EDUC 2220- Educational Technology Lesson Plan Template

Name of your lesson

YOUR NAME HERE

Common Core Standards:

Day1:
4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
5. Explain major differences between books that tell stories and books that give information, drawing on a
wide reading of a range of text types.
6. Identify who is telling the story at various points in a text.

Day 2:
3. Write narratives in which they recount two or more appropriately sequenced events, include some details
regarding what happened, use temporal words to signal event order, and provide some sense of closure

Lesson Summary:

The students and I will be reading a book about emotions and weather. We will then do a writing and
speaking assignment relating emotions to a type of weather and animal. This will help the students to better
understand using emotions as a form of expression through writing.

Estimated Duration:
.
The lesson will be split into two 50 minute lessons based on the content and the activities planned.

Based on the content and the age of my students I will be splitting the lesson into two 50 minute lessons.

Commentary:

Students will be able to learn how to express emotions through writing by connecting them to weather and
writing sentences.

Students will be able to correlate emotions with facial expressions by making paper plate expressions.

Students will be able to tell a story using their own words by writing about their own lives and experiences.

Students will be able to tell a story orally by expressing opinion and emotions.
Instructional Procedures:

Day 1:

10 minutes
Show the students pictures of faces expressing an emotion. Show students pictures of different types of
weather and storms. Ask students to match the facial expressions to the weather that they think matches the
emotion. See if the students can make the connection between emotions and weather. (All of this will be
done on the smart board.)

5 minutes
Instructional Input: I will read Sometimes I Feel Like a Storm Cloud by Lezlie Evans out-loud to the class,
using the smart board.

5 minutes
Modeling: Write on the board Sometimes I Feel Like then put an animal and an emotion. Sometimes I
Feel Like an angry bear write that on the board and pull up a picture of it to show the students. Then I
would show them the paper plate I made of the facial expression that pertains to the emotion.

1 minute
Check for Understanding: Make sure the students understand and see if they have any questions.

10 minutes
Guided Practice: Hand out lined papers that say Sometimes I feel like and help students come up with
an emotion and animal like the example on the board.
Connection: Students will be connection emotions to animals

20 minutes
Independent Practice: Hand out paper plates, buttons, googley eyes, buttons, pipe cleaners, and glue. Then
let students make a facial expression (emotion) on the plate pertaining to the animals emotion in the
sentence.
Sensory and Perceptivity: Students will be creating a face using art materials to explain emotion
Imagination: Students get to use their imagination to decorate a paper plate.

Day 2:

5 minutes
I will tell the students a story about a time that it was snowing outside and I went sledding. I will tell them
about how the experience made me feel and my opinion on it. I will explain to them that in the story I
expressed my feelings as well as my opinion and that they will get the chance to do the same.
10 minutes
Instructional Input: I will have the students draw a picture of what comes to their mind when they think of
winter. Then, I will have the students write a sentence about how winter makes them feel. Finally, I will
have students write a sentence about what they think of winter. I will tell them that that they just expressed
emotion and that they also expressed opinion.

10 minutes
Modeling: Write a sentence on the smart board and then go around the room and have each student give me
a sentence to write down. Each sentence would build on the one before and the whole thing will become a
story written by the entire class.

5 minutes
Checking for Understanding: Read the story written on the board out loud to the students. Explain what is
good about it and what could be changed. Ask students if they have any questions.

10 minutes
Guided Practice: I will put the students into groups of 3 and have them share a story about something they
did over the weekend. I will give them 10 minutes to tell their stories.

10 minutes
Independent Practice: I will have the students write a story, in their journals. about something theyve done
during their favorite season. They will tell what they did, how it made them feel, and what they think of it
now.

Pre-Assessment:
Day 1:
Show the students pictures of faces expressing an emotion. Show students pictures of different types of
weather and storms. Ask students to match the facial expressions to the weather that they think matches the
emotion. See if the students can make the connection between emotions and weather.

Day 2:
I will tell the students a story about a time that it was snowing outside and I went sledding. I will tell them
about how the experience made me feel and my opinion on it. I will explain to them that in the story I
expressed my feelings as well as my opinion and that they will get the chance to do the same.

Scoring Guidelines:
I will be observing what the students already know by having them complete activities about the topic.
Based on their answers and the way that they demonstrate their knowledge I will know whether or not the
students understands what they are presenting.

Post-Assessment:
Authentic Assessment:
Students will write a short story about their favorite weather and what they would do outside on a typical day
during that season. The story will be turned into a book with one sentence on each page. The students will
also have an illustration on each page pertaining to what the sentence says. The students must express
emotion, as well as fact and opinion in their story. The book will be graded based on neatness, creativity,
spelling and punctuation.

Scoring Guidelines:

The scoring for this assessment will be percentage. The student must have at least a 70% to pass the
assessment. It will be graded on spelling, neatness, and creativity.

Differentiated Instructional Support

Day 1:
Students who cannot write can tell me about their pictures and the faces they made with the paper plates.

Day 2:
Have the students illustrate their story rather than telling it orally or writing it.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:

Extension

https://www.playworks.org/resource/twelve-games-to-teach-students-social-emotional-learning/
This website provides information and games that encourage students to interact with others and learn more
about emotional expression. Through playing these games students can become more comfortable with
others and in turn develop a better understanding of emotion.

Homework Options and Home Connections

This lesson can be related back to reading and science. Science with the weather area and how emotions
relate to different types of weather. Reading because a lot of emotional expression can be pulled out of you
by reading. Reading also opens a door for more opportunities to write about emotions.

Materials and Resources:

For teachers and students:

Sometimes I Feel Like a Storm Cloud, Paper plates, lined paper, crayons, buttons, googley eyes, and pipe
cleaners.

Journals, pencils, paper, markers, colored pencils, and crayons.

Key Vocabulary

Additional Notes