You are on page 1of 4

Name: Claire Bee

School Site: Chacon Academy

Lesson Title/Subject: Reading Identifying how illustrators enhance their stories by adding facial
expressions to their characters.
Grade: Kindergarten
Content Standard(s): RL.K.7 With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
English Language Arts Anchor Standards and/or Math Practice Standards: SL.K.2 Confirm
understanding of a text read aloud or information presented orally or through other media by asking and
answering questions about key details and requesting clarification if something is not understood.
ELD Standard(s): SL.K.6- Speak audibly and express thoughts, feelings, and speak ideas clearly.
Grade Level Outcome: Kindergarten
List Measurable Objectives in this column.
Note: The objectives will match the standards.
Content Objective:
BTEOTL,SWBAT (A) identify (B/B1)characteristics of emotions shown
on a persons face by drawing (C) three pictures and writing one
descriptive word under picture with accuracy (D).

Describe Assessment Tool and Criteria


How will you CFU? Calling on quiet hands of people
who can identify the emotion being expressed in a
particular illustration(s).
What and how will you assess during collaboration?
Turn to a partner and tell them about a time you felt
____. Listening to students interactions and
encouraging them to participate in conversation while
making sure they are having relevant conversations.

Social Skill Objective: Taking turns speaking during sharing time with
partner.
How will you teach the social skill? Will you use a looks like/sounds
like/feels like chart, a book, modeling, etc.? Modeling with CT and
emphasizing what it means to be an active listener.
Brick Words: Illustrations, emotions, feelings, reading faces.
Which language demand(s) will you need to teach in order to achieve
the content objective? (Write them/it out.) Presenting information
orally when showing the teacher their completed worksheet, using key
terms from the lesson like, emotion. Use of words on the Changing
Faces chart - happy, very happy, surprised, bored, mad, sad,
embarrassed, scared, older.

What and how will you assess during independent


learning? Students will complete a worksheet
independently, show to either teacher and explain what
emotion their pictures show and have at least one
written emotion word.
What and how will you assess the social skill during
collaboration? Listen in on conversation to make sure
their discussion is relevant, and prompt them if they are
struggling to converse with each other.

How will you CFU? Thumbs up/down if you agree or


disagree with _____ who thinks this character is
feeling _____.
What and how will you assess during collaboration?
Listening during partner share time, checking to see if
they are using I felt/feel terms.
What and how will you assess during independent
learning? Have the students share with a teacher their
completed worksheet, making sure they are using I

Language Objective(s) (language demands): SL.K.2 Confirm


understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details
and requesting clarification if something is not understood.
SL.K.6- Speak audibly and express thoughts, feelings, and speak ideas
clearly.
Multicultural/Social Justice: ELs are supported through drawing
pictures to express their thoughts and a pre-made chart showing
Changing Faces.

felt/feel, or emotion when explaining their work.

How will you CFU? Thumbs up/down for


agreement/disagreement.
What and how will you assess during collaboration?
Listening in on partner conversations.
What and how will you assess during independent
learning? Oral explanation of their drawings/use of
emotion words.

Cohesiveness/Continuity: Connections to previous reading lesson on emotions, and expanding through


another read-aloud. Completing a worksheet which includes facial clues to what the person in the picture is
feeling and at least one written descriptive word about an emotion.
Materials: Pre-made Changing Faces chart, book for read aloud, worksheet on clipboard with pencil.
Differentiation
Modification of the process based on readiness. If the students are not fully understanding the
expectations or how to look at illustrations and read faces, there will be more time spent on how we look at
pictures to give us context clues.

Lesson Implementation
Focus Lesson

Hook: Reading Book Showing Many Emotions/ Changing Faces chart.

Objectives are stated in student friendly language: We are going to learn about changing faces and how
we can look at faces in illustrations in order to know how the character is feeling, then you will draw
three of your own pictures showing three different emotions. Please write at least one emotion word
under your picture. If you need help with writing you can look at the chart to remind you.

Clear explanation of purpose and relevance: Learning how to read emotion on faces is important for
understanding what is happening in the book, and how the characters are feeling.

Building Background
o Links explicitly made between past learning and new concepts:
Discuss previous lesson where we read David Get in Trouble and Dont Let the Pigeon Drive
the Bus, and the many emotions the characters were feeling. It helped us know what emotions
they were feeling when we read their faces.
o Concepts explicitly linked to students background experiences:
Talk about times I had certain emotions, and let students share about a time they have felt a
certain way and why.
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to
see):
Emotion, illustration, changing faces, reading faces, feeling.

Modeling of the new learning (think aloud and/or demonstration)


What strategy will you use to model? Will you use think aloud, demonstration, pictures, or any other
technique of the visual nature? Please write which strategy you will be using:
Think aloud while modeling drawing my own picture of a time I felt _____. Explaining why I am
putting so much detail in the face.

Guided Instruction: Worksheet where students will draw three separate pictures each
showing different emotions and including at least one descriptive emotion word written in
the space provided below.
Explicit Teaching of Social Skill and Activity: Modeling with my CT turning to a partner
and take turns sharing a time you felt ____. Give each other time to talk without interrupting
and showing your partner active listening.

Collaboration: Sharing with a partner something about yourself and emotions you have
experienced during pair share time.
Student Reflection: Explanation of worksheet to a teacher and identifying the emotions
shown.

Social

Independent Learning: Working on worksheet silently for at least 7 minutes before


bringing it up to teacher. (Timer will be running on iPad), students will only be allowed to
come up and share work with teacher after the 7 minutes are up.
Student Reflection: Explaining what they have done on their worksheet and why, and how
it relates to the content.
Content: Today we talked about emotions and reading faces in illustrations, have you shown emotion on
the face of your illustration?
Process: How was reading the book, Book Showing Many Emotions helpful when you were making your
own illustrations, or sharing with a partner? How can you use this knowledge when looking at a new book,
or picture of a person showing expressions?