ECE TPA Lesson Plan

1. Teacher Candidate Darcy Royland, Rachel

Clement, Teri Swancara,
Siara Beyers
Date Taught 5.4.14
Cooperating Teacher ---- SchoolDistrict ----
2. Subject !motions "ield Super#isor ----
3. Lesson Title/Focus Mood Meter 5. Lenth o! Lesson 15"in
#. $rade Le%el &inderarten
'. Acade"ic ( Content
Standards
)$LEs/EA*Ls/+ational,
$ashington State !arly %earning and De#elopmental
&uidelines
- Connect emotions with 'acial e(pressions
- )se words to descri*e actions +such as ,running 'ast,- and
emotions +such as happy, sad, tired and scared-
-. Learnin .bjecti%e)s,
Students will learn the importance o' recogni.ing when
they are upset, when others are upset.
Students will *rainstorm di''erent solutions to emotional
situations, while interacting with their peers.
/. Acade"ic Lanuae
.bjecti%e)s,
- /appy -Sad -0ngry - Scared
- 1er#ous$orried
0. Assess"ent
2lan
3denti'y and 4anage 5ne6s !motions and Beha#ior
7777777 1ame emotions.
Recogni.e 2ersonal 8ualities and !(ternal Supports
7777777 3denti'y peers who help others.
7777777 Recogni.e accepta*le methods to gain assistance.
Recogni.e the "eelings 9 2erspecti#es o' 5thers
7777777 Recogni.e that others may 'eel di''erently a*out the same situation.
7777777 Descri*e how others are 'eeling *ased on their 'acial e(pressions, gestures
and what they say.
7777777 !(plain how sharing with and supporting others may ma:e them 'eel.
7777777 %augh and show pleasure appropriately.
0pply Decision-4a:ing S:ills
7777777 Recogni.e that one has choices in how to respond to situations.
7777777 De#elop and use calming strategies.
7777777 3denti'y and use alternati#e solutions to pro*lems.
11. Lesson *ationale
)pon what assessment data or pre#ious lessons are you *uilding;
Building upon the idea that the classroom is a sa'e en#ironment using the classroom rules
to appropriately handle social and emotional situations that arise.
$/0T re<uisite s:ills do students need in order to access the lesson 9 participate
'ully;
Students must ha#e the a*ility to cut color and share materials.
Students need to understand how to wor: in small groups and 'ollow directions.
Students must understand the classroom code o' conduct.
/ow does the content *uild on what the students already :now and are a*le to do;
This lesson will *roaden their understanding o' the world and people around them. The
students are at a point where they are e(panding their thin:ing and *eginning to
understand the social and emotional cause and e''ect o' situations. Students may not
understand that they ha#e to learn how to control their emotions or 'ully understand the
speci'ic reasons as to why they 'eel or react certain ways. 5nce they understand how and
why they 'eel the way that they do then they can master the concept o' sel' control.
/5$ does this lesson 'it in the curriculum;
This lesson 'alls underneath the re<uirements o' social and emotional de#elopment.
By teaching this lesson, how will this add to student learning;
Students will *e a*le to <uic:ly identi'y social and emotional cue6s and associate
empathy or understanding *ehind #er*al and non #er*al *ody language.
Students will identi'y the types o' social interactions that they ha#e with one another.
Students will also gain sel' awareness o' the reasons *ehind the emotions that they 'eel.
/ow does the lesson *uild on pre#ious lessons or pre#ious learning;
0pplication o' reasoning s:ills that they ha#e *een de#eloping in pre#ious class lessons.
Rein'orcement o' deeper critical thin:ing s:ills and continue to encourage group
cooperation.
/ow will the learning in this lesson *e 'urther de#eloped in su*se<uent lessons;
The student6s will actually create an emotions meter. $hen a situation arises they will
use this meter to e(plain and communicate what is going on with them. This tool can *e
used with the class as a whole or indi#idually. The decision will *e made appropriate
with thought 'or the child6s well-*eing.
11. 2nstructional Strateies/Learnin Tas3s to Su44ort Learnin
%earning Tas:s and Strategies
1. "eel &ood= )nderstand >our !motions
By= ?athy "eeney
@. Creation o' 4ood 4eter
- Students glue the colors 'rom le't to right across the hal'-
circle in this order= green, yellow, orange, and red.
5n the green slice, write ACalm and happy.B
"or the yellow, ha#e her write A0 little upset.B
3n the orange section, ACery upset.B
3n the red, she can write, A!(plodingD, or any word that
indicates sheEs e(tremely upset.
0ssist students in cutting out a FB long arrow 'rom the *lac:
construction paper, and attaching them with metal 'asteners.
+The arrow should *e attached to the center o' the 'lat side on
the hal'-circle.-
Teacher6s Role Students6 Role Rationale
Student Coice to &ather
Students will re'lect on acti#ity *y as:ing the 'ollowing <uestions when spinning their
wheels=
- $hat is it that they are 'eeling;
- $hat is something that ma:es you 'eel that way;
- $hat is a help'ul:ind way to ac:nowledge *ad emotions;
This will help in assessing how di''erent children react to things, where they are
emotionally, and ser#e as groundwor: 'or 'uture acti#ity 'ocuses.
12. 5i!!erentiated 2nstruction
2lan
3' students are uncom'orta*le sharing
emotions or 'eelings, they may opt out.
2re-made pinwheel pieces will *e a#aila*le
to match student need.
Rationale
13. *esources and Materials
2lan
"eel &ood= )nderstand >our !motions
By= ?athy "eeney
Center *esources6
/elen "rost Series
"eeling /appy, "eeling Sad, "eeling
Scared, "eeling 0ngry
Rationale
"eeling *oo:s are a great way to integrate
the topic into areas outside the lesson, 'or
students to wor: with on their own during
'ree time.
1#. Manae"ent and Sa!et7 2ssues
2lan
Students get distracted and not
'ocused on story in 'ront o' them
)sing things li:e scissors to cut and
create pin wheel
Children who don6t 'eel
com'orta*le sharing or tal:ing
Rationale
?eep their need 'or an attention
span short and on tas:
/a#e a teacher at each station+ 4
total- to super#ise and direct
students
&i#e the students the option to
a*out their emotions in a pu*lic
setting
Create an en#ironment where e#ery
indi#idual child 'eels sa'e and com'orta*le
to share their emotions in their classroom
and with their 'amilies
share with the class or not *ut
ma:ing sure that each student is
*eing assessed *y at least one
teacher during acti#ity
!(press that there is no Gudgment and no
child is wrong 'or 'eeling what they 'eel in
the classroom or at home. &i#e children the
option, once again, to share their responses
with the class or with Gust a select 'ew in
the classroom community.
15. Parent ( Co""unit7 Connections
2lan
Send the emotion pin wheel home
with each student to show
parentsguardians what was
discussed in class
/a#e each indi#idual student write
a short responsesummary o' the
emotions that they discussed to also
send home
/a#e the children e(tend on the
lesson and draw up di''erent
emotions on a *ig enough piece o'
paper that e#ery child has room 'or
one. Display in classroom
Rationale
&i#es the parents the option to see
'irsthand what the child created in
class that day
This gi#es guardians the chance to
see where their child stands with
their emotions and gi#es them the
option to discuss those emotions
with their child
Displaying this and sharing space
includes the social side the
assessment and also creates a sense
o' community in the classroom 'or
the children to share a sa'e space to
e(press their 'eelings sa'ely
15. Assess"ent *ubric