Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 1

Teacher Education Lesson Plan Template

Teacher: Chanmi Yang Date: 3/21/2018

Title of Lesson: The Feelings in My Heart Cooperating Teacher: Ms. DeSantis

Core Components
Subject, Content Area, or Topic

Social Skills, Writing, Art

Student Population

1st grade

Learning Objectives

By the end of the lesson, students will be able to categorize and classify their feelings.

Virginia Essential Knowledge and Skills

Reading SOLs
1.5 The student will apply knowledge of how print is organized and read.
c) Identify letters, words, sentences, and ending punctuation.
d) Read his/her own writing.
1.8 The student will expand vocabulary.
a) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar
words.

Writing SOLs
1.12 The student will print legibly.
a) Form letter accurately.
b) Space words within sentences.
c) Use the alphabetical code to write unknown words phonetically.
1.13 The student will write to communicate ideas for a variety of purposes.
a) Generate ideas.
b) Focus on one topic.
d) Begin each sentence with a capital letter and use ending punctuation in final
copies.
e) Share writing with others.
Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 2

Visual Arts SOLs

1.4 The student will create works of art inspired by stories or poems, ideas, and
themes.
1.5 The student will create art from real and imaginary sources of inspiration.
1.6 The student will depict personal experiences in works of art.
1.11 The student will create observational drawings of people and objects in the
environment.
1.19 The student will describe how feelings, ideas, and emotions are communicated
in works of art.

Health SOLs
1.1g The student will compare and contrast emotions that may make a person happy
and emotions that may make a person feel unhappy or mad.

Materials/Resources

“In My Heart: A Book of Feelings” picture book by Jo Witek.

Enlarged and laminated vocab cards of feelings mentioned in the book.
Plastic water bottles filled with water half-way.
Liquid food dye.
Dishwash soap.
Mini-emotion cards with emotions written in different colors.
Writing activity worksheets.
Pencils and Erasers.
22”x28” White cardboard paper sheet.
Set of 10 Crayola washable markers.
Ruler (tracing lines for individual emotion cards).
4 Pack of liquid food dye (red, blue, green and yellow included).

Safety (if applicable)

The student will not be given permission to touch the cap of the water bottle.
The student will give the bottle no more than three shakes at a time.

Time
Process Components
(min.)
*Anticipatory Set

Behind the students’ reading carpet, a row of water bottles, each filled half-
way with dish soap, food dye and water, will be displayed for the students to
Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 3

observe. Once they gather at the carpet, the students will be asked to raise
their hands and verbally share observations. The term “feelings” will be
mentioned by the teachers, and the students will express which emotions
they associate with the colors red, yellow, green, blue and purple. After a
short discussion, the teacher will begin reading “In My Heart: A Book of
Feelings,” written by Jo Witek and illustrated by Christine Roussey.

*State the Objectives (grade-level terms)

1. The student will be introduced to a variety of feelings.

2. The student will practice identifying emotions with the appropriate
terms.
3. The student will converse with a peer(s) about an often experienced
emotion.
4. The student will grow in self-awareness as they develop words to
articulate feelings.
5. The student will express knowledge of feelings by completing a writing
worksheet.

*Instructional Input or Procedure

1. Prepare the materials in advance.

a. Fill water bottles halfway with water, dish wash soap, and food dye.
b. Divide an equal amount of water bottles for red, yellow, green, blue
and purple food dye (red and blue can be mixed for purple).
c. Cut out 2 ½ “x2 ½ “ white poster board squares.
d. Each square should have five emotions written in their corresponding
colors.
 Anger : Red
 Joy : Yellow
 Jealousy : Green
 Sadness : Blue
 Fear : Purple
e. Print out each emotion from “In My Heart’ in bold print and laminate as
props and visual aids.
2. Before the lesson starts, prepare the materials in advance by sorting
out each the water bottle according to their colors.
. Place a writing worksheet on each student’s desk beforehand.
3. When ready, ask students to gather on a carpet or designated class
reading area.
4. Ask students verbally express their observations about the colored
water bottles.
5. Make connections by asking students to raise hands and name
feelings that might associated with the colors displayed.
Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 4

6. After gaining the students’ interests, introduce the lesson and the text,
“In My Heart: A Book of Feelings”.
7. Preview what the book may be about.
8. Begin reading the text. As you reach each new feeling, take out the
enlarged vocab text and clip it on a board for the students to visually
see themselves.
9. After reaching through each new emotion, ask a student ro raise
his/her hand and recall the emphasized emotion.
10. Ask the students when they might have felt a specific emotion. Ask
how they felt when they experienced that emotion.
. Challenge students to make personal connections to an emotion to
deepen their understanding of feeling(s).
11. Once the whole book has been read, hand out the emotion poster
cards while explaining the activity.
. Ask the students to have two emotions in mind, in case one of the
colors they want has been taken by other students.
a. Go over the safety precautions.Warn students that touching the caps
and excessive shaking is not allowed.
12. Ask students to pick an emotion that they experience often or have felt
before.
. When students are quiet and ready to come and pick up their water
bottles. Call the students up in separate groups, and instruct them to
quickly walk back to their seats after choosing a water bottle.
13. Students may choose to shake their bottles at their desks and share
what emotion and why they chose the emotion to a classmate.
14. Instruct students to begin their worksheets immediately.
. The worksheets will say “I have felt ________.”
After writing the emotion they chose in the first blank, they will
construct their own sentences in the following section: “I have felt ____
when____”.
a. The student will further express their knowledge of the emotion by
drawing out the feeling below the writing area in the empty face icon.
15. The worksheet will serve as a non-graded assessment for students.

*Modeling

1. The teacher will have a colored water bottle and demonstrate how the
students should not handle the water bottle.
Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 5

*Check for Understanding

1. The teacher will walk around and assist students who may be
struggling.
2. Watch for students who may be confused as to how they should fill out
the worksheet.
3. Examine the students’ drawings.

*Guided Practice

1. Before students start the writing assignment, the teacher will give a
personal example of an emotion the teacher has felt, following the
written format of the worksheets that were given to the student.

*Independent Practice

1. The students will complete their worksheets independently.

Assessment

1. The emotion worksheet serves as an informal assessment.

*Closure

1. Ask students who have not yet finished, put their worksheets away in
their desks to complete when the come back to class the following day.
2. Compliment students for participating and following directions.
3. If class is still in session, ask students to leave their water bottle as
their desks for the rest of the day.
4. If the school day is almost at an end, instruct students to place their
bottle in their backpacks or allow them to carry the bottle with them as
leave for parent pick-ups or the buses.

Differentiation Strategies (enrichment, accommodations, remediation, or by

learning style).

1. Attention grabbers were included for all types of learners: Kinesthetic, visual,
and auditory.
2. A hands-on activity was included.
3. Illustrations were included for each feeling in “In My Heart: A Book of Feelings”.
4. The text was read aloud for auditory learners.

Classroom Management Issues (optional)

 Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 6

1. Students were overly excited at times, but they listened whenever they were
warned for being too loud.

Lesson Critique. To be completed following the lesson. Did your students meet
the objective(s)? What part of the lesson would you change? Why?

For my very first lesson, I am satisfied with the overall results. I targeted the
standards of the social skills of expressing one’s emotions, writing skills, and oral
skills. I had all of their names memorized in advanced when I first started observing
Ms. DeSantis’s class so I had no issue with calling on students.

Although I struggled with keeping track of the time, I was surprisingly well prepared
for the rest of my lesson plan. I felt pressured to call on students, even after a few of
them had already shared about the same emotion. Because I was reluctant to let
multiple students share for each feeling, the students were pushed back on time for
their writing worksheets. Next time, I would consider calling on less students for each
emotion. I need to get comfortable with not calling on students and gauging exactly
when student discussion should be encouraged or held back. I would also set aside
more time for the writing process because writing is an important skill for students. My
teacher absolutely loved the idea so she asked her students to put their worksheets in
their desks so they could finish their worksheets the next day. She even shared the
idea with the other first grade teachers at their weekly planning meeting, along with
the guidance counselor, and asked if she and Ms. Gorseline could use this idea next
year for their own classes. My practicum teacher is an amazing supporter, and I felt
confident coming into the lesson because of Ms. DeSantis and Ms. Gorseline’s
encouragement and positivity. Ms. DeSantis gave great tips on which questions I
could ask at the beginning of my lesson to encourage the students to make
connections.

Grabbing the students’ attentions was fairly easy. The class was very excited for the
lesson, even before it started, because of the colorful water bottles They were curious
and interested in what my lesson would entail for themselves. A majority of the class
was previous well informed about the emotions listed in the book and written on their
individual emotion cards. This lesson was great for initiating meaningful discussion
and learning for the students because the content was easily applicable to their
personal lives. In addition, the students could all relate to the emotions because they
were all common emotions. Overall, the students did an amazing job of meeting the
objectives for this lesson.

*Denotes Madeline Hunter lesson plan elements.

Chanmi Yang n/a 3/21/2018

Intern Signature Cooperating Teacher Signature Date
Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 7
 Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 8

Reflection Paper

For my very first lesson, I am satisfied with the overall results. I targeted the standards of

the social skills of expressing one’s emotions, writing skills, and oral skills. I had all of their

names memorized in advanced when I first started observing Ms. DeSantis’ class so I had no

issue with calling students by their names.

Although I struggled with keeping track of the time, I was surprisingly well prepared for

the rest of my lesson plan. I felt pressured to call on students, even after a few of them had

already shared about the same emotion. Because I was reluctant to let multiple students share for

each feeling, the students were pushed back on time for their writing worksheets. Next time, I

would consider calling on less students for each emotion. I need to get comfortable with not

calling on students and gauging exactly when student discussion should be encouraged or held

back. I would also set aside more time for the writing process because writing is an important

skill for students. My teacher absolutely loved the idea so she asked her students to put their

worksheets in their desks, so they could finish their worksheets the next day. She even shared the

idea with the other first grade teachers at their weekly planning meeting, along with the guidance

counselor, and asked if she and Ms. Gorseline could use this idea next year for their own classes.

My practicum teacher is an amazing supporter, and I felt confident coming into the lesson

because of Ms. DeSantis and Ms. Gorseline’s encouragement and positivity. Ms. DeSantis gave

great tips on which questions I could ask at the beginning of my lesson to encourage the students

to make connections.

Grabbing the students’ attention was easy. The class was very excited for the lesson, even

before it started, because of the colorful water bottles They were curious and interested in what

my lesson would entail for themselves. A majority of the class was previous well informed about
 Running head: UED 480A: PRACTICUM I FUNDAMENTALS ASSIGNMENT 9

the emotions listed in the book and written on their individual emotion cards. This lesson was

great for initiating meaningful discussion and learning for the students because the content was

easily applicable to their personal lives. The class was very excited throughout the whole lesson,

and they thoroughly enjoyed the hands-on activity, along with the creative emotion book. In

addition, the students could all relate to the emotions because they were all common emotions.

Overall, the students did an amazing job of meeting the objectives for this lesson.