Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language
2007 ACEI Standards

Today I Feel by Jamie Lee Curtis

Problem Confronted: Emotional Issues
Sarah Rehner

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—The students will be able to understand the comparative elements in literature.
B. Objective(s)— The students will develop the ability to compare the experiences of the character in
Today I Feel Silly by Jamie Lee Curtis to his or her own life.
C. Standard(s): K.RL.4.2 With support, compare and contrast the adventures and experiences of characters
in familiar stories.
II. Materials
 The Inside Out video on YouTube
i. (“Inside Out Meet Your Emotions” https://www.youtube.com/watch?v=pHKQHkoWNyU)
 Computer, Projector
 The book, Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis
 Today I Feel worksheet

III. Anticipatory Set

• Do you know the movie Inside Out? Well I think you may remember how the movie was about emotions
and how a person feels, but even if you forget, we are going to watch a quick video to jump start a
conversation about our own emotions.
 Play a video from the movie Inside Out that talks about each emotion: joy, fear, disgust, anger, and
sadness. Then transition to a short discussion about emotions. “What did you notice about these
emotions? Why do you think she responded the way she did? Have you ever been in one of Riley’s
situations that made her feel those ways?” Call on a few students to explain. Then we will talk about how
there are much more emotions a person feels, other than just joy, fear, sadness, anger, and disgust. Ask
the students which ones they can think of.

iv. Purpose: Today we are going to be talking a lot about our feelings and emotions, and I will be reading
to you the story Today I Feel Silly by Jamie Lee Curtis. I want you to think about how you might relate
to the main character, and the emotions you feel throughout the day and why you might feel that
way.

PLAN FOR INSTRUCTION

(ACEI 1.0)
 Foundational Theory: Reader-response criticism is a school of literary theory that focuses on the reader
(or “audience”) and their experience of a literary work, in contrast to other schools and theories that
focus attention primarily on the author or the content and form of the work.

v. Adaptation to Diverse Students—

 If a student cannot see the book or screen, they may move closer in order to maximize their
viewing and understanding.
 Give additional instruction to students who may need extra help on the worksheet.
(ACEI 3.2)
vi. Lesson Presentation (Input/Output)
 After viewing the Inside Out video and short discussion on emotions, move the class to the back
carpet for the read-aloud. Then I will make sure each child is ready to learn and paying attention,

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 “This book talks about some of the emotions we mentioned and added a few more, but each
feeling is important in each of our lives as they affect how we act and behave. Sometimes we may
react in the wrong ways and hurt somebody else, or we may be excited and happy and want to
share with others. But remember, no matter how we feel, we must think about how those
emotions may make us feel and how the people around us may feel, because we do not want
ourselves or anybody else to get hurt, do we? No, so as we read this story we will learn about all
the different feelings that we all may feel at different times of the day. While I am reading I want
you to pay close attention to the main character and how her feelings change throughout the
story. Think about how you may feel like she does at certain times and maybe why you feel that
way”
 Then read aloud the story making sure they truly understand why each emotion is important.
 At certain points throughout the story, stop on a few of the different pages before reading the
passage and ask the class what emotion they think she may be feeling based on the picture and if
they feel like she does at certain times in their lives, then continue reading.
(ACEI 2.1)
 I will model appropriate expression and performance, with reading strategies that are
understandable for the class.
(ACEI 3.3)

VII. Check for understanding

 I will allow time for natural response and conversation about the feelings then start probing for certain
answers.
 How did you like that story? What did or didn’t you like about it? What do you think is the most important
thing about this story? What new feeling words did you learn from the story? Did you see any situations
and emotions that she felt in the story that made you remember a time you felt like that? Can somebody
give me an example?
 Is it normal to have so many emotions throughout the day? Yes, it is normal to experience many different
feelings. What are the feelings that you find easier to have; the ones that you may like? And do you find
some feelings are harder to have? What are they? Yeah, sometimes we may get upset or angry and are
these feelings okay when in the classroom? What if you are putting somebody else in danger by being
angry? It is important to remember that we never want to put ourselves or anybody else in a situation that
may cause them to get hurt. Sometimes we have to control our feelings so that we do not make anybody
else upset.

VIII. Review learning outcomes / Closure

 Well after learning about all the different emotions you may feel, I will be giving you a worksheet
to show me how you think you would feel like the main character in our story. On this sheet there
are pictures from our book, I want you to draw a picture of yourself in the box right next the
picture that most reflects your emotions right now and then put a star by it. Be honest. Then I
want you to draw pictures in the other boxes because we all feel these feelings and they are
important to have at different times of the day.

PLAN FOR ASSESSMENT

 By completing the worksheet, it will show me that they have some understanding on emotions
and how to show them, and how they relate to the character in the story.
 Throughout the lesson, by answering the questions, the students will be able to give me a clue
onto how they think. How they can compare to the character of our story and how they feel
about emotions.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?

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5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Was the lesson developed enough for the students to understand?
8. How were the students actively engaged while reading the story and the worksheet activity?
9. Did the students understand how to compare their own lives and feeling to the character of the story?
10. How did the children do with the mostly independent work?
11. Did each student draw out their emotions?
12. Did I use the knowledge I have, to the best of my ability, to teach the students successfully?
Revision Date: September 12, 2016
2007 ACEI Standard

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 Today I Feel…

Angry

Silly

Quiet
4
Happy

Sad

Excited