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Free Lesson Plan: Observation or Evaluation?

Free Lesson Plan: Observation or Evaluation?

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A ready-to-use lesson plan to develop skills in feelings and emotions.
A ready-to-use lesson plan to develop skills in feelings and emotions.

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Published by: The Psycho-Educational Teacher on Apr 29, 2012
Copyright:Attribution Non-commercial


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Free Lesson Plan/ Observation or Evaluation?
The Psycho-Educational Teacher
Content Area:
Feelings and Emotions/Social-Emotional Literacy
Grade Level:
To discriminate between observations and evaluations
Group Size:
Adapt either for pairs or cooperative groups
40-45 minutes
A copy of worksheet,
Observation or Evaluation? 
for each pair or cooperativegroup (attached). Also, construction paper, scissors, glue, and a pencil or pen (for each child orto share). Optional materials are chart paper and markers of different colors. During thediscussion phase (Step 4) it is best when the teacher reinforces visually on the chalkboard,whiteboard, or using chart paper.
Social-Emotional Vocabulary:
observation, evaluation, conflict, disagreement
Background Information:
relies on our senses (seeing, hearing, touching,tasting, and smelling) to talk about a
behavior or an event. Observations of behavior areobjective,
what we see, hear, touch, taste, and smell. Observations are also neutral,that is, they do not judge in terms of good/bad or right/wrong.
on the other hand,are always a subjective (personal) experience, and they strongly influence both the way weperceive and the way we interpret the behavior or event. Our evaluations are tied to ourfeelings, specifically what we like and dislike. If we agree and approve the behavior or event, we judge it positively, but if we do not like and/or disapprove the event, we judge it negatively.Each time that we talk about a behavior or an event as good/bad, right/wrong, like/dislike, orlove/hate, we stop being objective and descriptive and we start making
and judgments. Most evaluations are also
Children need to understand that, to
handle conflict or disagreements between peers, it is important that they use
observations of 
, also known as observational language or
Use the background information to discuss the difference between an observation andan evaluation. Have children give several
examples and “not an example” of evaluations
or evaluative language. List the examples on the chalkboard.2.
Form pairs or cooperative groups and have each pair/cooperative group draw a T- Charton construction paper (can be chart paper). Have children write the main title at the topof the T-Chart (Observation or Evaluation?), and
under the “T”
they write one sub-titleon each side (Observation-Evaluation).3.
Give one copy of the worksheet to each pair or cooperative group. Partners/cooperativegroups read each sentence strip and discuss whether it is an observation or anevaluation. Tell children to underline or circle the words that give clues of evaluativelanguage (i.e., stupid, annoying, crybaby). Next, have children cut and glue the sentencestrips under the corresponding side on the T-Chart. If children are not sure, they keepthe sentence strip on a separate pile or labeled under a big question mark (?).4.
When all pairs/cooperative groups are finished, meet in a large group
to share children’s
responses and the reasons why the statements were placed under each category. Goover
the statements on children’s “not sure”
pile, and help them place each on the mostappropriate category.5.
Have several students paraphrase (restate in their own words) the definition for eachvocabulary word.6.
Have 2-3 students summarize the activity and explain what they have learned, focusingon when it is most appropriate to use observations of behavior. You can use thesesummaries to list the key information on the chalkboard, whiteboard, or chart paper.7.
Proudly display
T-charts on the walls.
Discussion Points/Questions:
Discuss with children the
of using observation language(observations of behavior or facts) to describe conflictive events and/or disagreements. Inaddition, talk about the
of using evaluations or personal opinions. In particular,discuss how using evaluative language and judgments
(e.g., “Frank
ie is weird
will not solvethe problem, and almost invariably aggravates the conflict or disagreement. Help children findsimilarities between evaluations and opinions.
Assess this lesson in terms of both shared participation and oral participation.
 Answer Key:
1. Evaluation 2. Observation 3. Observation 4. Evaluation 5. Evaluation/The first
part of this statement, “Gregory thinks he is everybody’s boss” is also an
inference 6.Observation 7. Evaluation 8. Observation 9. Evaluation/This statement is also a false cause-and-effect equivalence (Because I do not get fractions rights, I must be stupid) 10. Observation 11.Evaluation 12. Observation 13. Evaluation 14. Observation 15. Evaluation 16. Observation 17.Evaluation 18. Evaluation 19. Evaluation 20. Evaluation

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