is important to embrace
all feelings, because the way you feel is okay.
Ohio Standards:
- Social Emotional Development
o Recognize and identify own emotions and the emotions of others.
o Communicate a range of emotions in socially accepted ways.
- English Language Arts
o RL.K.4 Ask and answer questions about unknown words in a text.
o RL.K. 7 With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts).
o RL.K.10 Actively engage in group reading activities with purpose and
understanding. Activate prior knowledge and draw on previous experiences in
order to make text-to-self or text-to-text connections and comparisons.
o W.K.3 Use a combination of drawing, dictating, and writing to narrate a single
event or several loosely linked events, tell about the events in the order in which
they occurred, and provide a reaction to what happened.
o SL.K.5 Add drawings or other visual displays to descriptions as desired to provide
additional detail.
Objectives:
- Students will be able to…
o identify their emotions.
o talk about their emotions.
o show emotions through pictures, colors, drama, or words.
 o learn new words in the stories.
o explain how illustrations help tell the story.
o connect different books to each other.
o find connections in a story with their own life.
o compare descriptions of emotions between stories.
o write a personal narrative about a time they were mad.
o add visuals to further explain journal entries.
Books used in this unit:
- My Many Colored Days by Dr. Seuss, illustrated by Steve Johnson with Lou Fancher
o Summary: Using a spectrum of vibrant colors and a menagerie of animals, this
unique book does for the range of human moods and emotions what Oh, the
Places You'll Go! does for the human life cycle. Here is a wonderful way for
parents to talk with children about their feelings.
o Day 1 (Monday)
- The Way I Feel by Janan Cain
o Summary: Feelings are neither good nor bad, they simply are. Kids need words to
name their feelings, just as they need words to name all things in their world. The
Way I Feel uses strong, colorful, and expressive images which go along with
simple verses to help children connect the word and the emotion.
o Day 1 (Monday) and Day 2 (Tuesday)
- Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis, illustrated by
Laura Cornell
o Summary: Silly, cranky, excited, or sad—everyone has moods that can change
each day. And that’s okay! Follow the boisterous, bouncing protagonist as she
explores her moods and how they change from day to day.
o Day 2 (Tuesday) and Day 3 (Wednesday)
- Happy by Mies van Hout
o Summary: Clear, strong lines and radiant colors that seem to smile at the reader
characterize Mies van Hout's drawings. In Happy, Mies shows all the emotions a
young child encounters. Each double page spread is devoted to one fish, showing
 a particular emotion with its name in lettering that expresses the same feeling.
Swim into Happy where the dazzling fish sparkle against the dark background and
let the images spark laughter and empathy.
o Day 3 (Wednesday)
- When Sophie Gets Angry – Really, Really Angry… by Molly Bang
o Summary: Everybody gets angry sometimes. For children, anger can be very
upsetting. Parents, teachers, and children can talk about it. People do lots of
different things when they get angry. In this Caldecott Honor book, kids will see
what Sophie does when she gets angry. What do you do?
o Day 4 (Thursday) and Day 5 (Friday)
- F is for Feelings by Goldie Millar and Lisa A. Berger, illustrated by Hazel Mitchell
o Summary: This friendly and positive alphabet book gives children those “feelings
words,” and explores the idea that while some feelings are more comfortable than
others, all are natural and important. F Is for Feelings invites children to share,
express, and embrace their emotions—every day!
o Day 6 (Monday)
- In My Heart, A Book of Feelings by Jo Witek, illustrated by Christine Roussey
o Summary: Happiness, sadness, bravery, anger, shyness . . . our hearts can feel so
many feelings! Some make us feel as light as a balloon, others as heavy as an
elephant. In My Heart explores a full range of emotions, describing how they feel
physically, inside. With language that is lyrical but also direct, toddlers will be
empowered by this new vocabulary and able to practice articulating and
identifying their own emotions. With whimsical illustrations and an irresistible
die-cut heart that extends through each spread, this unique feelings book is
gorgeously packaged.
o Day 7 (Tuesday) and Day 9 (Thursday)
- Yesterday I had the Blues by Jeron Ashford Frame, illustrations by R. Gregory Christie
o Summary: Ever had the blues? Yesterday one boy had them bad--not just the
ordinary blues, the "deep down in my shoes" blues, the "go away Mr. Sun quit
smilin' at me" blues. But today he's traded in those blues for greens, the "runnin'
my hands along the hedges" greens, the kind of greens that make him want to be
 Somebody. With text that begs to be read aloud, and bold, colorful paintings, this
book will have readers big and small pondering the spectrum of moods and how
they can change from day to day.
o Day 8 (Wednesday)
- Glad Monster, Sad Monster : A Book About Feelings by Ed Emberley and Anne Miranda
o Summary: Glad, sad, silly, mad - monsters have all kinds of different feelings! In
this innovative die-cut book, featuring a snazzy foil cover, you'll try on funny
masks as you walk through the wide range of moods all little monsters (and kids!)
experience. Here's a fun, interactive way to explore the many different ways we
feel!
o Available for students to read independently
Balanced and Integrated Literacy Framework
- Read Aloud
o I have decided to include a read aloud near the beginning of each day because I
think it is important for students to be immersed in literature. During and after
reading, I will ask a variety of vocabulary, comprehension, and application
questions, some of which are listed in the unit plan, for students to answer as a
whole group of to answer with their elbow partner. These questions help students
process what they have just heard and apply it to their own life.
- Shared Reading
o Since most of the books used in this unit are above students’ instructional level, I
only included two examples of shared reading. I will project the books on the
board for students to follow along and read what they are able. Happy will be a
shared reading on the first read-through because it has a simple text with emotion
words that we have previously covered. When Sophie Gets Angry…Really Angry
will be a shared reading the second time we read the book, and students will be
able to read the emotion words in the illustrations.
- Guided Reading
o Guided reading groups will take place nearly every day, with 20 minutes set aside
for each group. This will be a routine that happens all year, but students may
 change groups if their assessment scores show they belong in a different
instructional level. The hypothetical groups are as follows:
 Level A-B (Blue Group)
 Level B-C (Green Group)
 Level C-D (Red Group)
 Level D-E (Purple Group)
o I have included in the unit plan some things that each group could be working on,
but these lessons would be more specific to the needs of the group than fitting in
with the theme of the unit.
- Independent Reading
o In my classroom, students will be familiar with the Daily 5 model and they will
learn how to conduct themselves during this time. Each day when I work with
guided reading groups, students will have a choice for independent reading. They
are free to pick something out of the class library, something they bring from
home, or one of the books we are using for the unit.
- Interactive Writing
o During the first week, we will be working to create a chart of our emotions that
we learn about in the read-alouds. I have included a sample chart, but the
emotions that we add would be decided on by the class. Since this is an
interactive writing, I will call on students to share the pen and contribute what
they can, whether it be a single letter or a whole word.
- Guided Writing
o Students will be writing a personal narrative about a time they felt angry, and they
will be completing their own emotions book at the end of the unit. Students will
have time to work on their writing during the Writer’s Workshop each day and, if
they need additional time, during the writing center of the Daily 5. While the
writing is guided, I think it is important to students to respond however they see
fit.
- Independent Writing
o Each day, students will have time during the Daily 5 to write on their own. They
will have a journal that stays in the classroom where they can write whatever they
 want, regardless of if it is related to the unit theme. Over time, I will build a
rapport with students so they feel comfortable writing freely, knowing they will
not be corrected or graded in this low-stakes writing assignment.
- Word Study
o Most word study will take place during the guided reading time, as we focus on
sight words or words that are specific to the small group. I have to decided to
keep word study within a guided setting because I observed at my field placement
that kindergarteners are not yet responsible enough to stay on task at a word study
center and instead throw the letters at each other or get off task in other ways. If
the class shows that they can handle independent centers, I may add them back in.
 Daily Schedule

