Lesson Plan Template1

Lesson Title/#:Feeling Inside Out

Grade Level:
2nd Grade
Learning Central Focus
Central Focus
The students will learn what sadness means and how to recognize this in their peers. The
students will also be able to identify it as a healthy emotion within themselves.
What is the central focus for
the content in the learning
segment?

Content Standard

SL.3.1, SL.3.2, SL.3.3, SL.3.6, W.3.8

What standard(s) are most

relevant to the learning
goals?

Student Learning
Goal(s)/ Objective(s)
Skills/procedures
What are the specific
learning goal(s) for student
in this lesson?
Concepts and
reasoning/problem
solving/thinking/strategie
s2
What are the specific
learning goal(s) for students
in this lesson?

Skills/Procedures:
Students will be able to provide complete sentences when discuss what they believe
depression is. The students will be able to write about two main ideas learned from the
multimedia shown and the lesson.
Concepts and Reasoning:
The students will be able to identify sadness and depression in themselves by recalling
moments in their life and communicating this out loud. Students will be able to correctly
answer questions about the lesson to show comprehension of depression.

Prior Academic
Knowledge and
Conceptions
What knowledge, skills, and
concepts must students
already know to be

Students must be able to identify basic emotions such as: anger, sadness, joy, disgust, and
fear.

The lesson plan template is intended to be used as a formative process prior to a candidates submission of edTPA materials. The template offers an opportunity for
candidates to practice documenting their thinking when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are
not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates to articulate their thinking and justification for plans when responding to the
Planning Task commentary prompts

The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the
Making Good Choices resource for subject specific components.

successful with this lesson?

What prior knowledge and/or
gaps in knowledge do these
students have that are
necessary to support the
learning of the skills and
concepts for this lesson?

Common errors,
developmental
approximations,
misconceptions,
partial
understandings, or
misunderstandings
What are common errors or
misunderstandings of
students related to the
central focus of this lesson?
How will you address them
for this group of students?

Students must be able to create their own opinion, and discuss their opinion with their
classmates.

Students will learn to close the gap of perceiving others emotions and identifying that
emotions are healthy.

The students will commonly misunderstand that it is healthy to be sad, scared, mad,
disgusted, and happy.
The students will commonly partially understand an emotion that is not their own.
This will be addressed through a video that accurately displays emotions using colors and
behaviors, and shows the emotions working together for one person. The students will be
asked questions through sculpting to guide them to understanding the emotions and general
health.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch
____10______
Minutes
How will you start
the lesson to
engage and
motivate
students in
learning?

Instruction
___20_______
Minutes
What will you do

Welcoming the class for the day is the first step. Then asking the student if they have seen the Disney
movie Inside Out. For the students that have seen this film, I will ask them what the main ideas of the
film were. Then as a class, students will watch a clip of Inside Out that showcases all of the emotions
and the main character Riley.
-Students that are deaf/hard of hearing will watch a clip with subtitles.
-Students that are blind/ low vision will listen to the clip through an auditory describing application.
After watching a clip, students will be asked to identify the characters they saw and the characteristics
of the characters.

to engage
students in
developing
understanding of
the lesson
objective(s)?
How will you link
the new content
(skills and
concepts) to
students prior
academic
learning and their
personal/cultural
and community
assets?

Students will be given print-outs of the Inside Out characters. On the back of each print-out, students
will be asked to write a time when they felt that emotion. I will explain to the class about why it is
healthy to experience these emotions in life. Students will listen to video clips of the individual
emotion, and from this identify what that emotion. They will also provide an experience that relates to
the emotion.
The content will be linked to people that the students see in their life at home and school. The students
will also be able to connect this to past experiences.

What will you say

and do? What
questions will you
ask?

Students will be asked what they think being healthy means. Then, I will explain to them what
mental health means. Students will be asked why it good to keep their minds healthy. Then, students
will be asked to describe ways that they can keep their manage their emotions.

How will you

engage students
to help them
understand the
concepts?

Students will be engaged by recalling past experiences and hearing others from their peers. Also, the
lesson revolves around popular disney characters.

What will
students do?
How will you
determine if
students are
meeting the
intended learning
objectives?

Structured
Practice and
Application
___15_______

Students will recall events to fit the different categories of basic emotion. Then they will write down two
main ideas from the video, and two main ideas from the lesson.
By grading the writing assignments, I will be able to assess if the students can identify main ideas.
Also, through the use of students writing on the back of the characters I will see if the students can
correctly identify the emotions and relate them to past events.

The students will be given a sheet of lined paper, and they will be asked to write down two ideas they
learned about the clip and two about the lesson. The students will work on computers, and will type
two ideas they learned about the clip and two about the lesson.

Minutes
How will you give
students the
opportunity to
practice so you
can provide
feedback?
How will students
apply what they
have learned?
How will you
determine if
students are
meeting the
intended learning
objectives?

Closure
____5______
Minutes
How will you end
the lesson?

Differentiatio
n/ Planned
support
How will you
provide students
access to
learning based on
individual and
group needs?
How will you
support students
with gaps in the
prior knowledge
that is necessary
to be successful
in this lesson?

