Lesson Plan

Portfolio
Final Assignment for ED
3501/3504
Teacher

Devon Donahue-Reid

Subject

Health

Grade

Lesson
Focus

Understanding & Expressing Feelings Relationship Choices

QR Code
Link to
Video
Rationale

Level

Excellent
Criteria
ED 3501 Components
Outcome 4
Students will
organize lessons into
a logical sequence or
series.

Lesson plan 1
demonstrates a skillful
approach to teaching and
facilitating learning
Lesson plan 2
demonstrates a skillful
approach to teaching and
facilitating learning
Lesson plan 3
demonstrates a skillful
approach to teaching and
facilitating learning
Lesson plan series is
skillfully designed to
ensure and engage student
learning

Proficient

Adequate

Limited *

Lesson plan 1
demonstrates a
systematic approach to
teaching and facilitating
learning
Lesson plan 2
demonstrates a
systematic approach to
teaching and facilitating
learning
Lesson plan 3
demonstrates a
systematic approach to
teaching and facilitating
learning
Lesson plan series is
effectively designed to
ensure and engage student
learning

Lesson plan 1
demonstrates a simplistic
approach to teaching and
facilitating learning
Lesson plan 2
demonstrates a simplistic
approach to teaching and
facilitating learning
Lesson plan 3
demonstrates a simplistic
approach to teaching and
facilitating learning
Lesson plan series is
appropriately designed to
ensure and engage student
learning

Lesson plan 1
demonstrates a
haphazard approach to
teaching and facilitating
learning
Lesson plan 2
demonstrates a
haphazard approach to
teaching and facilitating
learning
Lesson plan 3
demonstrates a
haphazard approach to
teaching and facilitating
learning
Lesson plan series is
inappropriately designed
to ensure and engage
student learning

Insuffici
ent /
Blank *
No score is
awarded
because
there is
insufficient
evidence of
student
performanc
e based on
the
requiremen
ts of the
assessment
task.

Outcome 7
Students will
describe and analyze
components of a
positive classroom,
articulating ways this
learning environment
is established and
maintained.

(x2)
Rationale demonstrates
perceptive insights
related to planning and
intended student learning
Overview of planning
decisions demonstrates a
purposeful focus on
establishing and
maintaining a positive
learning environment

(x2)
Rationale demonstrates
focused insights related to
planning and intended
student learning
Overview of planning
decisions demonstrates a
focus on establishing and
maintaining a positive
learning environment

(x2)
Rationale demonstrates
reasonable insights
related to planning and
intended student learning
Overview of planning
decisions demonstrates an
appropriate focus on
establishing and
maintaining a positive
learning environment

(x2)
Rationale demonstrates
irrelevant insights related
to planning and intended
student learning
Overview of planning
decisions demonstrates
limited focus on
establishing and
maintaining a positive
learning environment

ED 3504 Components
Embedded
Assessment
(Outcome 3,4)

Performance
Task
(Outcome 3)

Planning demonstrates a
skillful approach to
embedding formative
assessment strategies

Planning demonstrates a
systematic approach to
embedding formative
assessment strategies

Planning demonstrates a
simplistic approach to
embedding formative
assessment strategies

Planning demonstrates a
haphazard approach to
embedding formative
assessment strategies

Performance Task design

demonstrates a skillful
approach to creating
authentic assessment
tasks

Performance Task design

demonstrates a
systematic approach to
creating authentic
assessment tasks

Performance Task design

demonstrates a simplistic
approach to creating
authentic assessment
tasks

Performance Task design

demonstrates a
haphazard approach to
creating authentic
assessment tasks

Demonstrates skillful
rubric design

Demonstrates effective
rubric design

Demonstrates
appropriate rubric design

Demonstrates
inappropriate rubric
design

No score is
awarded
because
there is
insufficient
evidence of
student
performanc
e based on
the
requiremen
ts of the
assessment
task.

* Rubric component for the defense paper is included in the defense paper section of the portfolio

Lesson
#1

Make Choices about How to Feel

Date

October 29

Subject/Gra
de Level

Health Grade 2

Time
Duratio
n

30 minutes

Unit

Understanding and Expressing Feelings

Teacher

Devon Donahue-Reid

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will develop effective interpersonal skills that demonstrate responsibility,

respect and caring in order to establish and maintain healthy interactions.
R. 2. 1 Students will recognize that individuals make choices about how to
express feelings; ex. Frustration.

LEARNING OBJECTIVES
Students will:
1. Students will identify ways individuals express feelings of anger, sadness, happiness,
excitement, frustration, etc.
2. Students will distinguish different ways of expressing the same feeling.
3. Students will choose ways of expressing their feelings.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

How students answer questions. Make private notes about which students
choose to pass on answering questions and who chooses to act out
feelings instead of explaining them.
I will observe the way students are acting out expressions to feelings.
What if your brother, sister or friend drew you a picture at school
today, how would that make you feel?
How would you feel if someone bigger than you pushed you off
the playground at recess?
What is bear feeling right now? What is the mouse feeling right
now?
How does bear show that he is *insert feeling here*?
How do we express that we are angry?
How do we express that we are happy?
Are there more than one way to express these feelings?
What does that show us?
Link to Bear: What happened when bear was calm then when he
was yelling?
How do we feel when we talk to someone who is yelling?
How do we feel when we talk to someone crying?
What about when we talk to someone who is calm? Or smiling?
What happens when we tell people how we are feeling instead of
yelling? How do they react?
What does this tell you about when you feel something? Is there a
good way to communicate and express that?
What does that look like?
How can you choose to express how you are angry? Sad?
Frustrated?
Which way they would choose to show their feelings so others
could understand?
Students performances of feelings and the ways people express
them will demonstrate to me that they have achieved the above
learning objectives.

