Liz Kjellsen
Prof. Boye
HHP 363
10/21/2013
Unit Plan – Emotions
Teachers Name: Liz Kjellsen Grade Level: 1st
Performance Indicators with Infused Content: 1.2.1 Identify that healthy behaviors impact personal health., 1.2.5 Describe why it is important to seek health care., 2.2.1 Identify how the family influences personal health practices and behaviors., 2.2.2 Identify what the school can do to support personal health practices and behaviors., 2.2.3 Describe how the media can influence health behaviors., 5.2.1 Identify situations when a health-related decision is needed., 5.2.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed., 6.2.1 Identify a short-term personal health goal and take action toward achieving the goal., 6.2.2 Identify who can help when assistance is needed to achieve a personal health goal., 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health., 7.2.2 Demonstrate behaviors that avoid or reduce health risks.
Title of Unit: What are These Emotions?
Situation:
•1st Grade
•3 days in the unit
•30 minute class periods
•20 students
•Learned “happy” and “sad” and details of each.
Overview:
•Need for Unit: This is important in order to understand ourselves and others as we communicate and have relationships and conflict. Emotions are always present and important to know about.
•Goal/Purpose of Unit: The purpose of this unit is to help the students to understand what emotions they and the people around them are experiencing.
Unit Standards/Objectives:
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Objectives:
•The students will be able to recognize what it means to be special.
•The students will be able to identify ways people are special.
•The students will be able to identify different kinds of feelings.
•The students will be able to list unique ways that individuals communicate such as by using body language and gestures.
•The students will be able to express emotions in appropriate ways.
•The students will be able to describe and practice self-control, such as thinking before acting.
Content Outline:
Topics:
•Being special
•What “special” means
•What things are you special at?
•Encourage others in what they are special at
•Feelings
•Go over each feeling
•Know what another is feeling based on how they look
•Use body language to express feelings
•Have an appropriate reaction to each emotion
Instructional Methods/Strategies:
•I use tiering in day 3 in the first transition and throughout other parts of the unit.
•I could use inclusion if there were any students that required it.
•I use flexible grouping in the overall assessment.
Materials/Resources/Equipment: Textbook, white board, list of vocabulary words, crayons, activity book, books, magazines, and newspapers
Lesson Plans - Day 1
Name of Lesson: You are Special
I.Goal: To understand that everyone has many different interests, talents, and emotions/feelings.
II.Objectives:
•The students will be able to recognize what it means to be special.
•The students will be able to identify ways people are special.
III.Adaptations for Diverse Learners: This lesson will not require very much adaptation. This lesson in itself encourages differentiation and is a very individual lesson. This gives the students freedom. Each student is special. One way I will adapt this is to use different vocabulary words and ways of explaining their feelings.
IV.Materials: Textbook, white board, list of vocabulary words, and crayons.
V.Procedure:
A. Set/Hook – “What are you good at?” This entails writing a list of 3 or more things that you are good at/make you special. Compare them with a partner. Share with the class about the things that make your partner special.
B. Transition: Go over the vocabulary for the day. Today we will go over the words special and different. I will write them on the board and we will play sparkle to learn how to spell them. Once the word is spelled we will go over the definition and examples.
C. Main Lesson: We will look at pg. 186 and 187 of the book (see attached). How are these children special?
D. Transition: How can you tell that someone is special? Is it okay to be different/be special in different ways? From what you heard earlier from your classmates, try to remember something that makes them special.
E. Conclusion: We are all special. It is okay to be different. Encourage others to be special. I will write all three of these on the board. We will finish by reading the book titled “Being Me” by Wendy L.Moss.
VI.Assessment: I will give them an exit ticket that they must turn in before they leave the
classroom for the day. For this exit ticket I will have them write down one way
that we can encourage others to be special.
VII. Assignment: The students are to bring something into class tomorrow that represents one of
the things that make them special. Share this with the class. Be sure when sharing
to mention how this makes you feel.
Days 2 and 3
Name of Lesson: Showing Your Feelings
I.Goal: To understand that everyone has many different interests, talents, and emotions/feelings and to understand how to resolve conflicts.
II. Objectives:
•The students will be able to identify different kinds of feelings.
•The students will be able to list unique ways that individuals communicate such as by using body language and gestures.
•The students will be able to express emotions in appropriate ways.
•The students will be able to describe and practice self-control, such as thinking before acting.
III. Adaptations for Diverse Learners: Some students may have trouble understanding the concept of feelings and the words used to describe different emotions. So I would have beginner, intermediate, and advanced groups.
•Beginner: I will have them review appropriate vocabulary (happy, sad, angry, excited, and afraid). As I say each word to the group, I will make a face that goes along with the emotion. After I have gone through them a few times, I will then go through them in a random order and have the students make the appropriate face.
•Intermediate: For this group I will say short scenarios using simple language. Then I will pose a question such as “how would that make you feel?” and have the students identify the emotion.
•Advanced: For this group I will show pictures from a book or magazine or newspaper of people displaying some sort of emotion. I will then have the students identify the emotion they see and tell why they think the person might feel that way.
IV. Materials: Activity book, whiteboard/chalkboard, list of vocabulary words, books, magazines, and newspapers
Day 2
V. Procedure:
A. Set/Hook: Look at your list of things you are good at that we created yesterday, think about how these make you feel. I will write down on the whiteboard/chalkboard the emotions that the students list.
B. Transition: I will give each student a circle made of poster board. They will draw a happy face on one side and a sad face on the other side. I will then share random stories and they will react by holding up the side that reflects how it would make them feel.
C. Main Lesson: I will focus on the feeling of anger for this lesson. We are going to go outside to the playground or in the school gym. I will put them in small groups and instruct them to come up with some activities, like bouncing or kicking a ball, or running, that they can use to cope with angry feelings. Have each group show what they came up with to the class.
D. Transition: I will introduce the term good sportsmanship. Small groups will act out situations of good and bad sportsmanship and the rest of the class will say whether it was good or bad sportsmanship.
E. Conclusion: Show and tell from the assignment yesterday.
Day 3
V. Procedure:
A. Set/Hook:
B. Transition: Go over the vocabulary for the day, angry, sad, happy, excited, and afraid.
To do this I will do the activity listed in the Adaptations for Diverse Learners section.
This will give understanding to the emotions being discussed.
C. Main Lesson: Complete pages 48 and 50 in the student activity book. We will then go
over the answers as a class. Students may ask questions and then we will move on.
D. Transition: We will review vocabulary from the past 2 days. We will spell the words
by going around the classroom each student saying one letter. Once the word is spelled
the next student will give the definition. The following student will give the facial
expression that goes along with the word.
E. Conclusion: We will conclude this by reading the poem “Bad Day” by Marci Ridlon.
This will end us with a discussion of how this person felt about their day.
Days 2 and 3
VI. Assessment: I will give the students an exit ticket that they must turn in before they leave the
classroom for the day. For this exit ticket the students will be asked to explain
good sportsmanship.
VII. Assignment: In small groups the students are asked to create a skit that demonstrates one of
the emotions that we talked about in class. They will be shared at the end of the
week.
Student Assessment/Evaluation:
A. Criteria: Show me that you know about the emotions that we covered in this unit. To do this you must create a skit with groups of students of various learning levels made by me. This skit must show me that you understand at least 3 different emotions.
B. If you have demonstrated that you know at least 3 emotions proficiently, you will get 10 points. If you have 2 you will get 7 points. If you have 1 you will get 5 points and if you demonstrate 0 correctly you will get 0 points.
Unit Evaluation:
A. The unit is great as a written lesson. I don’t think I will have too many troubles with it, but obviously nothing goes as planned.
B. When I am teaching the unit, I will determine at the end of each day how well each student is progressing. When there is something that the whole class isn’t on track with, I obviously know that I need to spend more time on that specific topic and be flexible with the next couple days.
References:
Bunting, Lisa. "Chapter 10." Harcourt Health and Fitness. [teacher's Edition. Vol. 1st Grade.
Orlando, FL: Harcourt School, 2006. N. pag. Print.
"National Health Education Standards." Centers for Disease Control and Prevention. Centers for
Disease Control and Prevention, 27 Feb. 2013. Web. 30 Oct. 2013.