Name of Teacher: Lesson Number: 1

Lily Cochenour Date: October 2, 2019

Level: Emergent Skills: Fluency, Expression

Genre: Narrative (with pictures) Name of Lesson: 1.8- Express the Emotions Page 31

1. State Standards (InTASC 4 & 7)

CCSS.ELA-Literacy.RF.K.4 - Read emergent-reader texts with purpose and understanding.

CCSS.ELA-Literacy.SL.K.6 - Speak audibly and express thoughts, feelings, and ideas clearly.
2. Objectives/Goals (InTASC 4 & 7)

The students will be able to:

● Read emergent level text

● Understand (by looking at the pictures and listening when the teacher reads) what emotions the characters
have

The criterion for successful learning is: If the students can use their emotion sight words to describe how a character
is feeling on any of the pages.

3. Learning Target (InTASC 4 & 7)

I can think about and express how the characters are feeling.
4. Learning Experiences (InTASC 3, 4, 5, 6, 7, 8, & 9)

DIFFERENTIATION of learning experiences must be included in various places within in this section.
A. Assessing / Activating / Building Prior Knowledge (Prerequisite Knowledge)
A prerequisite for learning new information in this lesson would be to understand basic emotions in the real world
(such as happy, sad, and mad)

Differentiation
If the students do not understand these basic emotions we can spend a little extra time reviewing what these
emotions are. Exploring these emotions may include putting in a game where the teacher randomly tells them an
emotion and the students have to use things such as body movement and facial expressions to show that emotion.

B. Direct Instruction
1. The teacher tells the students about how you are able to see the emotions in the story by looking at the
pictures and the facial expressions of the character.
2. Teacher also talks about how when reading the reader talks will show the emotion through the tone in there
voice. “Tone is the way the reader reads sounds when they read out loud.”

C. Teacher Modeling
1. “Let’s look at the book Green Eggs and Ham by Dr. Seuss. We are going to start by looking at the pictures.”
2. Teacher flips through the book and stops on pages that show emotions. Teacher asks the following question.
a. How does (insert specific character) look? What emotion are they expressing?

Version 3. Revised 9_18_19

 b. What is happening in the picture?
c. What could be the reason why (insert character) be feeling how they are?
3. Teacher reads through the book. Having students raise their hand when they hear the emotion shown in the
tone of the teachers voice

D. Guided Practice
1. “Now you are going to partner read Max’s Birthday by Rosemary Wells and I want you to ask yourselves the
same questions.”
a. How does (insert specific character) look? What emotion are they expressing?

b. What is happening in the picture?

c. What could be the reason why (insert character) be feeling how they are?

2. Depending on the class teacher picks the partners or allow them to partner up on their own.
3. “First look at the pictures and see what emotions you find. But this time instead of just saying them I am going
to give you each some sticky notes and I want you and your partner to write on it what emotion you see and
then stick it on the paper.”
4. Give each partner pair a pad of sticky notes.
Differentiation
For ELL students or students with learning disabilities they can have an adult there to help prompt them and help
them figure out what the emotions are that the pictures show.

E. Formative Assessment
While the students are working with a partner, teacher will walk around and pay attention to if the students are
understanding and making sure both people in the get it and are saying things.

F. Closure
● Students who seem to understand, after the formative assessment, will work independently and with more
complex emotions.
● Students who need more practice on understanding what emotions were being shown, based off of the
formative assessment, will continue to work with a partner and/or get help from parent volunteers, a
paraprofessional, or the teacher.
5. Summative Assessment (InTASC 6)

Students will be called to an area of the room in groups of 4-6 (depending on the class size) with the teacher and the
students will explain to the teacher how the pictures show different emotions that are happening. The teacher will
then show students different illustrations of emotions and the students need to describe what emotions they see from
which subject and why they think this.

6. Lesson Materials (InTASC 3)

Wells, R. (1998). Max’s Birthday. Board Book

Seuss. ([2010], c1960) Green Eggs and Ham. New York : Beginner Books

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sticky notes

other illustrations that show emotions

7. Alignment of Plan Checklist (InTASC 7)

Review the following to make sure everything is connected into one purpose. Use this section as a checksheet.

● State Standard/s *
● Objectives / Goals *
● Learning Target*
● Learning Experiences (including Differentiation)*
● Summative Assessment *

Texts and Reader Information (InTASC 1 & 2)

Green Eggs and Ham - (Adult Directed) - 210

Max's Birthday - (Student Directed, looking at the pictures) -190

Version 3. Revised 9_18_19