LEARNING RESOURCES CONSULTED

A Visitor for Bear by Bonnie Becker
Health and Life Skills Kindergarten to Grade 9
Program of Studies
The Feelings Song by KidsTv123:
http://www.youtube.com/watch/?
v=UsISd1AMNYU

MATERIALS AND EQUIPMENT

Easel and Pad of paper

Markers for writing
SmartBoard
Computer
Speakers

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda

Prepare SMARTboard and youtube video before school starts. Leave

in Queue
Introduction
Time
Once students have sat quietly on the carpet and are looking at
me, I will introduce todays health lesson: Making Choices about
Expressing Feelings.
3 minutes.
Lets Listen to a Song on Feelings at our desks and then we can
move to the carpet for a book!
http://www.youtube.com/watch/?v=UsISd1AMNYU
On the whiteboard, I will write down feelings that students have
on one side of a t-chart, and later I will use the other side so
students can brainstorm how they show they feel that way.
Key Question:
If needed I will give an example of a scenario and ask students
how they would feel in that situation:
What if your brother, sister or friend drew you a picture
at school today, how would that make you feel?
How would you feel if someone bigger than you pushed
you off the playground at recess?
Have one student give an emotion each by raising their hands
to volunteer information. A second student will be asked to
share how you can express that emotion. If students are feeling
2 minutes
shy or do not want to raise their hands I will use popsicle sticks
with their names on it to determine who answers the questions,
giving them the additional opportunity to pass.
Also, if students say an expression of a feeling such as yelling
or crying, I will tell them that is important to remember but that
we are looking for feelings not actions.
I can tell from this activity whether students can differentiate
feelings and the expression of feelings. This is the prior
knowledge students will need for this lesson. If there are
students who cannot make the distinction through this
discussion, I will know to point out the differences throughout
the class and ask students to call out which they think is the
feeling and which they think is the expression.
If students are talking, I will not turn the pages on the book. If
they would like to participate by calling out an answer, they
must raise their hands and wait to be called on. If I call the
attention of the class, they must turn towards me and stop their
conversations.
When students are performing, there are expectations that we
do not touch each other and we stay on task. Students sitting
will give students performing the respect of watching quietly
and listening.
Today, we will be talking about choices and choices around our
feelings. Ill read you a book about a bear and a mouse who
show their feelings in a very specific ways.
1 minute
Then I want us to act out different ways of expressing our
feelings to each other.

Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Have students move to the carpet and introduce the book.

Body
I will read A Visitor for Bear. As I read and show the pictures, I
want you to raise your hand if you see a way that bear is
expressing his feelings.
For this I will prompt students if they need:
Key Questions:
What is bear feeling right now? What is the mouse
feeling right now? Answers could be frustrated, sad,
angry, mad, etc. or happy, good, appreciated, etc
How does bear show that he is *insert feeling here*?
If students feel more comfortable acting out how bear is feeling
than describing it with words they can.
If students feel uncomfortable answering the questions, they
can ask to pass.
If students give correct words to describe bear or mouses
feelings (anger, frustration, happiness, excitement, etc and the
way they chose to express these feelings, I will know students
have met the first learning objective:
1. Students will identify ways individuals express
feelings of anger, sadness, happiness, excitement,
frustration, etc..
On the easel with the feelings on one side, I will brainstorm with
students how they might express that they are feeling that way.
For this activity, I will use the popsicle sticks to pull names at
random and then students can choose one way of expressing
an emotion that is written down or passing.
Key Questions:
How do we express that we are angry?
How do we express that we are happy?
Are there more than one way to express these feelings?
What does that show us?
Link to Bear: What happened when bear was calm then
when he was yelling?
How do we feel when we talk to someone who is yelling?
How do we feel when we talk to someone crying?
What about when we talk to someone who is calm? Or
smiling?
What happens when we tell people how we are feeling
instead of yelling? How do they react?
What does this tell you about when you feel something?
Is there a good way to communicate and express that?
What does that look like?
How can you choose to express how you are angry?
Sad? Frustrated?
Students can also act out an expression of a feeling rather than
say it if they are more comfortable doing so.
I will assess if students are identifying there are more than one
way to express emotions. If students can answer the key
questions above, I will know they are ready for the next activity.
Learning Objective:
2. Students will distinguish different ways of
expressing the same feeling.
For a game, I will ask groups of five students each to stand up
at the front of the class. Students will then be asked to
demonstrate how they behave when feeling happy, angry,

Time

6 minutes
for book
2 minutes
for
questions.

