Existing Lesson Plan Modifications

I got my lesson off the king county website. The name of the webpage is FLASH lesson plans for
special education. http://www.kingcounty.gov/depts/health/locations/family-
planning/education/FLASH/~/media/depts/health/family-planning/documents/special-
education/SpecialEducationLesson10.ashx. I choose this lesson because many students who have
disabilities have a hard time being able to express how they are feeling and why they are feeling a
certain way. In addition, I feel that it is an important skill to have so they able to communicate
better.
The first thing I did to modify the lesson plan I found was to make it age appropriate for the
students I will be teaching. The lesson plan I found is trying to get the student to express what
they want and they add a feeling to why they want but I feel that my students need to work on
what each of the emotions are and expressing how you feel during that certain emotion before
they can connect it to wanting a certain object. I feel that the lesson plan I found needs to be
broken into different lesson and can be completed all together once the student understand each
of the parts to asking for something they want. In my lesson, I had the students use the
smartboard when they completed the guided practice of the lesson. I feel that the students could
also use an assistive technology where they can point to the face that they are feeling until they
are able to understand how to explain each of the emotions.

Special Education Lesson Plan Template

Name: Cailynn Date: 10/3/17
Subject: Health/Emotions Time: 10:00
Preplanning
Primary Lesson Objective (condition, who, criteria, and maintenance):
Immediately following instruction, the student will explain what the six emotions mean
and correctly draw what it looks like when someone is feeling these emotions with
85% accuracy.
Secondary Objective (if needed, behavioral, background, etc.):

IEP Goal: (relevant from actual IEP or create IEP goal to relate to objective):
Maddison will increase her ability to her identify emotional states from 40% of the
time currently to 70% of the time by September 29, 2018, through the use of emoji
feeling faces and being taught what emotions are, as measured by a daily emotional
chart filled out by the teacher and the students emotion journal.

Connection to Common Core/Essential/Extended Standards, OCS:

K.MEH.1.1 Recognize feelings and ways of expressing them.
Assessment of Primary Objective (include with lesson plan):
The student will express the emotion she is feeling 4 out of the five times.
Assessment of Secondary Objective:

Background Information on Student (skills, needs, strengths, rationale for lesson):

Maddison has difficulty expressing how she is feeling when asked what is wrong.
During these times, she is normally throwing a tantrum where she is screaming crying
and is not able to talk. When she does calm down, which normally happens without
three to five minutes, she is unable to say why she is feeling this way. In addition,
when getting down to her level to try to talk to her about what is causing tantrum she

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does not give eye contact. She will just look at the ground and not say anything. Even
when she is given time to herself to regain her composer she still just looked at the
ground and stayed quite.

Research/Instructional Strategy to be Used:

Practice Review (Emotion Journal)
Direct Questions and response (guided practice)

Materials:
Emoji Faces
Smartboard
Paper
Pencil
Emotion Wheel and Journal
Glue

Integration of technology, if applicable: Emoji charts (Inside out character) from

online, SMARTboard
Lesson Opening
Introduction/Gain Attention:
Start off the lesson by reading the story Mouse Was Mad By: Linda Urban
KWL- Have students write down what they already know about emotions, what they
want to learn about emotions, and they after the lesson have them write down what
they learned.

State Behavior Expectations/Review Rules in Student Terms:

Student will complete SLANT procedures:
Sit up straight
Lean Forward
Ask and answer questions
Nod your head
Track you speaker
Build Background Knowledge (Integrate Cultural/Contextual Information):
What are different emotions you have felt?
How did you feel when you felt these emotions?
Review SLANT procedures with student
Lesson Body
Teacher Modeling/Input:
Ask the student what they think we are going to be learning based on the book we had
read and the questions the teacher has been asking them. Give the students time to
respond and once everyone has responded that wanted to tell them that we are going to
be learning about Emotions. An emotion is a strong feeling that is often accompanied
by a physical reaction. So when someone takes something you are playing with and
you start to cry, the emotion you are feeling is sad. Can anyone tell me a story about a
time you felt sad about something? Wait for students to respond. There are more
emotions than just Sad, can anyone tell me what these emotions are? Wait for respond.