Monday – Day 1

9:00 – 9:10
- Read aloud
o My Many Colored Days by Dr. Seuss
9:10 – 9:15
- Discussion
o How do the different colors show what the speaker is feeling? What do the
paintings make you think of? (RL.K. 7)
o What do the words groaned, howl, and growl mean in the story? Can anyone
demonstrate what that would look and sound like? (RL.K.4)
9:15 – 9:35
- First journal (SL.K.5)
o Record color and emotion
 Students can draw a face or color the circle in with one or multiple colors.
This journal is up to them, and I will model different ways it can be
completed. For the first two journals, I will work through the activity with
them. After this, students will complete the journal on their own.
 Daily Emotions, Week 1
Name_________________________________

Monday Tuesday
Today I feel: Today I feel:

______________________ ______________________
_ _

Wednesday
Today I feel:

______________________
_

Thursday Friday
Today I feel: Today I feel:

______________________ ______________________
_ _
9:35 – 9:45
- Choose Daily 5 activities, review expectations
o For daily centers, I plan to create an adapted Daily 5. Ideally, students will select
the order they want to complete centers, but they may be assigned if necessary.
Here is a sample chart I would use:

9:45 – 10:45
- Daily 5 (adapted)
o Read to self
 Selection of free-choice book or a book used in this unit.
o Listen to reading
 Through a device (iPad, computer, tablet), independent.
o Writing
 Free writing or, on future days, time to work on writer’s workshop piece.
- Guided Reading and Writing groups, four groups
o Level A-B (Blue Group)
  (level a) https://www.readinga-z.com/books/leveled-books/book/?
id=1164&langId=1
 We will use this leveled text over the week to study the high-frequency
words “is” and “this”, as well as to practice reading a text about the faces
different people make with different emotions. This leveled text will be
used until Friday.
o Level B-C (Green Group)
 (level c) https://www.readinga-z.com/books/leveled-books/book/?
id=40&langId=1
 We will use this leveled text to study the high-frequency words “I”, “of”,
and “very”, as well as for further practice reading emotion words.
o Level C-D (Red Group)
 (level c) https://www.readinga-z.com/books/leveled-books/book/?
id=40&langId=1
 We will use this leveled text to study the high-frequency words “I”, “of”,
and “very”, as well as for further practice reading emotion words. With
this group, we will dive a little deeper into word study of more difficult
words.
o Level D-E (Purple Group)
 (level e) https://www.readinga-z.com/books/leveled-books/book/?
id=1877&langId=1
 We will use this book to talk about calming down skills, as well as study
the high-frequency words “can”, “down”, “to”, and “you”.
- Brain break after two rotations
o “Swirling” (3:00) https://app.gonoodle.com/activities/swirling?
s=category&t=Enhance%20Focus
10:45 – 11:00
- Read aloud
o The Way I Feel by Janan Cain
11:00 – 11:20
- Interactive Writing, start emotions chart
 o Happy and Sad
o Sample chart:

11:20 – 11:30
- Overview of unit
o Display book covers
o Think-pair-share predictions of future activities
o What we will learn, what we will do
Tuesday – Day 2
9:00 – 9:10
- Read aloud (re-read)
o The Way I Feel by Janan Cain
9:10 – 9:15
- Discussion
o How does the illustrator use color to show how the character is feeling? Do those
colors make you feel the same way? (RL.K. 7)
9:15 – 9:25
- Second journal
9:25 – 9:40
- Interactive Writing, emotions chart
o Angry and Scared
9:40 – 9:45
- Choose Daily 5 activities, review expectations
9:45 – 10:45
- Daily 5 (adapted)
- Guided Reading and Writing groups, four groups
o Level A-B (Blue Group)
o Level B-C (Green Group)
o Level C-D (Red Group)
o Level D-E (Purple Group)
- Brain break after two rotations
o “Mood Walk” (4:20) https://app.gonoodle.com/activities/mood-walk?
s=category&t=Enhance%20Focus
10:45 – 11:00
- Read aloud
o Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis,
illustrated Laura Cornell
11:00 – 11:10
 - Discussion
o What does rouge look like? What does hairy mean in context? Is it actually
covered in hair? What is pizzazz? What does it mean to tattle on someone?
(RL.K.4)
o How does this book remind you of the other books we have read this week? Are
any of the emotions similar? (RL.K.10)
11:10 – 11:30
- Emotion charades
o What do different emotions look like?
 Using photographs, students will model an emotion for the class to guess.
 Using emotion words, students will act out the emotion for the class to
guess.
Wednesday – Day 3
9:00 – 9:10
- Journal
9:15 – 9:25
- Shared Reading
o Happy by Mies van Hout
9:25 – 9:35
- Interactive Writing
o Add favorite new emotions to chart
 Possible additions: nervous, brave, shy, surprised, furious, proud, jealous,
loving, glad, confused, astonished, bored, delighted
9:35 – 9:50
- Writer’s Workshop, personal narrative brainstorm (W.K.3)
o For the rest of the week, students will be writing a personal narrative about a time
they were angry. This will be the brainstorming time for students to start getting
their ideas down.
9:50 – 10:50
- Daily 5 (adapted)
- Guided Reading and Writing groups, four groups
o Level A-B (Blue Group)
o Level B-C (Green Group)
o Level C-D (Red Group)
o Level D-E (Purple Group)
- Brain break after two rotations
o “Chin Up” (3:49) https://app.gonoodle.com/activities/chin-up?
s=Search&t=feelings
11:00 – 11:15
- Read aloud (reread)
o Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis,
illustrated by Laura Cornell
11:15 – 11:30
 - Interactive Writing
o Add to chart
 Possible additions: silly, grumpy, joyful, confused, excited, cranky,
discouraged