5 minutes

10
minutes

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback From
Students:

Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

frustrated, sad or excited (each group will be asked to act out

one of the feelings listed). Students will act out how they show
these feelings and then Ill ask them to express their feeling in
another way. Finally, students will be asked to act out the better
way to communicate their feeling. At the end of each groups
time at the front, the students left sitting will be asked to
brainstorm.
Once directions are given, I will have students act out different
feelings as a group and then by themselves.
Key Questions:
Which way could they choose to show their feelings so
others could understand?
If students can demonstrate different ways of expressing
feelings and then choose an appropriate way to express feeling,
then they have met the second learning objective:
3. Students will choose ways of their expressing
feelings.
This lesson allows students to perform in groups rather than on
their own to save time and attention spans. Students will also
feel more comfortable having other students to support them
while they are in front of their peers.
Closure
Students will speak about feelings and expressions of feelings.
Students will describe more than way of expressing the same
emotion.
Students will visually represent how feelings are expressed and
how we can choose the way we express them.
Who can you talk to if you do not know how to express your
feelings?
*This question will let me know who students will turn to if they
are have difficulty.
What did they like about this lesson?
What did they not like about this lesson?
How do you feel like you did today?
*This question can be answered by students putting up their
thumbs if they did well, to the side if they did okay and down if
they had trouble.
Feedback to students will be given throughout the discussions
and during the final activity where students will be performing.
Thank you for your hard work today. I loved seeing your
beautiful expressions of your feelings. Next lesson, we will
learn about how to safely express our feelings.

Time

1 minute

If there is extra time, I will have students write sentences about how they
will choose to express their feelings in the future. Writing prompts will be
written on the board.
This sponge activity incorporates the activities students are doing in English
Language Arts. This also helps build writing and communication skills.

Reflections from the

lesson

Insert any related student materials, assessment tools, etc. for this lesson. Ensure
the next lesson plan starts on a new page.

Lesson
#2

Safe Expression of Feelings

Date

October 30

Subject/Gra
de Level

Grade 2 Health

Time
Duratio
n

30 minutes

Unit

Understanding and Expressing Feelings

Teacher

Devon Donahue-Reid

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will develop effective interpersonal skills that demonstrate responsibility,

respect and caring in order to establish and maintain healthy interactions.
R. 2. 2 Students will become aware that the safe expression of feelings is
healthy

LEARNING OBJECTIVES
Students will:
4. Students will differentiate between safe ways of expressing feelings and non-safe ways of
expressing feelings.
5. Students will identify healthy and unhealthy ways of expressing feelings.

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

How students answer questions.

Do we have control over our feelings?
How about how we express our feelings? Can we control that?
What are good ways of expressing frustrations?
What are bad ways of expressing frustrations?
What about happiness?
How do we feel when we talk to someone who is not expressing
their feelings in a healthy way?
How does it feel when someone expresses their feelings in the
good way we see here?
The collages of feelings
The discussions in the class

LEARNING RESOURCES CONSULTED

Health and Life Skills Kindergarten to Grade 9
Program of Studies
Health and Like Skills Guide to Implementation

MATERIALS AND EQUIPMENT

Glue Sticks
Cut outs from various magazines
Posters
Large words cut out Frustrated
Excited Sad, 2 per students
Back-up Large cut out Happy and
Angry*
*Use if students do not understand Frustrates
and Excited

PROCEDURE
Prior to lesson

Attention Grabber

To save time, cut out bits of magazines or print outs from the
internet and arrange glue sticks and posters so that is prepared at
the start of the lesson.
Prepare the t-chart. See Activity 1
Prepare the Top 10 list of Ways we can Express Frustration and
Anger. See Activity 2
Prepare exemplar of collage. See Activity 3
Introduction
Time
Once students have sat quietly on the carpet and are looking at
1 minute
me, I will introduce todays health lesson: Safe Expression of

Feelings.
As people, we all have feelings inside us that make us either
happy or sad, but we choose how we show what we are feeling.
When I get ANGRY I can YELL and SHOUT!!!!! *Here, I would
raise my voice and stand up out of the chair to demonstrate
that I am angry.* Or, I can choose to breathe. . . *Pause*. . . and
count to ten. Then I can tell you why I am angry. I am angry
because my sister ate my favourite cereal this morning and
when I went to eat breakfast, there was none left.

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

This will be the attention grabber because the sudden raise in

my voice will be surprising and entertaining for the students.
What did we do last class?
Key Questions:
Do we have control over our feelings?
How about how we express our feelings? Can we control
that?
If students have missed school, I feel like the activities
planned should allow them to build the knowledge they need.
For students who have difficulty answering the questions I
have asked, I am hoping they will have enough review in the
activities of the multiple ways we can express feelings and
that we choose how we express our feelings.
When gluing we dont glue our neighbors, we glue the pieces to
the paper.
When we want to contribute to discussion we raise our hands
and we listen respectfully when others are speaking.
Students will be shown an exemplar of a good collage and a
bad collage. The bad collage will have things that do not belong
to the word they are associating the pictures with.
We will discuss healthy and unhealthy ways of expressing our
feelings.
Then, we are going to make a collage of healthy expressions of
a few of our feelings.
I will pull up the t-chart and introduce it to the students.
Body
Brainstorm Feelings and healthy have student identify healthy
and unhealthy ways of expressing feelings for comparisons. Use
a happy color such as light green for healthy feelings, and a red
marker for unhealthy feelings.
On a T-chart on the easel board.

