LISTENING AND SPEAKING: How to Express Feelings (Visually and Verbally)

Getting Ready to Teach the Lesson: Purpose: Comprehension and listening is a necessary skill in communication, which is needed in everyday society. The ability to identify and describe emotions is a crucial part of communication, which is a desired skill in society. Objective: By memory students (will be able to verbally explain what listening and facial expression is) and (list) [at least 2 examples] of (what qualities make up a good listener), [with at least 80% accuracy.] Students (will be able to express their thoughts visually and verbally) after (listening and comprehending a story) [with 80% accuracy.] Expressive Objectives: I now know - What listening and facial expression is. - The qualities that make a good listener. - How to visually and verbally show my feelings. Common Core Language Arts Standard: http://www.corestandards.org/ELA-Literacy/SL/K/
CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Review: The following topics were taught in previous lessons: - ABCs - Letter Sounds - Identify Upper and Lowercase Letters - Speaking - Ears, mouth, noise, eyes Review for this lesson: Before starting the lesson, go over the following topics. o Go over what makes a good speaker. - loud enough voice - Speaking clearly o Go over the different parts of the face - Ears - Mouth - Eyes - Nose

Anticipatory Set: Have the students arrange the desks away from the middle of the classroom so there is a clear space in the middle. Have the students place themselves around the empty area and have them get toe to toe with a partner. If there is an odd number of students a group of 3 is fine. The teacher will yell out an emotion, then it is then the students job to show that face to their toe partner. The teacher will yell out emotions quickly, and at random the teacher will yell panic, the students will then search for a new toe partner that they havent had yet. Once every student has found a partner the teacher will being yelling out emotions again. Say about 3-5 emotions per partner. Continue this game for about 10 minutes. Once the game is done, have the students put the desks back in order while showing the emotion of happiness. Once the room is put back together ask the class why listening was important in the game. (Told them what to do, and what emotion to make) Then ask the class if it is important to listen when having a conversation with others? (It is very important to listen; it gives us information that we need to know. We talk with others and have conversations everyday.) LESSON CONTENT: Input: - Listening listening is hearing and understanding what a person has said. To listen we use our ears When we show that we are listening we use our face. We show that we understand by using facial expression. - Facial expression is when you move your face and create an emotion. Show the class an example of happy vs. sad and surprise vs. bored. What makes a good listener - Have eye contact - Be silent - Ask questions Checking For Understanding: have different students answer each question. -Everyone point to what we use to hear (ears) - What do we use to show that we are listening? (Facial expression) Modeling: Paper Friends For this exercise have the students gather on the class carpet. Using the Popsicle stick people or our friends," read each description and show the face that matches the scenario. They should already be in order based off the list below. However, feel free to make up your own scenario and a name for each friend and/or facial expression, but provided here is a list of possible descriptions. While going through have the student mimic the face on the Popsicle stick. o Happy Sally just got a puppy. o Sad Timmy fell down on the playground. o Angry Jacks mom wont let him go to a friends house. o Confused Lou doesnt understand his math homework.

o Sleepy Beth didnt get enough sleep last night. o Worried Kate cant find her favorite crayon. o Cold Nicki wishes she had a blanket to keep her warm. Checking for Understanding: Ask the following questions: get different students to answer each question What does it mean to listen? (Hearing and understanding what someone has said) How important is listening? (Very important, it lets us know information) What makes a good listener? (Eye contact, being quiet, asking questions) How do we show that we are listening? (Facial expression) ACTIVITIES: Activity: A Objective: Students (will be able to express their thoughts visually and verbally) after (listening and comprehending a story) [with 80% accuracy.] Purpose: This activity is meant to get the students to understand and comprehend what they are being read, along with being able to identify different types of emotions. By drawing a picture they are expressing their own emotions and practicing how to speak audibly. Process: Read the story I am Loveable and Capable to the class. o Ask the students how many different emotions were in the story? (more than 10) o Ask the students how many different emotions they think they go through in one day? (we all go through different emotions all the time! We go through countless number of emotions a day!) o After being read the I am lovable and capable story and discussing the questions, have the students return to their seats and pass out the coloring and writing sheet (Paper Labeled A) and select one student from each table group to go up and get a pencil box and a coloring box. The students will first draw a picture to illustrate one thing that happened in the story and will write how it made them feel. (help the students individually with the writing section) Evaluation/Assessment: o Once the students are finished in their table groups the students will verbally explain to each other what they drew and why, with an audible voice. (Remind them that good listeners have eye contact, are quiet when others are speaking and can sometimes ask questions) o When everyone has shared and it looks like they are all done, table by table, have the students put their papers in their backpacks. While students are on their way back from their backpacks have them grab the second worksheet (Paper Labeled B) for the next activity and return to their seats. Activity: B Objective: Students will be able to recognize feelings . Purpose: This activity is meant to show that the students have grasped the concept