Thursday – Day 4
9:00 – 9:10
- Journal
9:15 – 9:25
- Read Aloud
o When Sophie Gets Angry – Really, Really Angry… by Molly Bang
9:25 – 9:35
- Discussion
o What do the words grabbed, smashed, and smithereens mean in context? (RL.K.4)
9:35 – 9:50
- Writer’s Workshop, personal narrative
o Students will start drafting their personal narrative.
9:50 – 10:50
- Daily 5 (adapted)
- Guided Reading and Writing groups, four groups
o Level A-B (Blue Group)
o Level B-C (Green Group)
o Level C-D (Red Group)
o Level D-E (Purple Group)
- Brain break after two rotations
o “Mood Walk” (4:20) https://app.gonoodle.com/activities/mood-walk?
s=category&t=Enhance%20Focus
10:50 – 11:10
- Students share
 o Students that feel they have had a good start on their personal narrative will have
a chance to sit in the Author’s Seat and share with their classmates.
11:10 – 11:30
- Drama
o Roleplay
 Like the charades game, students will act out different emotions. This
time, in partners, students will reenact a scene where one of them feels
their assigned emotion and the other responds like a friend would. This is
building empathy skills.

Friday – Day 5
9:00 – 9:10
- Journal
9:15 – 9:25
- Shared Reading
o When Sophie Gets Angry – Really, Really Angry… by Molly Bang
9:25 – 9:35
- Discussion
o How do the colors in the illustration change when Sophie is angry and when she
calms down? (RL.K. 7)
o When you get mad like Sophie, what do you do to calm down? Do you ever go
off on your own in nature? (RL.K.10)
9:35 – 9:50
- Writer’s Workshop, continue personal narrative
9:50 – 10:50
- Daily 5 (adapted)
- Guided Reading groups, two groups who are most in need
o 12 minutes each
- Brain break
 o “Swirling” (3:00) https://app.gonoodle.com/activities/swirling?
s=category&t=Enhance%20Focus
- Remaining 36 minutes, conferences with individual students about personal narratives
10:50 – 11:10
- Students share
o Students that did not share yesterday will be given the chance to share today.
Students do not have to, but they may be encouraged to volunteer after their
writing conference.
11:10 – 11:30
- Drama, emotion charades
o Students will play traditional emotions charades like they did earlier in the week.

Monday – Day 6
9:00 – 9:10
- Journal
9:15 – 9:25
- Read Aloud
o F is for Feelings by Goldie Millar and Lisa A. Berger, illustrated by Hazel
Mitchell (part 1)
9:25 – 9:35
- Discussion
o If you didn’t know what the feeling word was, how could you use the illustration
to decide how the kids are feeling? (RL.K. 7)
9:35 – 9:50
- “Finish” emotions chart
o Add some emotions from the book. This chart can be added to later as needed,
but this is the last scheduled time.
9:50 – 11:00
- Daily 5 (adapted)
- Guided Reading and Writing groups, four groups
 o Level A-B (Blue Group)
o Level B-C (Green Group)
o Level C-D (Red Group)
o Level D-E (Purple Group)
- Brain break after two rotations
o “Mood Walk” (4:20) https://app.gonoodle.com/activities/mood-walk?
s=category&t=Enhance%20Focus
11:00 – 11:30
- Read Aloud
o F is for Feelings by Goldie Millar and Lisa A. Berger, illustrated by Hazel
Mitchell (part 2)

Tuesday – Day 7
9:00 – 9:10
- Journal
9:15 – 9:25
- Read Aloud
o In My Heart, A Book of Feelings by Jo Witek, illustrated by Christine Roussey
9:25 – 9:35
- Discussion
o How does the author describe the things in their heart? Do your feelings come
from your heart?
9:35 – 10:00
- Writer’s Workshop, begin book
o https://drive.google.com/file/d/0ByLIl35ytFqjQVI2dXFFNFYwRWM/view
o Students have spent the unit learning about new feelings and what they look like,
and now they will create a book of their own.
o Today, they will write their name and complete the first box, “happy”.
This is how I look when I feel sad.
My Feelings Book:
This Is How I Look

I am sad when ________________

____________________________.
By:
___________________

This is how I look when I feel This is how I look when I feel
mad. happy.

I am mad when I am happy when

_________________ ________________
______________________________.
______________________________.
This is how I look when I feel This is how I look when I feel
scared. excited.

I am scared when I am excited when

_______________ _______________
______________________________.
______________________________.
 This is how I look when I feel silly.

This is how I look when I feel

________.
I am silly when
__________________
______________________________.

I am _________ when ____________

_______________________________.
10:00 – 11:00
- Daily 5 (adapted)
- Guided Reading and Writing groups, four groups
o Level A-B (Blue Group)
o Level B-C (Green Group)
o Level C-D (Red Group)
o Level D-E (Purple Group)
- Brain break after two rotations
o “Chin Up” (3:49) https://app.gonoodle.com/activities/chin-up?
s=Search&t=feelings
11:00 – 11:30
- Illustrations
o Students will work specifically on the illustrations for their book.

Wednesday – Day 8
9:00 – 9:10
- Journal
9:15 – 9:25
- Read Aloud
o Yesterday I had the Blues by Jeron Ashford Frame, illustrations by R. Gregory
Christie
9:25 – 9:35
- Discussion
9:35 – 9:50
- Writer’s Workshop, emotions book
o Students will complete two boxes
9:50 – 10:50
- Daily 5 (adapted)
- Guided Reading and Writing groups, four groups
o Level A-B (Blue Group)
 o Level B-C (Green Group)
o Level C-D (Red Group)
o Level D-E (Purple Group)
- Brain break after two rotations
o “Mood Walk” (4:20) https://app.gonoodle.com/activities/mood-walk?
s=category&t=Enhance%20Focus
10:50 – 11:10
- Students share
11:10 – 11:30
- Drama
o Students will play the normal emotions charades, but instead of being assigned an
emotion, they will act out one of their choice.

Thursday – Day 9
9:00 – 9:10
- Journal
9:15 – 9:25
- Read Aloud
o In My Heart, A Book of Feelings by Jo Witek, illustrated by Christine Roussey
9:25 – 9:35
- Discussion
9:35 – 10:00
- Writer’s Workshop, emotions book
o Students will complete two boxes
10:00 – 11:00
- Daily 5 (adapted)
- Guided Reading groups, four groups
- Brain break after two rotations
o “Swirling” (3:00) https://app.gonoodle.com/activities/swirling?
s=category&t=Enhance%20Focus
11:20 – 11:30
- Extended Writer’s Workshop time
o Students can work on whatever they need for their book.

Friday – Day 10
9:00 – 9:10
- Journal
9:15 – 9:25
- Chart Journals
o Since students have done a journal each day in the unit, we will wrap up by
charting our most frequent emotion. Students will count their emotions and add
the one that was most frequent to a bar graph using a sticky note.
9:25 – 9:35
- Discussion
o What emotions did we feel most often? Is that good or bad? How can we
practice feeling different emotions?
9:35 – 9:50
- Writer’s Workshop, finish books
o Students will complete final two boxes
- Conferences
9:50 – 10:50
- Daily 5 (adapted)
- Guided Reading groups, four groups
o 10 minute groups
- Brain break after two rotations
o “Mood Walk” (4:20) https://app.gonoodle.com/activities/mood-walk?
s=category&t=Enhance%20Focus
- Last 10 minutes, finish/continue conferences
10:50 – 11:30
- Share emotions book
 o Students will each take a turn in the Author’s Seat to share their book. After
today, the books will be three-hole punched and put in a binder to remain in the
class library.
-