Outcomes

GCO: Students will be able to interact with

sensitivity and respect, considering the
situation, audience and purpose. Student
will be expected to: demonstrate that they
are becoming aware of social conventions
in group work and co-operative play.

Lesson Plan - English Language Arts

Developed by: Colin Briggs
Grade level: Kindergarten
Feeling Stations

SCO: I will be able to work with others

nicely in groups.
Universal Design for Learning
Objective(s) for this lesson: To give
Representation
students an opportunity to work in small
groups
toways
learnof
tocustomizing
work together
1.1.
Offer
the display of information
respectfully and collaboratively.
2.1. Clarify vocabulary and symbols

2.5. Illustrate through multiple media

Introduction
3.1. Activate or supply background
Small full class discussion on what the
students
know
about feelings.
Teacher big ideas, and relationships
3.2.
Highlight
patterns,
critical features,
will hold up a face with a certain
expression
on it and students
will visualization, and manipulation
3.3.
Guide information
processing,
identify and discuss what they know
about and
the different
feelings/emotions.
Action
Expression
Focus Question
4.2. Optimize access to tools and assistive technologies
Why are our feelings so important? How do
we recognize what our classmates are
5.2. Use multiple tools for construction and composition
feeling?
6.1. Guide appropriate goal-setting
During/Learning Activities
60 minutes
6.2.
Support planning and strategy development
Students will enter the classroom and sit in
their assigned, regular seating. The lesson
Engagement
will begin with the teacher holding up a
picture of a facial expression. Students
7.1.
Optimize
choice
autonomy
must
identify individual
what feeling
this and
facial
expression represents (sad, mad, happy,
7.2.
Optimize
relevance,
and authenticity
confused,
etc.).
Studentsvalue
and teacher
will
have a short class discussion on the
7.3.
Minimize
threats
distractions
different
feelings
andand
emotions
that we
have and what some of the causes may be
8.2.
Vary demands
and resources to optimize challenge
for certain
emotions:
Mad: If someone takes something you were
8.3.
Foster collaboration and community
using.

Sad: If you get hurt or fall down.

8.4.
Increase
Happy:
If youmastery-oriented
get a gift or go tofeedback
a birthday
party.
9.
1. Promote
expectations
and beliefs that optimize motivation
Confused:
If you
dont understand
something
9.3. Develop self-assessment and reflection
Sometimes the toughest thing about
feelings is sharing them with others.
Sharing your feelings helps you when your
feelings are good and when they aren't so
good. Sharing also helps you to get closer
to people you care about and who care
about you.
(http://kidshealth.org/kid/feeling/thought/tal
k_feelings.html) (10 minutes)
December 7, 2015
The teacher will then explain the activity for
the class, feeling stations. The class will be
told that they will be soon separated into

Lesson Topic:

Required Materials, Tools and Technology

http://www.elementaryschoolcounseling.org/identifying-and-expressing-feelings.html

Popsicle Sticks
Markers/ crayons/ pencil crayons
Scissors
Paper
Station One:
https://www.pinterest.com/pin/225391156329474122/

Flour
Balloons
Black Markers
Spoon
Station Two:
https://www.pinterest.com/pin/402298179183356998/

Four buckets
Four balls
Markers
Construction Paper
Station Three:
http://www.pbs.org/parents/adventures-in-learning/2013/10/feelings-charades/

Bucket
Pictures of Emotions
Station Four:
Clay
Plastic table cloth
Special Concerns
Students will be placed in randomly selected groups. Students may be moved if they do not work well
with others. Students should try to work together in order to productively cooperate with one another.
Teacher must be mindful of students who have mental illness difficulties such as depression and anxiety.
These activities may be different for students who suffer from depression and therefore it is necessary to
be sensitive towards these students.
Make sure all students have room to work effectively at each station.
Have each station set up prior to the beginning of class. Have supplies for future groups as they go from
station to station.
Students with ADHD will work well in this lesson as they will be actively moving from station to station
while participating in hands-on activities.
Be aware of any allergies within the classroom. Any students with allergies to latex will not be able to
handle balloons.
Differentiation
Kinesthetic: Going from station to station, working hands-on at each station (charades, throwing ball)

Visual/Spatial:
Drawing for final activity, working with clay.
December
7, 2015
Intrapersonal: Reflecting on their own emotions/feelings.
Interpersonal: Working with small groups at each station, working in groups of three for final activity.

December 7, 2015