This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Holly Steelman Grade-Level: K Lesson Date: 3/6/23

Title of Lesson: Mad Mad Day Cooperating Teacher: Christy Flanagan

Core Components
Subject, Content Area, or Topic
SEL: Social Emotional Learning. Expressing anger in a healthy way.
Student Population
Total: 20 students
Girls:13
Boys:7
Learning Objectives
The student will be able to identify their emotions, specifically anger.
The student will be able to express anger in a healthy way.
The student will know how to calm down after being angry.
The student will be able to help a friend when they are angry.

Virginia Standard(s) of Learning (SOL)

K.8 The student will demonstrate comprehension of fictional texts.
a) Use pictures to make predictions.
b) Ask and answer questions about what is read.
K.11 The student will write in a variety of forms to include narrative and
descriptive.
a) Compose simple sentences.
b) Begin each sentence with a capital letter and use ending punctuation.

SeA1:Kc, I can be aware of how my body feels when I have different emotions.
SeM1: Ka, I can use verbal and nonverbal language to communicate different emotions.
SeM1: Kb, I can identify strategies that allow me to stay calm.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources

The Pout Pout Fish and the Mad Mad Day. By Deborah Diesen
Crayons
Pencil
Writing Journal

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Identifying Similarities & Differences 45%

Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
✓ Practice by Doing 75%
✓ Discussion 50%
Demonstration 30%
Audio Visual 20%
✓ Reading 10%
Lecture 05%
Safety Considerations

TTW say “friends, remember how we use our crayons and pencils responsibly: we do our best
work and take care of our things.”

Time
(min.) Process Components
5 min. *Anticipatory Set
TTW show the students the angry character from Inside Out and allow the students to
guess how the character feels. TTW ask the students the following questions: “Have
you ever felt mad before?” “What does being mad look like?” “How does it feel?” “What
do you do to calm down?”
*State the Objectives (grade-level terms)
I will know what to do when I am angry.
I will be able to talk through my anger instead of acting out.
I will be able to take a breath when I feel overwhelmed.

5min. *Instructional Input, Modeling, or Procedures

TTW introduce the book, The Pout Pout Fish and the Mad Mad Day, and sing the
author and illustrator song. TTW read the book, pausing to ask the following questions:
“What things made Mr. Fish upset?” “What can we see that shows he is upset?” (Is he
frowning, crying, or even yelling to show he is upset?) At the end of the story, TTW ask
“what did Mr. Fish do to feel calm after feeling so mad?”
*Check for Understanding
TTW ask “what can we do to feel calm when we are feeling angry?” TSW give
examples from the story and from personal life.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

1min. *Guided Practice

TTW write a practice sentence on the smartboard: I feel calm when I pet my dog. TSW
give ideas on what else can make them calm and what being mad looks like for them.
5min. *Independent Practice
TTW instruct the students to get out their writing journals. TSW open their journals and
get their pencil out. TTW model an example sentence by saying, “I feel calm when I hug
my mom.” TTW ask the students to write their own sentence with what they do to feel
calm. “I feel calm when…” TSW write and illustrate their sentence.
Assessment
TTW walk around the class during independent practice and look for capital letters,
ending punctuation, and making sure the students are finishing the prompt as their
sentence.
5min *Closure
TTW will close the lesson by calling on students to share with the class the way they
chose to feel calm. TTW remind them that taking a deep breath, counting to ten, and
talking about how you feel are great ways to feel calm when you feel like you’re in the
red zone or angry.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
 Question wait time (Allowing all students the time to come up with an answer before teacher calls on
someone)

Classroom Management Strategies (To ensure a positive learning environment).

 Teacher modeling (A calm voice goes a long way)
 Clear expectations given before instruction.
 Positive reinforcement (Encouraging words to the students- they have the ability to succeed and
meet the objections)

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021