2 minutes

1 minute

Time
4 minutes

Key Questions:
What are good ways of expressing frustrations?
What are bad ways of expressing frustrations?
What about happiness?
How do we feel when we talk to someone who is not
expressing their feelings in a good way?
Have one student give an emotion each by raising their hands
to volunteer information. Ask a second student to give a good
way of expressing emotion. Ask a third student to suggest a
bad way of expressing emotion. If students are feeling shy or do
not want to raise their hands I will use popsicle sticks with their
names on it to determine who answers the questions, giving
them the additional opportunity to pass.
Also, if students say an expression of a feeling such as yelling

or crying, I will ask them which is the feeling and which is the
expression in order for the student to distinguish the difference.
After the t-chart is made, ask the following questions:
Key Questions:
How does it feel when someone expresses their feelings
in the good way we see here?
Make the connection that I feel better. And that why these are
HEALTHY expressions of feelings. When expressions of feelings
make other people feel really bad, they can be known as
UNHEALTHY.

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

I can tell from this activity whether students can differentiate

healthy expressions of feelings and the unhealthy expressions
of feelings. This is the prior knowledge students will need for
this lesson. If there are students who cannot make the
distinction through this discussion, I will know to point out the
differences throughout the class and ask students to call out
which they think is the feeling and which they think is the
expression.
I will assess if students are identifying that there are healthy
ways to express feelings and unhealthy ways. If students can
answer the key questions above, I will know they are ready for
the next activity.
Create a top 10 list of healthy ways we can express frustration
and anger as a class. The list should be numbered 10 at the top
and 1 at the bottom. 10 will be a really good, healthy way of
expressing anger or frustration. 1 will be an unhealthy, bad way
of expressing anger or frustration.
Ask students to suggest really good ways of expressing anger
or frustration and then ask really bad ways. If needed, suggest
really over the top silly ways of displaying anger or frustration.
If students can identify healthy and unhealthy ways of
expressing anger and frustration, they have met the Learning
Objective:
4. Students will differentiate between safe ways of
expressing feelings and non-safe ways of expressing
feelings.
There are materials at the front of the room. We are going to
make collages. Does anybody know what a collage is?
If students do not know, explain while students pass around the
exemplars made. Explain that the one exemplar is good and
one is bad and ask students which is which. Then ask them to
list qualities of the good one and the bad one. The main point
to make is to choose pictures for the collage that represent
what the feeling is that they are representing.
Students will be asked to make collages around three words:
Sad, Frustrated and Excited on the same page by gluing
the words to three areas on the posters their given.
Then students can glue pictures around the words to show
healthy ways of expressing these emotions.
From the collage, I can see whether or not students can identify
what healthy expressions of feelings look like meeting the
learning objective:
5. Students will identify healthy ways of expressing
feelings.
See Rubric.
If students are not able to read or understand frustrated or
excited, angry and happy will be on slips waiting to be

3 minutes

15
minutes

substituted.

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Closure
Students will differentiate between safe ways of expressing
feelings and non-safe ways of expressing feelings by
volunteering information during activity one.
Students will identify what healthy expressions of feelings look
like through their collages.
Students will identify what unhealthy expressions of feelings
look like through the bottom of the top 10 ways to express
anger.
Was this activity fun? How else could we show healthy ways of
expressing feelings?
The collages look great! Im glad we know what it looks like to
express our feelings in healthy ways.
Next health class, we will be talking about how we can deal
with tough feelings and who we can talk to about them.

Sponge
Activity/Activities

I challenge the class to consider showing healthy ways of expressing their

feelings throughout the whole day.

Reflections from the

lesson

I left extra time to deal with dispersing materials and clean-up after.

Consolidation of
Learning:

Time

1 minute

Insert any related student materials, assessment tools, etc. for this lesson. Ensure
the next lesson plan starts on a new page.

10

This is the SMARTboard page I made that will give student their written instructions
for the Collage Activity.

11

Lesson
#3

Develop Strategies to Communicate to

Respond to Feelings we Have

Date

October 31

Subject/Gra
de Level

Health Grade 2

Time
Duratio
n

30 minutes

Unit

Understanding and Expressing Feelings

Teacher

Devon Donahue-Reid

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will develop effective interpersonal skills that demonstrate responsibility,

respect and caring in order to establish and maintain healthy interactions.
R. 2. 2 Students will become aware that the safe expression of feelings is
healthy
R. 2. 4 Students will develop communication strategies to seek support;
ex.) if touched in a way that makes one feel uncomfortable, who and how to
tell.

LEARNING OBJECTIVES
Students will:
6. Students will explain how negative feelings can be expressed in healthy ways.
7. Students will identify situations that would make them uncomfortable or feel bad.
8. Students will demonstrate their ability to speak with adults about uncomfortable situations or
bad feelings.

ASSESSMENTS
Observations:

How students answer questions. Make private notes about which students
choose to pass on answering questions and who chooses to act out feelings
instead of explaining them.
I will observe the way students are acting out their role-playing.

Key Questions:

How does it feel when we need to ask for help?