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The different emotions are happy, mad, scared, excited, worried, proud and surprised.
Can one person tell me what one of these emotions mean? (do this until all 7 emotions
are said.) Go through what each of the emotions really mean.
Happy: Enjoying what is going on
Mad: Having a strong feeling of displeasure (explain what displeasure means)
Scared: Fearful of what is going on
Worried: Anxious or troubled
Proud: Feeling satisficed
Surprised: To feel amazed
Now im going to show you some faces that are expressing these emotions and I want
you to explain to tell me what emotion it is expressing. This task is going to be
important for when you have to complete the sorting game later on. Show each of the
faces to the students and allow the students to have a discussion about what the face is
showing. This is a good time to talk about how some faces may show more that one
emotion be the mean the same thing. (Like mad and angry)
Now I am going to give you some situations where someone was feeling a certain way
and I want you to be able to drag the right emotion to the situation.
Guided Practice/Scaffolding:
1. When I went to the store with my mom and I asked her if I could get some
candy and she said YES. How do you think I was feeling?
A.) Happy B) Sad C) Mad
2. When I was playing with a toy and my brother took it away from me. How do you
think I was feeling?
A.) Happy B) Mad C) Surprised
3. When my mom turns my bedroom light off and does not turn on my nightlight I
feel?
A.) Excited B.) Proud C.) Scared
4. When the teacher tells us that we are a big test coming up I feel?
A.) Happy B.) Surprised C.) Worried
5. When I make a 100% of a test I feel?
A.) Sad B) Mad C) Proud
6. When I got home from school and show my grandparents at my house and I
did not know they were coming I felt?
A.) Sad B.) Mad C.) Surprised

Independent Practice:
Have the students do the emoji sorting activity. During this activity, the students will
have to sort what words go to what face. The students will glue this on a piece of paper
and turn it in so the teacher can monitor what the students learned during the activity.

Closing or Review:
What are emotions?
What are the different emotions?
How do you feel when you sad, happy, angry, surprisedgo through all the
emotions learned.
What will you do when you feel a certain way?

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Plan for Generalization/Maintenance:
Maintenance-Have student reflect on her feelings every day in her emotion
journal. Have the student identify what caused her to feel this way during the
day. What situation was presented by the student? Why did the student feel
that way during that situation?
Generalization- Have the general education teacher document when the student
expresses how she feels. Also make sure the student has time to write in her
emotion journal. For at home have good communication with the parents so
they can help the student by asking her how she is feeling when they can tell
something is not right or the student is expressing that she is happy.
Plans for Feedback, Reinforcement, and Error Correction:
Every day following the lesson for a week , the student will take five minutes with the
teacher at the beginning of the class to go over what each of the emotions mean. After
the first week, the student and teacher will go over the emotions twice a week. Finally,
for the rest of the year the teacher and student will discuss these emotions once a week.
In addition, the student will write in her emotion journal 5 minutes before lunch and 5
minutes before dismal talking about how she felt at different parts of the day. The
teacher will then read these journals and see if the student understands the concept. In
the case that the student is trying to talk about a specific emotion but it explaining it
wrong , the teacher will sit down and have a mini lesson on the specific emotion the
student is unsure of.
Assessment Plan (when and how you will administer the assessment of the
objective(s) separate from independent practice):
The teacher will assess the students knowledge of emotion based upon the use of the
emotion wheel that and emotion journal.
Potential barriers or anticipated difficulties (Plan for using UDL):
Ask the student how she is feeling at a certain time
If the student is not having a good day this could cause the student to have a
tantrum. This could better inform the teacher how the student expresses certain
emotions.
Providing the student with a safe environment
The student needs to feel safe and comfortable to be able to express how she
really feels.

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Updated Nov. 25, 2014
http://www.momendeavors.com/2015/06/printable-emotions-sorting-game-disney-pixar-
inside-out.html

Updated Nov. 25, 2014