Lesson+Plan+Adaptation

Jessica Curasi EEX 4070 Lesson Plan Adaptation

Lesson Plan: Emotions and Feelings Grade Level: K-1 Materials: • Construction paper cut into circles (approx 8” in diameter)- 3 for each student • Popsicle sticks- 3 for each student • Glue • Crayons • Assessment Worksheets Objectives: Students will be able to: • Identify at least three separate emotions and the facial expressions that depicts each one • Recognize and define the vocabulary words taught throughout the lesson • Express themselves through emotion describing vocabulary words learned

Procedures: • Prior to the beginning of the lesson, the teacher will have constructed three masks depicting different emotions out of construction paper and popsicle sticks. The teacher should have also preselected a story in which the main character is confronted with a variety of emotions. It is not necessary that these emotions are explicitly stated in the story, as long as the teacher makes references to them during the predetermined stopping points and side comments during the story. **To enhance the ELLs language development, the teacher might consider doing a picture walk through without reading the text before beginning the lesson. The implementation of this technique will give your ELL students some background information through pictures of what the story will pertain to. Teachers should also take this opportunity to pre-teach some vocabulary words the students will hear later in the story. For this lesson, some vocabulary words you can teach your students are happy, sad, surprised, feelings, face, mouth, eyes, teach, smile.** • As each emotion is introduced in the story hold up (or have a helper hold up) the corresponding mask. You will need to explain to the students what you are doing at these crucial points. For instance, say “Look class, Jack is going to hold up the surprised face mask because the little mouse in the story is surprised. See how the surprised face has its mouth wide open and its eyes are bugging out? Can you make a surprised face like this one?” **It is important to utilize leveled questions that will get your students thinking. You should ask questions that will encourage student response and stimulate interaction. By taking this time to ask your ELL students questions related to the story and concept at hand, you can introduce vocabulary terms. As you are introducing these vocabulary terms to the class, it is equally important for your ELLs and visual learners to list the key words on the board.** • After the story is completed, pass out the materials to the students to make and decorate their own masks. They can either make the three examples you used during the read aloud, or other emotions they saw exhibited in the book. **A modification you could make to this part of the lesson plan would be to pair your students up or put them in groups to work on the masks together. By integrating your mainstream students with your ELLs, you can promote active student engagement and your ELL students will benefit strongly by collaborating with native speakers. Another modification you could implement would be to go around to the different groups and conduct frequent comprehension checks to make sure they understand the activity and concept being taught.** • Allow the glue for the masks to dry and do other activities or free play. • Later in the day, you will have your class join you and gather around for another story time. This time, you will distribute the masks the children have made and when a character in the story is feeling an emotion, ask the class to raise up the mask they think fits with what the character is feeling. Pick on a student and ask why they picked that mask. Encourage responses and expand upon them, ie. “Very good Emily! The little mouse is happy. Look at how he is smiling just like your mask! He is happy because his mom made is favorite dinner. What is your favorite dinner class?” **This is another opportunity for the teacher to implement some leveled questions to engage students in a discussion while stimulating their responses. The purpose of applying these types of questions is to encourage your ELL students to become more involved in the dialogue.** • Summarize the story by using the new vocabulary terms, advocating choral response. At this point of the lesson, you should cover the vocabulary words taught while holding up the masks and using the facial expressions that correspond with the new words the students have learned.

Evaluation/Assessment: In order to assess your students’ comprehension level, you should assign your class a worksheet to either take home and complete as homework, or have them complete the exercise in class. There are a number of activities and worksheets you can assign to your students that will effectively evaluate their understanding of emotions and feelings. If you are teaching the lesson to an older class or group of students, you can use an advanced worksheet that will require students to draw in the expressions on blank faces based on the labeled emotions. If you are working with a younger class of students, you may want to implement a less difficult worksheet and have them match different facial expressions to the corresponding emotion. Activities such as these can assist the teacher in determining the comprehension of her students in regards to emotions, expressions and feelings.

Lesson Source Cited: __http://sitemaker.umich.edu/356.hunemorder/lesson_plans__