of facial expression and can recognize what different facial expressions mean. -Once every student has their paper, have them read together each word out loud. -Then have them trace the words with a pencil. - After tracing, the students will connect the word goes to the correct face. - Once the first student from each table is finished, has raised their hand and you have checked their work for 100% accuracy, have them go and get a coloring box for their table to color the faces. *(It is not a race to get done first) When students are finished they will put their pictures in their backpacks and may go and look at library books until everyone is finished. Closure: Close with a few questions on the key points. Have different students answer each question. Hand out paper C. Class, when we talk to people what do we do to show that we are listening? (use facial expression) How many times a day do we use different facial expressions? (all the time!) So today we have learned that when we talk to others, to show we are listening we make facial expressions, by doing this we show how we feel. We can express how we feel through words, pictures, and our faces or facial expressions. Homework: For homework ask the students to try and recognize/remember different facial expressions they go through or what others they see go through. Tomorrow we will go over how many different facial expressions the class has seen.

When we

listen
we use our

To show we are

listening

we use

good listener

I am lovable and capable story (ILAC)

Once upon a time, there was a little girl by the name of Mildred... R-R-R-ING!, R-R-R-RING!, R-R-R-RING! Mildred falls head long out of bed as she rushes to silence the noisy alarm. "I am so clumsy!" she exclaims to herself. "I'm about as coordinated as a giraffe on stilts!" "Where ARE my socks?"(CONFUSED) she says in a frustrated voice as she starts to dress herself. I'm such a clutter-nut." Finally, she gets herself dressed and is just about to walk out the door when her brother walks by. He sees her and pretends to be filled with horror. "No! No! The ugly, red-haired. Martians have landed!" (SAD) he shouts, running and laughing down the hallway. "Oh, how I hate him!" (ANGER) thinks Mildred to herself as she goes down to breakfast. "My, you look pretty today," says her Mother as she enters the dining room.(HAPPY) A tiny smile creeps into the corner of Mildred's mouth. "Did you get all of your homework done last night?" continues her mother. The tiny smile vanished. "Oh, no!"(WORRIED) Mildred thinks to herself. "Now I'm really in trouble with Mr. Paul!" (NERVOUS) On her way to school, she sees her best friend. "Hi, Sally!" she shouts across the street. Just seeing her best friend makes her feel better. (HAPPY) Sally runs over to join her and gives her a big hug. "Hi," says her friend. "You look kind of sad. Are you Okay?" Mildred tells her friend about her dismal morning. Just telling her about it makes her feel better.(HAPPY) Upon reaching the school gate, they are confronted by the school bully, Isabel. (SCARED) "Hey wart faces, aren't you both fine and ugly!" she barks into their faces. Slipping by her, pretending to ignore her comments, they rush into the school. "See you at recess," she calls after them. Entering their classroom, they are greeted with a hearty, "Good morning girls! And what kind of presents did you bring me this morning?" Mr. Paul smiles, looking at them expectantly. Sally digs in her tote bag and hands him her homework. "Why, Sally, you must be very proud of yourself!" Turning and looking at Mildred his eyes ask, "And what about you?" "I'm sorry, Mr. Paul. I didn't get it done." says Mildred. (SAD) "I see that you're disappointed in yourself. The person you really need to apologize to is yourself. You're the one that missed out on some learning. I do like how you didn't try to make excuses for yourself." says Mr. Paul. The last statement makes her feel better about herself. (SURPRISED & HAPPY) He goes on to say, "What are you going to do to solve your problem?" With a grimace she says, "I'll stay in during recess to finish it." "I'm glad youre taking responsibility for your learning." says Mr. Paul with a smile.