Early Childhood Education

Learning Experience Template

Name: Karlie Severance Lesson Title: How do I communicate my feelings?

Date: 04/12/23 Grade Level: Pre-Kindergarten Circle one: ECE

PKSN

Standard(s)/Guideline(s): Pre-kindergarten Age (3-5)

Domain: Social and Emotional Development, Strand: Self; Topic: Awareness and
Expression of emotion
Standard: Recognize and Identify own emotions and the emotions of others.

Domain: Language and Literacy, Strand: Listening and Speaking; Topic: Expressive
Language
Standard: Use drawings or other visuals to add details to verbal descriptions.
*This is the standard I am using to address creativity.

Pre-assessment of current knowledge: observations of the fine motor skills of the children to make
sure a wide range of supplies is given to each student. I will also administer a group feelings activity after
a short story where we can observe the students repeating the feelings we discussed (happy, sad,
angry, scared, excited).

Instructional Assessment of Student Learning Experience

Objectives (2-3) Learning

Two- Three Identify Evidence: (What will you Academic Language:

Assessed collect or record as data to - Visual art: mixed/media supplies
Instructional demonstrate students have met - Painting/paint brushes
Objective(s): The your objective(s) and skill?) - Emotion vocabulary: silly, angry,
student will be able happy, joyful
to... I will collect their artwork to put in - Spoken and expressive language
their portfolios and record their Procedural steps:
The students will be verbal expression of their feelings - First, I will Introduce a read aloud to
able to use a range through a checklist system: start the lesson “Today I feel Silly”
of art materials of Ex: 1. Did they say “today I feel” - Next, I will bring out images/emojis to
their choice to 2. Did they say a feeling that was have the students call out different
express their used in our book or from outside emotions we know and recall from the
feelings about that environments (happy, sad, silly, book
day. angry, joyful, excited, mad) - Then, the students will go to the art
station where materials will be provided
The students will be Program Monitoring: (How will (paint, markers, mixed media,
able to fill in the you aggregate or compile your magazine, fabric) to create their
sentence “Today I evidence into a class or group feelings representation
feel:” verbally when view?) - There will be the emotion imagery (that
asked what their are from the read aloud) to generate
feelings are. I will analyze each sample and see conversation and traceable words for
the trends in the developmental them to write the feelings on their
levels of the art of the students. I pages if they want or need them or tell
One Assessed will also make notes of what me verbally
Developmental materials are used and the - Once they are done with their work,
Skill: variations of the student's they will put it on the drying rack or in a
Communicating expression of their feelings by collection been for portfolios
feelings through art looking at the checklist and Authentic Materials: (Describe authentic real
that match their anecdotal records taken while the life, hands-on materials.)
verbal expression of students worked about what they - Markers
their feelings. did and how the process went. - Painting brushes
- Strips of clothing of fabric from old
Safety Differentiation: clothes
Considerations: I will differentiate this lesson by - Crafting paper with design
-Make sure there providing various levels of tools to - Magazine pages (from child
are safety scissors meet the developmental stages magazines)
present and accessibility of my students - Paper plates
- Enough supplies to create to their visual arts - Watercolor paints
so no one feels that method: - Canvas
they do not have the - Skinny and fat markers - Construction paper
things to express - Various sizes of paint - Glue stick
themselves brushes, - Liquid glue
- Options for pre-cut Adult Roles:
materials if students are - Administer read aloud
not able to cut their own - Introduce call and response to emotion
materials (physical types
disability) - Encourage independence and support
- Visual images of emotions creativity in their artwork
with words below them for - Observe developmental stages of the
reference artwork process(hand grip)
- Images for students to
point to if they need verbal
communication
accommodations

Resources and References:

https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-
Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/ELDS-Social-
Emotional.pdf.aspx
Madison: Visual arts presentation