What do we do if we told someone about something that made us
feel bad, and they didnt do anything?
When might we need help?
Who can we ask for help?
How can we ask for help?
Where can we ask for help? What if we are in a big group of
people and dont want everyone to know that we are asking for
help?
How did this lesson make us feel?
When can we ask for help?
How should we ask for help?
As a class, should we feel bad if we need to ask for help or is it
normal?
Performances of the Role-Playing and the Tri-Fold for asking for
help

Products/Performan
ces:

LEARNING RESOURCES CONSULTED

Health and Life Skills Kindergarten to Grade 9

Program of Studies
Health and Life Skills Guide to Implementation
Aesops Fable, The Lion and the Mouse by Jerry
Pinkey

MATERIALS AND EQUIPMENT

Posters folded into thirds for tri-fold
Crayons and pencils for the tri-fold
activity
Easel and Markers

PROCEDURE
Prior to lesson

Templates of the poster will need to be made beforehand.

Introduction

Time

12

Attention Grabber

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda

Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Tell a story about how I needed help one day and how I asked
for it and from who.
Talk about how it made me feel.
This will grab students attention because they will see that
adults in their lives need to ask for help. It will show them that
this can be a part of life.
We talked about healthy ways and unhealthy ways of
expressing our feelings. Now, some feelings dont feel good
even if they are expressed in healthy ways. Raise your hand if
you have feelings that make you feel sad, uncomfortable,
angry, etc.
If students are talking, I will not turn the pages on the book. If
they would like to participate by calling out an answer, they
must raise their hands and wait to be called on. If I call the
attention of the class, they must turn towards me and stop
their conversations.
When students are performing, there are expectations that we
do not touch each other and we stay on task. Students sitting
will give students performing the respect of watching quietly
and listening.
When making the trifold, students will sit at their desks and
raise their hands if they need help.
Today, we are talking about how asking for help makes us feel.
Who we can ask for help from and how we can ask for help.
Today, well read a story about how important it is to ask for
help even though it is hard and can make us feel bad.
Well get a lot of practice asking for help from people we think
would take care of us.
Then, we will make a pamphlet on who we can ask for help
from and how.
Have all students move to the carpet and introduce the book.
Body
Read The Lion and the Mouse
Brainstorming people we can ask for help if we need it.
Key Questions:
How does it feel when we need to ask for help?
How can we show if we feel uncomfortable? Show me a
healthy way, and an unhealthy way.*
What do we do if we told someone about something
that made us feel bad, and they didnt do anything?
When might we need help?
Who can we ask for help?
How can we ask for help?
Where can we ask for help? What if we are in a big
group of people and dont want everyone to know that
we are asking for help?
Throughout asking these questions, make sure to steer
students to
a) Identify that they feel uncomfortable, hurt or upset.
b) They identify who they can talk to.
c) They ask that person for help by telling them how they
feel.
If students feel uncomfortable answering the questions, they
can ask to pass.
If students can identify uncomfortable feelings and can answer
the questions appropriately, I will know students have met the
following learning objectives:
6. Students will explain how negative feelings can be

1 minute

1 minute

1 minute

Time

4 minutes
Or
6 minutes
with
differentiati
on

13

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

expressed in healthy ways.

7. Students will identify situations that would make them
uncomfortable or feel bad.
*I am slightly concerned that this will be a difficult request for
students to carry out. If this is the case, I would like to
brainstorm with the students about ways that they could show
healthy ways of feeling uncomfortable and unhealthy ways of
feeling uncomfortable. This should involve reminding students
of the conversation we had about healthy and unhealthy ways
from last week. Ill have students show healthy ways and
unhealthy ways of other emotions by having them raise their
hand to show it. Then asking students how they show feeling
comfortable. Then Ill ask them to choose if these are healthy
and unhealthy ways of expressing being uncomfortable.
For the next activity we are going to role-play. To role-play, we
are going to act out situations with partners, or if we need to,
we can work in threes.
Role-Playing:
Students pair up with whoever they want, groups of two or
three
The scenarios will be given on cards.
Students will Role-play the following scenarios:
You are not feeling well and think you might be sick.
You cannot find the person who usually picks you up
from school.
A student from grade 4 took your lunch back and wont
give it back.
An adult you dont know is waiting outside the school
and asks you to come with her.
A bigger student tickles you every recess. You dont like
it and when you ask the student to stop, he says Stop
being a baby.
Each scenario will be given out twice. Once student have had
the chance to role play, they perform their role-play.
Ensure students practice asking for help with people they think
they can ask for help from.
Students can come to me to assist them with reading their
cards.
If students can demonstrate that they can ask for help, then
they have met the learning objective:
8. Students will demonstrate their ability to speak with
adults about uncomfortable situations or bad feelings.
This lesson allows students to perform in groups rather than on
their own to save time and attention spans. Students will also
feel more comfortable having other students to support them
while they are in front of their peers.
Students make tri-folds about 3 different people who they can
ask for help from and three different things they can say.
Tri-folds will be passed out to students who sit in their desks
and are quiet. Students will be asked to identify the person
they choose for each by writing their name or relation (Mom,
Ms. Donahue-Reid, police officer or firefighter for examples)
and they can also choose to color in the outline of the person
for each. Then in the speech bubble, students can write how
they would ask for help. Just a sentence for each bubble is
required. See next page for worksheet.
The tri-fold will show that students have identified at least 3
adults they can go to ask for help and ways in which they can
ask for help. This meets all three identified learning objectives.

