Name of Lesson

Content
area(s)/developme
ntal domain(s)
addressed
Brief description
of the lesson

Creating an Emotions Chart

What concepts or developmental skills will this lesson address?

Social-emotional recognizing emotions in faces, developing emotional

intelligence
Cognitive understanding we can give/receive emotional cues through our
facial expression
Creative practicing making facial expressions to cue emotion (dramatic play)
During circle time, we will discuss how our faces show our emotions so others
can know how we are feeling. Both our words and our bodies can tell how we
feel. Students will label emotions, and practice making the corresponding facial
expressions. Teacher will take a picture of each child's facial expression for
each emotion (Excited, happy, silly, sad, scared, frustrated, mad/angry) and
make a chart which will hang in the dramatic play area by the mirror for
students to practice making faces and practice recognizing these emotions in
their peers.
Why is there a need for this lesson?

Rationale

This lesson is:

Many children do not know how to express their emotions, so practicing these
facial cues and giving them the language will help them to express their feeling.
Practicing these emotions as a class and making children aware of each other's
facial cues will help them understand when their peers are feeling these
emotions as well, developing understanding and empathy.
A new concept/activity
A continuation of a previous lesson/activity

A continuation of a previous lesson emotions.

Keep in mind appropriate length of an activity for preschool-aged children is 20 mins at most, no more than 45 mins
for children K-2 grade)

Timeframe

~20 minutes for the discussion, the photos will be taken individually, and the
chart will be available during free play for however long the students are
interested in it.

Objective(s) of the
activity

What will children know, or demonstrate as a result of this learning experience?

Connections to
standards

Which NYS Early Learning, or Common Core Standards are addressed? Are there other standards used?

Children will demonstrate their understanding of the emotion words. Children

will be able to make a corresponding facial expression to the emotion words.
Children will recognize and label the emotion from the facial expression in the
chart.
Standard 1 Promoting Child Development and Learning
1a: Knowing and understanding young childrens characteristics and needs, from birth through age 8
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for
young children.

Standard 4 Using Developmentally Effective Approaches

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young
children
4b: Knowing, understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

Standard 5 Using Content Knowledge to Build Meaningful Curriculum

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts, music,
creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and
safety; and social studies
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate
developmentally meaningful and challenging curriculum for each child

Language
Objectives

What language/vocabulary, communication, or literacy skill(s) do I want my students to develop in this lesson? For
edTPA consider this: Which academic language demands am I targeting? Choose one, including language
functions, vocabulary, syntax, or discourse that is central to this learning segment. How is this activity using the
specific language demand?

This lesson focuses on language function and vocabulary. Both verbal language
as well as body language can express a feeling.
Emotion words: Excited, Happy, Silly, Sad, Mad, Angry, Frustrated, Scared
Resources/materia Camera phone
ls needed:
materials to create a chart (post lesson)
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)

Technology
inclusion (if
applicable)
Procedures (step
by step)

Camera phone

Method of
assessing
childrens
understanding of
lesson/activity/obj
ective(s)

Pre-assessment

Assessment of Childrens Language Learning

Outline the steps you will take to evaluate

students prior knowledge.

Outline the steps you will take to evaluate students language

learning. What evidence will I have to assess whether students have
successfully achieved the content objectives?

(Be sure to include any tools,

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

Anticipatory Set (Connection/Motivation) What will you do to get childrens attention, or to introduce children to
this learning activity? Describe the process in getting them interested and engaged.

1. Discussions
1. our bodies can show emotion, especially in our face
2. what emotions can we show with our faces? (let each child practice
each emotion)
3. We are going to make a chart with these emotions. We'll keep it in
the classroom for everyone to practice and see. Everyone is going to
make all the facial expressions for our chart. What facial
expressions should we add to our chart?
2. Make a list of the emotions on the chart. Make sure to include but not
limit to: Excited, happy, silly, sad, scared, frustrated, mad/angry
3. take photos of each child individually
4. make chart
5. in a later circle time, ask children to pick a friends face and label the
emotion they are expressing.
6. Hang the chart in dramatic play by the mirror for students to use as
desired.

Can students label the

emotions: Excited, happy,
silly, sad, scared, frustrated,
mad/angry

Can student label all the emotions.

Can student make a corresponding
facial expression of each emotion.
Can student recognize the emotions
from the facial expression of
themselves?
Can student recognize the emotions
from the facial expression of others?

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