KINDERGARTEN

Activity Plan – Emotions Unit

ACTIVITY PLAN

Title of unit (if Emotional Situations: Challenge Kindergarte 4-year-old

applicable) Prompt Card Game n

The language development goal for this activity is for students to interact with one
Goal for Activity another verbally and non-verbally to portray specific emotions through scenarios
as represented (both in writing and picture) on the challenge prompt cards.

The rationale behind the activity is for students to practice how to express and
Rationale for Activity regulate emotions in real-life situations, as these emotional situations are
represented on the prompt cards.

Physical/Motor Domain: Students will use body language and movement to help
portray the emotional situations on the prompt cards, developing their motor
skills. Specifically, they will develop their body awareness and explore moving in
different ways.

Affective Domain: Children will have the opportunity to identify and express
emotions with the help of a prompt card, working on their self-knowledge.
Additionally, children will suggest to their peers a way to resolve the prompt
card's problem, developing their self-confidence and autonomy.

Social Domain: Children will develop their sense of belonging and social skills
QEP Preschool
when they collaborate during the acting out game. Through collaboration, they
Competencies
will apply the story and solution they agreed on together.

Language Domain: Children will develop their oral language when interacting
with their peers during the activity, developing their phonological awareness.
Children will develop their written language when they interact with the words
written on the challenge card (I.e., recognizing letters), though the cards will be
read to them by the teacher.

Cognitive Domain: Children will develop their thinking skills when using their
imagination to express and resolve the challenges on the cards, further working
their reasoning skills to explain why their solution works.

Differentiation/EDI Student pairings and groups will be arranged so visual and auditory learners are
considerations mixed together, as the activity requires both visual and auditory responses.

If students cannot stand, the activity can be done seated.

In the pictures on the prompt cards, students of all ages, ethnicities, abilities, and

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backgrounds will be represented.

Students who have trouble understanding what emotion to express will be

encouraged to use peer-modeling and watch other students' expressions for the
same prompts. Group size can also be adjusted so students have more of a chance
to see how others express the emotions.

For students who need more of a challenge, higher difficulty prompt cards can be
provided, such as, "A student has to perform in front of a large audience, which
they don't like," prompting a harder emotion (I.e., ‘nervous').

- Challenge prompt cards

Materials - Drama center costumes

- Props: pencils, paper, toys, dolls, hats, capes, wigs

ACTIVITY PLAN

Student will Students will know:

know/understand/do as
a result of this activity - That emotions are portrayed through body language and facial
expressions.

Students will understand:

- How to identify different emotions from prompt cards and express them
through facial and body language.

- How to collaborate with a partner.

- How to use different props and costumes to enhance their dramatic play.

Students will do:

- Act out various scenarios that involve different emotions and demonstrate
their understanding of them through their body language and facial
expressions.

- Create their own scenarios and act them out with a partner, as well as work

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to regulate and resolve the emotional scenarios.

- While other students are participating in another activity, 6 students will

be separated into pairs.

- Students will be given challenge cards with clear written and visual
prompts on each:

- For example:

- A student lost their toy.

- A student feels left out because their friends are playing

without them.

- A student doesn't understand the math lesson.

- Students will, with a partner, identify the emotion together before they
begin.
Procedures - Students will act out the scenario, and work to resolve and regulate the
emotions in the scenario.

- Students are encouraged to use props from the drama center

- Teacher should encourage the students to pay close attention to the

facial expressions and body language and to use their faces and
bodies to act out the scenarios, as these can provide important clues
about the emotions they are portraying.

- Even if students are using dolls to act out the lesson, they
should still be using their own face to act out the identified
emotion.

- After the students have completed a few prompts, they can come up with
their own and act them out together with their partner.

Assessment The teacher will observe the students' progress and interaction with the prompt in
their pairs. The teacher will note whether children are able to correctly identify the
emotion being portrayed, whether they are using appropriate body language and
facial expressions, and whether they are collaborating effectively with their
partner. In addition to observing the students' performance, the teacher can also
ask questions to check for understanding, clarify concepts, and encourage deeper
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thinking. For example, the teacher may ask students to explain how they identified
the emotion, what specific body language and facial expressions they used to
convey the emotion, or how they would feel if they were in the situation presented
in the challenge card.

References

Gouvernement du Québec. (2021). Québec Education Program: Preschool Cycle Program.

http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/Programme-
cycle-prescolaire-AN.pdf

Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2019). Developmentally Appropriate
Curriculum: Best Practices in Early Childhood Education (7th ed.). Pearson.