5 minutes

15 minutes

14

Consolidation of
Learning:

Feedback From
Students:

Feedback To
Students
Transition To Next
Lesson

This combines drawing and writing so students can

demonstrate their knowledge in more than one way.
Closure
Students will explain how negative feelings can be expressed
in healthy ways in their answers to the key questions about
the book.
Students will identify situations that would make them
uncomfortable or feel bad when we make trifold and they
show what they would say to ask for help.
Students will be able to demonstrate their ability to speak with
adults about uncomfortable situations or bad feelings during
the role play activity.
Key Questions:
How did this lesson make us feel?
When can we ask for help?
How should we ask for help?
As a class, should we feel bad if we need to ask
for help or is it normal?
We worked really hard this week and talked a lot about
feelings. We should work on choosing to express our feelings
in healthy ways, and when we feel like we need some extra
help.
Have students put away their tri-folds at a bin at the front.
Keep this bin in the classroom.

Time

2 minutes

Sponge
Activity/Activities

Students can choose to look at their tri-folds after recess to see how they
did and share them with a buddy.
This also celebrates learning.

Reflections from the

lesson

I am a bit concerned about a question/connection I am asking students to

make. I have added in a differentiation if this is the case.

Insert any related student materials, assessment tools, etc. for this lesson. Ensure
the next lesson plan starts on a new page.
Student Role Play Cards

You are not feeling well and think you might

be sick.
1. Tell your partner who you would go to help.
2. Pretend your partner is who you ask for help from.
3. Act out asking for help!

15

You cannot find the person who usually picks you up from
school.
1. Tell your partner who you would go to
help.
2. Pretend your partner is who you ask
for help from.
3. Act out asking for help!

16

A student from grade 4 took your lunch back and wont give it
back.
1. Tell your partner who you would go to
help.
2. Pretend your partner is who you ask
for help from.
3. Act out asking for help!

An adult you dont know is waiting outside the school and asks
you to come with her.
1. Tell your partner who you would go
to help.
2. Pretend your partner is who you ask
for help from.
3. Act out asking for help!

17

A bigger student tickles you every recess. You dont like it and
when you ask the student to stop, he says Stop being a baby.
1. Tell your partner who you would go
to help.
2. Pretend your partner is who you ask
for help from.
3. Act out asking for help!

The SMARTboard directions for the Tri-Folds.

18

Trifold for students to fill out and color:

I could ask for help if:

I could ask for help if:

I could ask for help if:

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Heres how I could ask: Heres how I could ask: Heres how I could ask:

Heres who I would

ask:

Heres who I would

ask:

Heres who I would

ask:

________________ ________________ ________________

19

Task Title
Performance
Task
Overview

Teacher
Subject
Topic/Focu
s

Devon Donahue-Reid
Grade 2 Health
Understanding and Expressing
Feelings - Relationship Choices

Students will be asked to:

- For the first lesson, role play and contribute to class discussion
- Contribute to classroom discussion and create a collage
- Contribute to classroom discussion, role play and fill out the trifold.

Materials

Posters for collages

Cut-outs of characters they know
expressing their feelings in healthy
and unhealthy ways.
Glue sticks
Pencils

Cards with described situations so

students can role play
Crayons for coloring the people on
their tri-fold
Pencils

Learner Outcomes
General Outcomes
Specific Outcomes
Students will develop
effective interpersonal skills
that demonstrate
responsibility, respect and
caring in order to establish
and maintain healthy
interactions.

R. 2. 1 Students will recognize that

individuals make choices about how
to express feelings; ex. Frustration.

Students will develop

effective interpersonal skills
that demonstrate
responsibility, respect and
caring in order to establish
and maintain healthy
interactions.

R. 2. 2 Students will become aware

that the safe expression of feelings is
healthy

Students will develop

effective interpersonal skills
that demonstrate
responsibility, respect and
caring in order to establish
and maintain healthy
interactions.

R. 2. 4 Students will develop

communication strategies to seek
support; ex.) if touched in a way that
makes one feel uncomfortable, who
and how to tell.

Students will develop

effective interpersonal skills
that demonstrate
responsibility, respect and
caring in order to establish
and maintain healthy
interactions.

R. 2. 4 Students will develop

communication strategies to seek
support; ex.) if touched in a way that
makes one feel uncomfortable, who
and how to tell.

Assessment Criteria
Students provide evidence of their
learning as they

If students can demonstrate

different ways of expressing
feelings and then choose an
appropriate way to express
feeling, then they have met the
second learning objective:
- Students will choose
ways of expressing
feelings.
From the collage, I can see
whether or not students can
identify what healthy
expressions of feelings look like
meeting the learning objective:
- Students will identify
ways in which
expressing ideas
From observing the roleplaying activity, I was able to
gather whether students were
talking to adults in an
appropriate manner to ask for
help. This also meets all three
identified learning objectives of
the lesson.
The tri-fold will show that
students have identified at
least 3 adults they can go to
ask for help and ways in which
they can ask for help. This
meets all three identified
learning objectives.

20

Student Task Description

Student task descriptions have been written above in the appropriate activities.
These activities descriptions will be given to students verbally unless specified
below.

21

Assessment Criteria
4

Excellent

Proficient

Adequate

Limited *

Making
Choices on
how to
express
feelings
Expression
Activity

- Student
Performance
demonstrate
s a thorough
understandi
ng of the
difference
between
feelings and
how we
express
feelings.
- The student
was able to
demonstrate
3 or more
ways of
expressing
one feeling
- The student
could
describe
ways of
expressing
feelings
verbally and
through roleplaying.

