Learning Activity Plan for PreK-Grade 2

Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher

Mary Ameruso

Name of Lesson
Content
area(s)/developmental
domain(s) addressed

My Feelings
Content: Emotional self-regulation, social-emotional competence and emotional
literacy
Developmental domains: Fine motor skills (cutting and gluing), multistep
directions
Students will be able to identify and recognize different emotions (of themselves
and others), and develop new strategies for regulating their emotions. The
lesson starts with a story about emotions and feelings. Students will be
presented with various make-believe scenarios and asked how they would feel if
they were in that situation. We will also discuss coping mechanisms and ways to
control our emotions. Students will be asked to visually make several facial
expressions of emotions and then match those with facial expressions on a
worksheet, which will be created into a class book. The My Feelings

Brief description of the

lesson

This lesson is:

Rationale
Timeframe

Preschool (4-5 years old)

Classroom Number

A new concept/activity

This lesson is necessary because many children struggle with their socialemotional skills. This lesson will teach children about our various emotions and
ways to regulate their negative feelings.
The timeframe of this lesson is 15-20 minutes (at most). It will take about 5
minutes to read the story, 1 minutes to have the children think of different
emotions, 5 minutes to create different pretend scenarios and have the children

Learning Activity Plan for PreK-Grade 2

Objective(s) of the
activity

Connections to
standards

create their facial reaction and take their pictures, 5 minutes to have the children
match and glue their picture next to a pre-created face in the My Feelings
Book, and 3 minutes to discuss how we can deal with our feelings, and
independent practice over the academic year (the feelings book will be left out
on the classroom bookshelf and the children will be encouraged to act out
different emotions during choice time. For example, one child could be the
person feeling the emotion and the other child could be the friend that helps that
child.)
After participating in this lesson, the students will be able to identify their
emotions as well as the emotions of others. The students will be able to express
their feelings appropriately. Also, they will learn how to deal with their emotions
on an independent level.
This activity will enable the child to develop awareness and competence in the
following area of the New York State Prekindergarten Foundation for the Common
Core:
Domain 3: Social and Emotional Development Self Regulation
2. Self-regulation
a) Expresses feelings, needs, opinions and desires in a way that is appropriate to
the situation
b) Appropriately names types of emotions (e.g., frustrated, happy, excited, sad)
and associates them with different facial expressions, words and behaviors
c) Demonstrates an ability to independently modify his/her behavior in different
situations.
Domain 4: Communication, Language and Literacy
1. Motivation
a) Participates in small or large group activities for story telling, singing, or finger
plays

Learning Activity Plan for PreK-Grade 2

b) Asks questions
c) Listens attentively for a variety of purposes
Language Objectives

This activity aims to provide the students with the necessary and accurate
vocabulary to identify their emotions and the emotions of other children. It also
aims to provide the students with the necessary verbal cues and prompting of
how to approach and help a friend who is sad, upset or angry. The language
objectives of this lesson include: listening skills, reading (appreciation and
enjoyment), comprehension, and expressive/oral skills.

Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)

-The Way I Feel by Janan Cain

-Camera/Phone to take pictures
-Feelings worksheet (See the bottom of this lesson plan for the worksheet).
-Scissors, glue, construction paper
Use of phone to take pictures of children making different facial expressions of
emotions
Anticipatory Set:
In order to introduce the children to this learning activity, I will start off by
seating the children for circle time and asking them: Can anyone tell me what
the word emotion means? Have you ever felt a certain way such as happy or
sad? Then, tell the children that we are going to read a book about emotions
and to tap their head if they ever felt the same way that the friend does in the
book. Read The Way I Feel.
Instruction/Mini Lesson:
Create different make-believe scenarios and ask the children what emotions they
would feel if they were in the situation themselves. Then ask the children to

Learning Activity Plan for PreK-Grade 2

visually represent their facial expression response (Have the other two teachers
take pictures of the childrens faces as they visually represent each emotion).
Then, ask the children how they could deal with their emotions. (Prompt them
give examples, take deep breaths, color, read a story, lay down)
Teacher: How would you feel if your mom or dad or nanny came in today for
special snack?
Child: Surprised (Depends on what the children answer)
Teacher: Great, now can you make a surprised facial expression? (Take the
childrens pictures one-by-one). What can you say to mom or dad when you see
them?
Teacher: How would you feel if a friend knocked down your building?
Child: Angry
Teacher: Yes, that would certainly make me angry. Now make an angry face.
(Take picture) What can you say to a friend that makes you feel angry? (prompt
the children, e.g. I worked really hard on that building that you just broke down. I
am feeling angry because of it. Can you please help me rebuild it?)
Teacher: How would you feel if a friend shared his toys with you?
Child: Happy
Teacher: Yes make a happy face. What can you say to a friend that makes you
feel happy?

Learning Activity Plan for PreK-Grade 2

Teacher: How would you feel if other friends did not want to play with you?
Child: Sad
Teacher: Now make a sad face. What can you do or say when you feel sad?
Repeat this procedure by including other emotions as well. Discuss what to do
and what not to do when feeling certain emotions. For example, when sad, try
not to scream and cross your arms. Instead try telling that friend or a teacher
that your feelings were hurt.
Independent Practice (small group activity, working with partners, or
independently):
Have the children sit at the table to cut, match and glue their facial emotions to
the ones on the worksheet. Teacher will then combine the students work into a
class My Feelings Book.
Closure:
After the lesson is complete, tell the students that the book will be placed on the
bookshelf and that they are welcomed to look at it whenever they want.
Moreover, encourage the students to act out the feelings/emotions in the book
with their friends.
Method of assessing
childrens
understanding of
lesson/activity/objective
(s)
(Be sure to include any

Pre-assessment
Berks milestones for
social-emotional
development were used
to access the childrens
understanding of the

Assessment of Student
Learning
1. Are the children able to
identify and recognize the
different emotions in the
feelings book?

Assessment of
Childrens Language
Learning
1. Are the children
verbally identifying the
emotions in the

Learning Activity Plan for PreK-Grade 2

tools, rubrics/checklists
and/or worksheets you will
use for assessment(s)

lesson material and

objectives. Also, asking
questions before reading
the story was used as a
pre-assessment.

2. Are the children verbally

expressing his feelings,
whether it is happy or
angry?
3. Do the children
understand when they hurts
another friends feelings?

feelings book?
2. Do the children have
new vocabulary and
does he/she use it to
express how he feels?
For example, does
he/she say, I feel
angry
Supporting English Language Learners
What modifications should I make to the activity to
ensure all students are included and engaged in all
steps required to meet the lessons objectives?

Plans for differentiated

instruction/instructional
modifications

Supporting children
with identified delays
or disabilities
What considerations
should I keep in mind
regarding cultural
relevance, age
appropriateness, and
ability levels for all
learners?

Follow up/Extension
activities
Any additional
information that would
be helpful for the
observer to know

How can I provide an opportunity to remediate, reinforce, or expand on students

learning today in class?

Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity

Learning Activity Plan for PreK-Grade 2

Learning Activity Plan for PreK-Grade 2

Learning Activity Plan for PreK-Grade 2