Lesson 1 Title: Is this an Emotion?

Teacher: Kelsey Berry

Grade Level: First Grade Subject Area: Literacy/Reading
Time Needed: One Hour Topic: Identifying Emotions

Common Core State Standards addressed in this lesson:

CCSS.ELA-Literacy.R.L.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.R.L.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.

Learning Objectives:
I can come up with a list of words that name and describe feelings.
I can find and identify illustrations that display emotion throughout a book.
Materials Needed:
*Books: The Way I Feel by Janan Cain and The Vice Principal from the Black Lagoon by Mike
Thaler.
*Technology: Computer (Access to YouTube – Scene from Frozen called “Elsa runs away from
Arendelle.” and Projector
*In Class Materials: Anchor Charts and Markers of varying colors
*Copies: Check-In Slip, Worksheet 1 and Worksheet 2 (Enough copies for each child to have
one sheet of each worksheet/Check-In Slip)
Lesson Context:
Students will need to know about emotions, how to write or draw, their letters, and their
colors. Students should also know the etiquette of how to act during a read aloud, raising their
hands, participating in group discussions, and how to follow directions.
Lesson Opening:
To capture the students’ attention, I plan on sitting in front of them at the circle area and
noting how each child is expressing an emotion. Example: “I see that Johnny is happy because
he is smiling. I also notice that Lucy looks to be a little sad because her eyebrows are
furrowed.”.
Procedures:
1. I will begin by asking the students what they think an emotion is. After getting their
ideas, we will start defining what an emotion is and applying it to the students’ lives.
We would use an anchor chart to define EMOTION and then give examples of words
that represent different emotions. With each example, we would assign it a specific color
and a drawing to accommodate each child’s abilities.
2. After completing our list, I would hand each student a check-in slip and have each
student complete it after watching a scene from the Disney movie Frozen. Under each
character’s picture, they will either write one of the emotion’s that is being exhibited
from that character or draw the picture that is associated with that emotion (from the
anchor chart).
3. After the video clip, we would regroup (the students can stay at their seats) and talk
about how they thought the characters felt in that scene. Then I would ask how they
knew that the characters felt those emotions when they didn’t come right out and say it.
After listening to the students’ explanations, I would begin to talk about how you can
sometimes see an emotion on someone’s face or through their body language. We would
then demonstrate this by asking students to express a given emotion using just their
 face and body, no talking. We would then have the students guess which emotion is
being expressed by the student who volunteers.
4. The teacher will pass out a worksheet for the students to complete before and after
reading the book The Vice Principal from the Black Lagoon by Mike Thaler. Students will
be asked to try to determine the main emotion that is being displayed in that specific
illustration. They can either draw the emotion, write the actual word, or use the color
that it is being represented with on the anchor chart. Once all the students are finished
with that part of the worksheet, the teacher will read the book the whole way through.
After listening to the book, students will go back through the worksheet and do the last
part of it.
5. We will all come together again in the circle area for the last time to close the lesson
and talk about how you can see how you can identify emotions and feelings through
words and illustrations or both combined. Then we will read the book The Way I Feel by
Janan Cain to help relate the different emotions to the students life. Students will turn
in both sheets for the teacher to look over and check how the students are
understanding the information that was presented.
Closure:
We will all come together again in the circle area for the last time to close the lesson and talk
about how you can see how you can identify emotions and feelings through words and
illustrations or both combined. Then we will read the book The Way I Feel by Janan Cain to help
relate the different emotions to the students life. Students will turn in both sheets for the
teacher to look over and check how the students are understanding the information that was
presented.
Assessment:
Check-In Slip: Identify one emotion that each character on the sheet experienced in the movie
scene shown. This will be done by either writing the word or drawing the image that we came
up with or using the color that the emotion was being represented with during explicit
instruction/off of the anchor chart.
Pre and Post Read Worksheet: Students will complete half of a worksheet before reading a
book. They will have to attempt to determine the emotions that are going on for each page
based on the illustrations. Once completed, the teacher will read the book. After, the students
will complete the other half of the worksheet and reassess the illustration now that they have
heard the story.
Lesson 2 Title: How Do They Feel? Teacher: Kelsey Berry
Grade Level: First Grade Subject Area: Literacy/Reading
Time Needed: Thirty Minutes-One Hour Topic: Identifying Emotions

Common Core State Standards addressed in this lesson:

CCSS.ELA-Literacy.R.L.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.R.L.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.

Learning Objectives:
I can find and identify words that name and describe feelings in a book with the help of a
teacher.
I can find and identify illustrations that display emotion in a book with the help of a teacher.
Materials Needed:
*Books: The Great Big Book of Feelings by Mary Hoffman and books off of the book shelves (picture
books).
*Technology: N/A
*In-Class Materials: Paper for teacher to write on and Colored Pencils/Markers/Crayons for
students to use during conferencing
*Copies: N/A
Lesson Context:
Students will need to know what emotions are, be able to identify a word that represents an
emotion or feeling on a page and how to interpret an emotion through an illustration.
Lesson Opening:
Start the lesson by having the students express how they are feeling with just using their facial
expressions. Then I will have the students practice finding emotions within the books from the
book shelves.
Procedures:
1. The teacher will pull each student to the side while they are exploring the different
books from the shelves at their tables. The teacher will talk to each student about what
they had learned the day before to help refresh their memory. The anchor chart from
the day before will be in the same area to be able to be used for reference.
2. Once the material is reviewed, the teacher will use the book The Great Big Book of
Feelings and give an example of where they found a word that implies emotion and an
illustration that is displaying an emotion.
3. Once the student sees and understands the teacher’s example, the teacher will turn the
book to a different page, read it aloud, and then ask the student identify a word that
implies an emotion and an illustration that displays an emotion.
4. Students can identify these things by saying or pointing to the word, pointing to the
picture, or saying the color that the emotion is represented with on the anchor chart.
5. Once the student is done, the teacher will write notes on how the child did and how the
student was able to identify the emotion.
Closure:
The teacher will ask the children what emotions they were able to find in their books and how
they were able to identify them. (What techniques they used, words or pictures etc.)
Assessment:
One on One Conferencing: Each student will conference with the teacher one on one. They will
be asked to identify one word that expresses an emotion and one illustration that displays that
same emotion. The teacher will then ask them how they know those are emotions. The teacher
will start by giving an example, and then ask the student if they are able to find one themselves.
The teacher will take notes to mark if the student understands the concept or not. If not, extra
practice will be delivered.
Lesson 3 Title: I Know How They Feel! Teacher: Kelsey Berry
Grade Level: First Grade Subject Area: Literacy/Reading
Time Needed: One Hour Topic: Identifying Emotions

Common Core State Standards addressed in this lesson:

CCSS.ELA-Literacy.R.L.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.R.L.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.

Learning Objectives:
I can find and identify words that name and describe feelings in a book on my own.
I can find and identify illustrations that display emotion in a book on my own.
Materials Needed:
*Books: Jabari Jumps by Gaia Cornwell
*Technology: N/A
*In-Class Materials: Paper for the teacher to write on and colored pencils/crayons/markers for
students to use if wanted during conferencing
*Copies: N/A
Lesson Context:
Students will need to know what emotions are, be able to identify a word that represents an
emotion or feeling on a page and how to interpret an emotion or feeling through an illustration
independently as practiced with the previous lesson implemented yesterday.
Lesson Opening:
During free choice time, the teacher will begin pulling students one by one to individually to
assess the student individually.
Procedures:
1. The teacher will pull each student to the side during free choice time. Then they will
ask the student to explain what they have been working on for the past few days. The
anchor chart will be put away for this assessment.
2. After the student gives the teacher an explanation of what they have been learning, the
teacher will pull out a new book that the students have not yet seen or read in the
classroom.
3. The teacher will read the book to the child. As the teacher is reading, the student is
expected to stop the teacher and point out three different words that are being used to
imply emotion and three illustrations that point out emotions. (The illustrations and
words have to be from different pages, but can be the same emotion as a previous page).
If the child is unable to come up with the word for the emotion when pointing to an
illustration, they may draw the symbol/picture that was used from day one or say the
color that was associated with that emotion as well.
4. The teacher will then take notes as the child points to different pictures or stops to
identify a word.

Closure:
The teacher will talk with the child on how they knew the illustrations that they pointed to
were trying to display the emotion that they noted. The teacher can also ask the student what
their favorite emotion is and why.
Assessment:
Summative Assessment- Students will work one on one with the teacher and be asked to
identify three different words that suggest feelings or emotions and then be able to identify
three illustrations that suggest different feelings or emotions. The teacher will take notes to
mark if the student understands the concept or not.