Angela Walter

ELD 307

Dr. Casey

29 April 2014

Harriet, You’ll Drive Me Wild!: Emotion Lesson Plan

 Rationale :
o The purpose of this lesson is for the students to identify the emotions of the characters in the
story, “Harriet, You’ll Drive Me Wild”. After listening to and recalling key details from
the story, students will demonstrate their knowledge of emotion based on the plot
of the story and the illustrations in the text. Students will then be able to take their
knowledge of emotion from the story and apply the lesson to everyday life. This
lesson also encourages students to analyze the text, connecting the story to
everyday life.

 Standards :
o CCSS.ELA-Literacy.RL.1.1-Ask and answer questions about key details in a text.
o CCSS.ELA-Literacy.RL.1.2-Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
o CCSS.ELA-Literacy.RL.1.3-Describe characters, settings, and major events in a
story, using key details.
o CCSS.ELA-Literacy.RL.1.4-Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses.
o CCSS.ELA-Literacy.RL.1.7- Use illustrations and details in a story to describe its
characters, setting, or events.

 Objectives:
o Students will be able to identify the emotions of the characters in the story.
o Students will be able to use the illustration in the book to identify the feeling of
the characters.
 o Students will be able to answer questions related to the text and illustration found
in the story.
o Students will be able to connect the emotions in the story to real life experiences.

 Procedures (Gradual Release of Responsibility)

o Engagement/Anticipatory Set
 To introduce the story, the class and I discuss emotions by looking at the cover.
 “What faces do we make when we are happy? Sad? Angry?”
 “What other faces can we make to show emotions? What are those emotions
called?”
 “Let’s look at the cover of the story. How do you think the little girl is feeling
based on the illustration? What emotions is she showing?”
 “Now look at the mom. How do you think she is feeling? What emotions is
she showing?”
 “Are the mother and daughters emotions the same or different? How do you
know? (Look at the pictures).”
 By having the students analyze the cover, the students are predicting the events in the
story and preparing to discuss emotion.
 With the students thinking about the emotion on the cover, they are activating prior
knowledge on emotion and become aware of what to look for while reading the story.
Mentor
o To continue with the lesson, I read “Harriet, You’ll Drive Me Wild!” by Mem
Fox. As I read the story, I as the students questions relating to emotion and the
text.
 Possible Questions:
Page 2: “Look at the picture, what emotions do you think Harriet’s
mother is feeling?”
Page 7: “How would you describe Harriet? Does she get into
trouble or stay out of trouble?”
Page 8: “Harriet’s mom doesn’t like to yell but how do you think
she feels?”
Page 12/13: “How is her mother feeling now? Are those feelings
different than the feeling she showed before?”
Page 16: “How do you think Harriet’s mother will feel about the
feathers flying everywhere? What emotion do you think the mother
will show? Why?”
 Page 18: “Why do you think the mother is silent?”
Page 19: “Why is the mother yelling”
Page 20: “What emotion is Harriet showing? Why do you think
she feels that way?”
Page 21: “How have Harriet and her mother’s emotions changed?
Why do you think they changed?”
o By asking the questions to the students, they are relating the text to emotion.
o With the reading of the text, I model my thinking about emotion to the students so
they think deeply about the emotion in the text.
Guided Practice
o To apply the story and illustrations to emotions, as a class, we complete a “What I see and Know
For Sure” Chart.
o By completing the chart as a class, I am able to scaffold the students and guide them through the
completion of the chart. I am able to direct the students to look for certain emotions in that are in
the story.
 What I see and Know for sure:
 Page One, Two: Harriet seems like trouble.
o “What does that make you think?”
 List these answers in the chart.
 Page eight : Harriet’s mother didn’t like to yell.
o “What does that make you think?”
 List the answers on the chart.
 Page seventeen: Harriet breaks the pillow and feathers fly everywhere.
o “What does that make you think?”
 List the answers on the chart.
 Page Nineteen: Harriet’s mom starts to yell.
o “What does that make you think?”
 List answers on the chart.
o With the completion of the chart, the students are ready to move on to an independent writing
activity.

Independent Application
o To think further about the emotions in the story, the students will complete a writing activity.
o With the writing activity, the students will connect the emotions in the story to the emotions they
have experienced in real life.
 “Think back to the emotions that the characters felt in the text.”
 “Have you ever felt that way?”
 “Have you ever seen anyone else feel that way? A Parent? A sibling? A friend?”
 o By having the students think about the questions by relating the story to real life, they are ready to
complete the writing activity.

 Materials
o “Harriet, You’ll Drive Me Wild!” by Mem Fox
o White Board
o Dry Erase Markers
o Pencils
o “I feel” Emotions worksheet

 Assessments
o To assess the students, I will evaluate how active the child is during the reading of the
story.

o By noting what students are answering the questions, I am able to assess what
students are paying attention and what students are not. I am also able to see what
students may not comprehend the text or the concept of emotions.

o With the students completing the worksheet, I am able to see what students are able to
independently apply the concept of emotions to writing.

 Future Connections
o In the future, the ideas of identifying character’s emotions and feelings while reading
other stories.

o Because the students have a better understanding of emotions, they will be able to add
the concept to their writing.
Writing Activity