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Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Mary Ameruso
Name of Lesson
Content
area(s)/developmental
domain(s) addressed
My Feelings
Content: Emotional self-regulation, social-emotional competence and emotional
literacy
Developmental domains: Fine motor skills (cutting and gluing), multistep
directions
Students will be able to identify and recognize different emotions (of themselves
and others), and develop new strategies for regulating their emotions. The
lesson starts with a story about emotions and feelings. Students will be
presented with various make-believe scenarios and asked how they would feel if
they were in that situation. We will also discuss coping mechanisms and ways to
control our emotions. Students will be asked to visually make several facial
expressions of emotions and then match those with facial expressions on a
worksheet, which will be created into a class book. The My Feelings
Rationale
Timeframe
A new concept/activity
This lesson is necessary because many children struggle with their socialemotional skills. This lesson will teach children about our various emotions and
ways to regulate their negative feelings.
The timeframe of this lesson is 15-20 minutes (at most). It will take about 5
minutes to read the story, 1 minutes to have the children think of different
emotions, 5 minutes to create different pretend scenarios and have the children
Objective(s) of the
activity
Connections to
standards
create their facial reaction and take their pictures, 5 minutes to have the children
match and glue their picture next to a pre-created face in the My Feelings
Book, and 3 minutes to discuss how we can deal with our feelings, and
independent practice over the academic year (the feelings book will be left out
on the classroom bookshelf and the children will be encouraged to act out
different emotions during choice time. For example, one child could be the
person feeling the emotion and the other child could be the friend that helps that
child.)
After participating in this lesson, the students will be able to identify their
emotions as well as the emotions of others. The students will be able to express
their feelings appropriately. Also, they will learn how to deal with their emotions
on an independent level.
This activity will enable the child to develop awareness and competence in the
following area of the New York State Prekindergarten Foundation for the Common
Core:
Domain 3: Social and Emotional Development Self Regulation
2. Self-regulation
a) Expresses feelings, needs, opinions and desires in a way that is appropriate to
the situation
b) Appropriately names types of emotions (e.g., frustrated, happy, excited, sad)
and associates them with different facial expressions, words and behaviors
c) Demonstrates an ability to independently modify his/her behavior in different
situations.
Domain 4: Communication, Language and Literacy
1. Motivation
a) Participates in small or large group activities for story telling, singing, or finger
plays
This activity aims to provide the students with the necessary and accurate
vocabulary to identify their emotions and the emotions of other children. It also
aims to provide the students with the necessary verbal cues and prompting of
how to approach and help a friend who is sad, upset or angry. The language
objectives of this lesson include: listening skills, reading (appreciation and
enjoyment), comprehension, and expressive/oral skills.
Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)
Pre-assessment
Berks milestones for
social-emotional
development were used
to access the childrens
understanding of the
Assessment of Student
Learning
1. Are the children able to
identify and recognize the
different emotions in the
feelings book?
Assessment of
Childrens Language
Learning
1. Are the children
verbally identifying the
emotions in the
feelings book?
2. Do the children have
new vocabulary and
does he/she use it to
express how he feels?
For example, does
he/she say, I feel
angry
Supporting English Language Learners
What modifications should I make to the activity to
ensure all students are included and engaged in all
steps required to meet the lessons objectives?
Supporting children
with identified delays
or disabilities
What considerations
should I keep in mind
regarding cultural
relevance, age
appropriateness, and
ability levels for all
learners?
Follow up/Extension
activities
Any additional
information that would
be helpful for the
observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity