Blended Learning Lesson Plan

Lesson Title: Emotions

Objectives:
Students will be able to identify different emotions in others.
Students will be able to describe situations where they may feel a certain emotion.

State Standards: M-K.1.1 Define different feelings (e.g., happy, sad, angry).

Context: This lesson is important for kindergartners as emotion regulation is an important and
vital habit to have throughout life. To bring up this topic, I could refer to the puppet show we did
yesterday in class and ask the students to reflect on how different characters in the puppet show
felt during different times and scenarios. I will make sure to reiterate that every person has
feelings that need to be expressed and we should listen and look for key things that may signal
an emotion to best help.
Data: Students will be grouped in groups of 3. There will be one student who is socially and
emotionally mature, one student who is averagely socially and emotionally mature and one
student who is on the lower end of the maturity level for social and emotional learning. These
groups will be written down and will be each assigned a certain emotion for an assessment
piece. There will be 4 groups in total to represent all 12 students of my class.
Materials: Students will use:
1. Ipads with internet access
2. Brainpop video for multimedia incorporation
(https://jr.brainpop.com/health/feelings/emotions/)
3. App- Breathe, Think, Do with Sesame
4. Online read aloud of The Color Monster(https://www.youtube.com/watch?
v=PWujGPb6mgo )
5. AirSketch Free App

Detailed paragraphs from here on down.

Procedures:
 Introduction (10 minutes): To begin my lesson, I would begin to ask students to think
about a time when they were happy, sad or angry. I would then ask the students to think about a
time that they may have seen another person who was angry, happy or sad. Next, I would
question the students to consider how they may have realized or noticed that someone was
experiencing a big emotion. I would explain what an emotion is and how emotions are normal,
and everyone experiences various emotions at different times. I would next explain how
emotions are feelings that we have to learn how to deal with. It is important to identify what
emotion you may be feeling, so you have a better understanding of how to deal with it. I would
explain that today we will be helping our Sesame Street friends deal with their emotions in
partner work and will watch a BrainPOP and read a story to help us figure out how to help them.
I will ask students to make sure their desk is clean and remind them that their chairs should be
pushed in before leaving their desk. Every student will be asked to transition from their desks to
the carpet for a video and story time.

Teacher Directed (25 minutes): As the teacher, I would remind students of their
expectations when we are sitting at the carpet. I would add that it makes me happy to see all of
my students looking at me and sitting in their spot, criss cross apple sauce. I will turn on the
video recording of The Color Monster and ensure that students are engaged. I chose to use a
video recording so students can pause, and we can ask questions or discuss the book, as needed.
After reading the story virtually, I will ask the students if they liked that book. I will then ask
each child individually how they are feeling today. After story time, students will then watch the
BrainPOP video and we will take the easy quiz together as a class. This will be a useful
assessment piece for me to check for understanding as a whole before breaking out into smaller
groups.

Collaborative (20 minutes): Students will be asked to play the Breathe, Think and Do
with Sesame Street app until the timer goes off and they must switch to the next center. Working
together in groups of 3’s allows students to ask each other questions and debate the best option
for helping the Sesame Street characters regulate their emotions. This can cause productive
discussion between the students and allow them to think about the best way to solve problems in
their own lives. Working together on the iPad allows students to practice social skills while
working on their emotional health simultaneously.

Independent Digital (20 minutes): Students will create a final product once they have
finished all of the stations to meet both objectives and the state standards. Students will open the
AirSketch Free app and draw a picture of a time that they felt (an emotion of their choice). They
will also attempt to write a sentence explaining why they felt that way. Every student will present
their picture to the teacher and class (if they chose to). This allows creativity and checks for true
understanding of learning what emotions are and how they define it. This will be a vital
assessment piece for the teacher and can prompt questioning to lead to discussions later.
 Closure (10 minutes): I will ask for any volunteers to show off their drawings and read
their sentence to the class. Once the students are done presenting, I will tell everyone that they
did a great job and that I am so proud of them for talking about their emotions and a time that
was important to them. I hope that using praise will encourage students to feel more option
when they discuss their feelings in the future and empowered by identifying the emotion and
trying to problem solve to come up with a solution.

Rationale: You must have at least two paragraphs (one for each mandatory piece of
multimedia)
(Brainpop Jr Video): I chose this piece of multimedia as I remember loving to watch
Brainpops as a child and I feel that it is important for students to see emotions being
exhibited and discussed in more than just the classroom. It supports student learning as
it has a quiz at the end for assessment. It meets state standards by discussing and naming
emotions and takes it a step further to explain how to emotionally regulate. I know this is
high quality as it has many activities to veer off of and meets the state standards in an
engaging way. This multimedia choice differentiates instruction as there is an English
and Spanish language option and has words that are displayed on the side to help
encourage literacy connections to speech and written words. This website is engaging to
young children and pulls in their attention in an engaging way.

(Breathe, Think and Do with Sesame App.): I chose this app as it is interactive and
requires the students to help soothe the Sesame Street characters and teaches them
empathy. This can help empower students to feel that they can help others and handle
their problems. It supports student learning by requiring them to do tasks such as tap the
screen to make the monster take a deep breath, and pop bubbles while the app generates
different reactions to a scenario. This is high quality as it is engaging and gets across the
message of differentiation of emotions and how to self-regulate. This app also plays in
English and Spanish, which would be helpful for ELL learners and parents trying to help
their students at home.