The students will be asked to recall a time when they felt a certain emotion, and this is put on the
board. Then, students must go through the list as a class, describe how they would react towards their
classmate, and what emotion that classmate may have been feeling from the basic emotions.
Ex: Student says, One time, I fell off my bike and hurt my leg and I was in pain
Classmate response, I would ask if you were ok, and then I would tell you that you will feel
better. I think they are feeling sad.
I will be able to tell from their responses that they had written down what they have learned. Through
the verbal responses from the exercise, I will be able to understand if the students are understanding
their peers emotions. If students are accurately describing their peers emotions based on the situation
provided. I will be able to look at the writing portion of the activity, and tell from that if students are
using complete sentences about two main ideas from the lesson. Also, if students are commenting to
their peers that it is ok to feel the way that they feel, then I will know that the students understand.

The lesson will end with a special day. This means that the students will congratulate a person
chosen for that day, and spread good wishes like, have a wonderful day. After this lesson however,
the students would wish and congratulate each other an amazing day, as it would be each of the
students days.
Whole Class:
The class at a School for Visual Impairments will watched an audio described video clip and will be
doing the writing assignments on a computer. These students will need work on symbolism and colors
with emotions.
The class at a School for the Deaf will watch a closed captioned video clip and will have the lesson
signed to them.
Groups of students with similar needs:
The students at a School for Visual Impairments will watched an audio described video clip and will be
doing the writing assignments on a computer. These students will need work on symbolism and colors
with emotions.
The students at a School for the Deaf will watch a closed captioned video clip and will have the lesson
signed to them.
Individual students:
The student at a School for Visual Impairments will watched an audio described video clip and will be
doing the writing assignments on a computer. The student will need work on symbolism and colors with

emotions.
The student at a School for the Deaf will watch a closed captioned video clip and will have the lesson
signed to them.
Students with IEPs or 504 plans:
The students at a School for Visual Impairments will watched an audio described video clip and will be
doing the writing assignments on a computer. These students will need work on symbolism and colors
with emotions.
The students at a School for the Deaf will watch a closed captioned video clip and will have the lesson
signed to them.
Strategies for responding to common errors and misunderstandings, developmental approximations,
misconceptions, partial understandings, and/or misunderstandings:
Students will be given a notecard on their desk, and at the end of the lesson they can write questions
on what they are confused on.
Student
interactions
How will you
structure
opportunities for
students to work
with partners or
in groups? What
criteria will you
use when forming
groups?

The students will work together to share their experiences, and figure out what emotion that goes with.
The desks will be in groups prior to the lesson starting. Students will be put together with one high
achieving student and one low achieving student, and a mix of other average achieving students.

What ifs

None of the students have seen Inside Out.

A brief description will be given on the movie.
The students struggle with identifying emotions.
Students will ask their students to listen to how they connected experiences to the different emotions.

What might not

go as planned
and how can you
be ready to make
adjustment?

Theoretical
principles
and/or
research

The learning task are appropriate because the average age for onset depression is eleven, so half of
that population is younger than eleven. It is important for younger students to understand what
emotions are and be able to recognize them in other peers.

based best
practices
Why are the
learning tasks for
this lesson
appropriate for
your students?

Materials
What materials
does the teacher
need for this
lesson?
What materials
do the students
need for this
lesson?

-Auditory description clip of Inside Out

-Closed caption clip of Inside Out
-Print-outs of the film characters
-Computer
-Writing utensils
-Sign translator

Academic Language Demand(s):

What language function do
you want students to
develop in this lesson? What
must students understand in
order to be intellectually
engaged in the lesson?
What content specific terms
(vocabulary) do students
need to support learning of
the learning objective for this
lesson

Students will engage in compare and contrast between the emotions, as well as asking
questions to grasp concepts and summarizing what they have learned.
Students must understand emotions linked to past experiences.

What specific way(s) will

students need to use
language (reading, writing,
listening and/or speaking) to
participate in learning tasks
and demonstrate their
learning for this lesson?

Students will listen to the audio clip, or see the video clip.
Students will write what they have learned from the lesson, and what they have experienced
emotionally.
Students will share their emotions with the class.

What are your students

abilities with regard to the
oral and written language

Students will increase their ability to decipher and understand emotions, verbally and written
down.

Sadness, Emotion, Healthy

associated with this lesson?

How will you support

students so they can
understand and use the
language associated with the
language function and other
demands in meeting the
learning objectives of the
lesson?

I will provide examples of when I have felt different emotions.

I will help students when they raise their hand.
I will help them if they do not understand an emotion.

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Type of
assessment
(Informal or
Formal)
Informal

Description of
assessment

Modifications to the assessment

so that all students could
demonstrate their learning.

Writing assignment of
four ideas learned in
the lesson.

Students with vision

impairments will type this on a
computer.

Analyzing teaching
To be completed after the lesson has be taught

What
worked?
What didnt?
For whom?
Adjustments

Evaluation Criteria - What evidence of

student learning (related to the
learning objectives and central focus)
does the assessment provide?
Students will learn that it is ok to feel
other emotions, especially sadness.

What
instructional
changes do you
need to make as
you prepare for
the lesson
tomorrow?

Proposed
Changes.

Whole class:

If you could
teach this lesson
again to this
group of students
what changes
would you make
to your
instruction?

Groups of students:
Individual students:

Justification
Why will these
changes improve
student learning?
What research/
theory supports
these changes?

Resources:
Attach each assessment and associated evaluation criteria/rubric.