Lesson Plan : Emotions
Teacher Name: | Kyle Trapp/Ember Hillard |
Grade: | Grade 5 |
Subject: | Special Education |
Topic: | Reading Emotions |
Content: | Facial Expressions. Synonyms for different emotions. |
Goals: | 1) Have children be able to identify emotions based on facial expressions. 2) Have children be able to determine emotions based on external surroundings. 3) Have children learn names for different emotions. 4) Help children identify proper actions to take when people are in specific moods (i.e. leave angry people alone, attempt to cheer up sad people, etc.). 5) Allow children to develop teamwork skills by working with peers to identify emotions. |
Objectives: | Have children act out certain emotions so that peers can see what the expression looks like in real life. Allow children opportunity to learn how to behave when peers are in certain moods. |
Materials: | "Let's Face It" posters. "Let's Face It" card game sets. Answer Key. |
Introduction: | Talk about how non-verbal communication is as, if not more, important as verbal communication (Explain the differences between verbal and non-verbal.). Talk about how differnet emotions require different responses. Emphsize the point that everybody has the right to experience all emotions at different times. |
Development: | Walk through the first poster with the children. Show the poster and ask for volunteers to give their answer, and explain why they chose that answer. Notice if they talk about just the facial expression, or the surroundings also. When it is time to act out the skits, have teachers perform the first one so that the children can notice. Ask them for their observations. |
Practice: | Have children break up into two groups and work through the cards together. When children have had enough time to go over all the cards, go over the answers with them. Then have volunteers come up in front of class to act out a skit. Make sure to applaud when done, to promote others to want to volunteer. Then listen to observations made by the class, and discuss what could have been done differently in the response portion. |
Accommodations: | Go over the posters as a class without it being a "quiz" format. Still applaud participation and proper responses. |
Checking For Understanding: | Remind children to carry the observations and findings they learned in class into the real world. For example, now that they know what it looks like when somebody is angry, act in accordance to what they learned in class. |
Closure: | Further emphasize that everybody has the right to express any emotion they deem necessary. However, it is never proper for a child to act upon these emotions in a negative way. If time allows, talk about ways to respond positively to negative emotions such as anger, fear, etc. |
Evaluation: | Take note over weeks following how the children respond when peers are in certain moods. Notice if they interrupt teachers, without raising their hand, see how they work in teams, etc. |
Teacher Reflections: |
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