University of Idaho Lesson Plan

Name: Mariah Hobbs Date

One 45 minutes class
Subject Topic
Elementary Social/Emotional Skills Group Labeling and understanding emotions

The big idea(s) or essential question(s)

What is an emotion? Are emotions okay? What does an emotion feel like?

State of Idaho and/or common core standards addressed:

CCSS.ELA-LITERACY.SL.1.1.A -- Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics and texts under discussion).

**Mostly follows goals found in many IEP’s rather than common core standards.

Objectives (what the students will be able to do as a result of the lesson)

TSWBAT Label what basic human emotions are, such as sadness, anger, fear, happiness,
love, disgust, peaceful, and bored. They will be able to do so by having a
discussion with peers and by understanding the differences in physical feelings,
and emotional feelings.

TSWBAT The students will be able to understand and connect emotions to feelings and
events their personal lives. They will do this by having a formative assessment at
the end of the lesson.

Materials and/or technology

-- Emotion Wheel Worksheet
-- Whiteboard + whiteboard markers/eraser
-- “The Way I Feel” book by Janan Cain
--Crayons and pencils

Activities/procedures (include anticipated time for each)

Introduction/activator
Start the lesson by asking the students how they are feeling today and what their emotion is. I will
then ask if there is a specific event that made them have that emotion, or if there is not a reason,
explain why that is fine as well. Each student will have time to answer. The introduction will take
about 7 minutes.

Class activities (what you/students will do) Class activities (why you will do them)
1) As a class, the teacher will use the 1) I will do this so that every student can
 whiteboard and marker and ask the participate and be engaged, and so the
students to give them feelings. I will thinking is coming from the students. This
write down every feeling they write. ~5 gives students an introduction into the
minutes topic.
2) I will then circle words that are physical 2) This will allow students to notice a
feelings such as “sleepy, hungry, thirsty, distinction between the different words
cold” ask the students what they have in and to understand how they are different.
common ~ 5 minutes 3) This starts to differentiate feelings into
3) I will then teach the difference between emotions so students can understand what
physical and emotional feelings. ~5 an emotion is. The use of examples can
minutes help relate to their own daily lives.
4) I will then read the book “The Way I 4) They can listen to a story and relate their
Feel” by Janan Cain. ~10 minutes emotions from events in their own life to
5) After I read the book, I will then list the book. This gives the students a break,
multiple emotions stated in the TSWBAT while keeping the class on topic and
and briefly explain them, referring back engaged.
to the book. ~7 minutes 5) This way students can get a name for an
6) I will then pass out the worksheet as the emotion they may have felt in the past or
“assessment” and have students complete are currently feeling.
it ~15 minutes 6) I can see what they have learned to
understand what we still need to go over.
They can practice labeling emotions by
giving an example related to their personal
lives, or to the story.
Closure/Reminders
**Throughout the lesson, it is important to be giving out green popsicle sticks to students when they
are engaged, listening, and being respectful of the discussion. Also to hand out red popsicle sticks to
students when they speak out of turn, don’t make eye contact, get distracted etc…

The students will put their worksheet in their folders and will count the amount of popsicle sticks
they have for each color. At the top of their worksheet they will write how many for each they have.

The teacher will then go around as the students are packing up and leaving and comment on the
student’s behavior that day, and on the work from a glance. This is to positively reinforce students on
the ideas of discussion behavior and on emotions.

Assessment (how you will know students met the objectives - include rubrics)

The worksheet “Emotion Wheel” is the formative assessment being used. Students can either draw a
picture or write about an experience where they felt that emotional feeling, or where a fictional
character may have. ~15 minutes

If the student writes or shows a picture depicting the given emotion, then the teacher will check off
the picture. If the picture or writing does not show the proper emotion, then the teacher will mark
which student needs to go over emotions again with a different lesson plan.

The purpose of skills groups, and of special education services in general, is not for the student to
receive a grade, but rather to learn life-long skills that can help them. This is why the teacher will
review the worksheets and plan future lessons around the students newer understanding of emotions.

Accommodations/differentiation
--Throughout the lesson I will be using UDL, so the need for extra accommodations is slim.
--Accommodations can not be made for students unless it is in their IEP. However, these are common
accommodations that can be made using UDL
--Students with visual/hearing impairments & ESL
- Any assistive technology previously assigned to them
- Printed off pages of the story book
- Paraprofessionals/aides to help one-on-one
- Rephrase and restate ideas, sentences, or words
- Read the emotions on the worksheet for them
- Students can verbally give an example for the worksheet to an aide, or to the teacher
- Voice amplifier
- ASL translations
- Translations available for the words relating to emotions from the worksheet and definitions
in their native language
- Book translation in their native language

--Cognitive/intellectual disability
- Any assistive technology previously assigned to them
- Printed off pages of the story book
- Paraprofessionals/aides to help one-on-one
 - Rephrase and restate ideas, sentences, or words

Reflection/evaluation (after lesson is taught)

The lesson went very well. The feedback was regarding behavioral problems that may arise. This is
why the popsicle sticks are implemented. Students know about the popsicle stick model at the
beginning of the year, and this positively reinforces the behaviors that are desired. Overall,
engagement was shown which supports the idea of this lesson plan for a social and emotional skills
group.