- Student
performanc
e
demonstrat
es a good
understandi
ng of the
difference
between
feelings
and how we
express
feelings
- The student
was able to
demonstrat
e 2 ways of
expressing
a feeling
- The student
could
describe
ways of
expressing
feelings
either
verbally or
through
role-playing

- Student
performance
demonstrate
s a partial
understandin
g of the
difference
between
feelings and
how we
express
feelings.
- The students
was only able
to
demonstrate
one way of
expressing a
feeling
- The student
could
describe
feelings
verbally or
through roleplaying`

- Student
performanc
e
demonstrat
es confusion
between
feelings and
expressions
of feelings
- The student
could
partially
demonstrat
e a feeling
or
expression
- The student
had
difficulty
describing
feelings and
expressions.

Healthy
expressions
of feelings
Collage of
Feelings

- Collages
demonstrate 3
or more ways
of expressing
feelings of
each word.
- All pictures
demonstrate a
healthy
expression of
feeling.

-Collages
demonstrate 2
ways of
expressing
feeling for
each word.
- Most pictures
demonstrate a
healthy
expression of
feeling.

- Collages
demonstrate 1
way of feeling
to describe
each word.
- A few
pictures
demonstrate a
healthy
expression of
feeling.

- The collage
has only a few
pictures on it
all together.
-The collage
has conflicting
pictures on it
which do not
demonstrate a
clear healthy
expression of
feeling.

Level
Criteria

Insufficient
/ Blank *

No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

22

Asking for
help
Role-Playing

- Student has
fully
developed
communicati
on strategies
for asking
for help.
- Student can
address the
adult in Role
Play, tell
them how
they feel and
then ask for
help.
- Student can
confidently
ask for help.

- Student has
a welldeveloped
communicati
on strategies
for asking for
help.
- Student can
address the
adult in Role
Play, tell
them how
they feel
and/ or then
ask for help.
- Student
looks slightly
uncomfortabl
e asking for
help

Asking for
help
Tri-fold

- Student has
identified
three people
(preferably
adults) they
can go to if
they need
help.
- Students
have
identified
three ways
of asking for
help on their
trifold.

-Student could
identify two
people they
can go to if
they need
help.
-Students
have identified
two ways of
asking for help
on their trifold.

- Students has
developing
communicatio
n strategies
for asking for
help.
- Student is
missing one
step in asking
for help.
- Student looks
very
uncomfortable
asking for
help.

-Student could
identify one
person they
could go to if
they need
help.
-Student has
identified one
way of asking
for help on
their trifold.

-Student has
rough
communicatio
n strategies
for asking for
help.
-Student is
missing more
than one step
in asking for
help.
-Student
cannot ask for
help.

-Student had
trouble
identifying
either a
person they
could go to for
help, or way of
asking for
help.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.

23

The defense paper (no longer than 1000 words) is to explain what information
your assessment strategies are designed to collect, how you would use that
information to modify your teaching, and how your assessment designs reflect
what you have learned in the course and through the readings. Students will be
expected to cite explicit references to the texts, as well as any other assessment
literature that supports their lesson designs

Defense
Paper
L
evel

Excellent

Proficient

Adequate

Limited *

Demonstrates an
extensive
understanding of
how ongoing
assessment guides
instruction
Demonstrates an
extensive
understanding of
how to determine
student learning
Demonstrates a
comprehensive
understanding of the
assessment theory
and best practices

Demonstrates an
substantial
understanding of
how ongoing
assessment guides
instruction
Demonstrates an
substantial
understanding of
how to determine
student learning
Demonstrates a
thorough
understanding of the
assessment theory
and best practices

Demonstrates an
partial
understanding of
how ongoing
assessment guides
instruction
Demonstrates an
partial
understanding of
how to determine
student learning
Demonstrates a
cursory
understanding of the
assessment theory
and best practices

Demonstrates an
sketchy
understanding of
how ongoing
assessment guides
instruction
Demonstrates an
sketchy
understanding of
how to determine
student learning
Demonstrates a
superficial
understanding of the
assessment theory
and best practices

Insufficient
/ Blank *

Criteria

Defense
Paper
(Outcome 1, 2)

No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

24

Defense Paper
Professor: David Slomp
November 3, 2014
Devon Donahue-Reid
Defense of Grade 2 Health Lesson Plan Portfolio
Understanding emotions and how to express ones self appropriately can be difficult,
especially for children. I can understand this because throughout my work on three lesson plans
which work together as a mini-unit. I have chosen a grade two health unit on Understanding &
Expressing Feelings under the Relationship Choices section of the Elementary Health
curriculum. I chose this grade and subject because it aligns with what I could be teaching in my
upcoming student-teaching practicum. I have been assigned to a wonderful grade two
classroom, in which my teacher advisor has asked me to teach health for. I was very excited to
be assigned to a subject that it interesting and diverse and I was able to choose a unit I felt I
could effectively teach
In keeping in mind the class I will be in practicum for, I know there is only one student of
22 on an Individualized Program Plan, and needs very few differentiated lessons as the student
is highly functioning and doing well academically. Since I did not need to differentiate for student
needs, I have chosen to differentiate by offering some options to my students.
I have one general learning outcome for my three lessons which states that according to the
Alberta curriculum:

Students will develop effective interpersonal skills that demonstrate responsibility, respect
and caring in order to establish and maintain healthy interactions.

This has been broken down into three specific learning outcomes:

R. 2. 1 Students will recognize that individuals make choices about how to express
feelings; ex. Frustration.
R. 2. 2 Students will become aware that the safe expression of feelings is healthy
R. 2. 4 Students will develop communication strategies to seek support; ex.) if touched
in a way that makes one feel uncomfortable, who and how to tell.

These learning outcomes have been transcribed into eight Learning Objectives I wish for my
students to achieve as a result of their learning throughout these lessons. I chose for the verbs
in my learning objectives to reflect the level of blooms taxonomy the curriculum believes the
student should be at while learning these outcomes. I have identified that for many of these
outcomes, Alberta Education would prefer for students to be at the second level of Blooms
Taxonomy: Understanding.
25

In using a word table, I was able to look over other verbs that were associated with
understanding so that maybe they could give me ideas as to how I could assess that they were
meeting these outcomes. I attempted to stay away from the four common mistakes of learning
objectives:

Writing learning objectives with inappropriate directing words

Describing learning activities instead of learning outcomes
Describing teaching activities instead of learning objectives.
Describing content covered instead of intended learning outcomes.

I spent a lot of time developing my learning objectives because I felt that in the last lesson
plan that I had created, this was the part I had most issue with. Now, I feel like this exercise has
helped me with being able to identify the appropriate level of blooms taxonomy that I wish for
students to be at, and then find a good verb to describe how I will be able to see if students are
there in their learning. This was the way it was taught to me through G. Wiggins and J.
McTighes article Put Understanding First, which is Understand by Design. This is done in
three steps: identifying the desired results, determining acceptable evidence and then planning
the learning experiences and instruction.
For my three lesson plans, I have chosen to assess students through their responses to a
large amount of key questions throughout each lessons and the behaviors students show when
modeling various feelings. If they can demonstrate feelings, expressions and the healthy and
unhealthy ways to express feelings, they have met the outcomes. Also, I have a hard time
imagining that grade two students should write extensively on the subject of feelings and the
expression of feelings. I know most grade two students are still developing the proper writing
skills to write down sentences. This is why in my assessments, I have tried to include multiple
ways students can show me that they have learned:
1) This includes roleplaying and acting out for students who are interpersonal or kinesthetic
learners which also plays to developing the language art of speaking and listening.
2) Creating a collage which stimulates visual learning, dual-coding and the language arts of
viewing and representing.
3) Then making a trifold of situations they may need help in, who they can ask for help and
how they can ask for help. This piece will stimulate students who learn through writing,
drawing or colouring, but wont disadvantage students horribly if they cannot write well
yet. It will merely encourage students to keep up the learning from their language arts
lessons. They can still meet most expectations without being able to spell properly.

26

In my rubric, I have accounted for all of these things and take will take in consideration other
factors as I find them necessary in my actual teaching of the lesson. If a large amounts of
students are not meeting the expectations, I may have to spend more time on this in an
additional lesson as an example. I have kept in mind to include a range of instruments and
techniques that are appropriate to the learning objective, however I can identify that it can be
difficult under time restraints. The school I am at for practicum has 30 minute classroom
intervals and 30 minutes is not a lot of time to develop well-rounded activities. It seems
designed to instruct for minimal instruction and more time for activities. I have chosen to use
books and discussions in the hopes this will engage students into the lesson and encourage
them to participate.
I also created these assessments with the seven principles of good feedback practice that D.
J. Nichol and D. Marfarlane-Dick have identified in their article Formative assessment and selfregulated learning: A model and seven principles of good feedback practice. These include
clarifying what good performance is, facilitating self-assessment, delivering high quality
feedback information, encouraging teacher and peer dialogue, encouraging positive motivation
and self-esteem, providing opportunities to close the gap and using feedback to improve
teaching (p. 5).
In my lesson activities, I have found ways in which students can feel comfortable, such as by
passing if they have had their Popsicle stick chosen or by choosing to act out and expression of
feeling instead of describe it. This gives students more than one opportunity to meet the learning
objectives. It also allows students to not do anything they do not feel comfortable with and will
allow students who may have trouble vocalizing what they have in their minds to communicate
their ideas.
In short, I have been able to incorporate three different main assessments throughout my
three lesson plans, using roleplaying in more than one lesson. I have chosen these
assessments because they are accurate to the learning outcomes I have identified and that
through these assessments, I will not disadvantage a student who may not perform one task
properly. This is why in the writing, I will not be grading students on spelling or grammar, merely
encouraging them to write on their tri-folds. The roleplaying will also be a great way for students
to be up and moving which should encourage students who prefer to move and be silly, and
fortunately this is the majority of grade twos. I feel confidently that I have planned three lessons
and assessments that will be able to engage learners and encourage students to do well.
Word Count: 1261
27

References:
Nicol, D. & MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A
model and seven principles of good feedback practice. Studies in Higher Education,
31(2), 199-218.
Wiggins, G. & McTighe, J. (2008). Put Understanding First. Educational Leadership 65, (8) pp.
36-41.

28