Annotated Lesson Plan Form

Name: Sarah Berard

A. Description of Lesson Plan
Academic Subject(s): Social/Emotional Skills
Grade Level(s): Developmental PreK (mixed group of 3 and 4 year olds)
Standards Integrated into the Lesson Plan:
Student Content Standards (Alaska Early Learning Guidelines)
Goal 14: Children Cooperate with Peers
Goal 25: Children Regulate their Feelings and Impulses
Goal 26: Children Express Appropriately a Range of Emotions
National Educational Technology Standards for Students (2007): Standard and
Indicator(s)
1. Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
2. Technology Operations and Concepts: Students demonstrate a sound
understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
Learning Objectives for Lesson Plan: (State what students are supposed to learn or
what skills they are supposed to demonstrate, not what activities they will perform. Also
keep in mind that objectives are not what you are doing as a teacher, but what students
are learning. Objectives should be measurable.)
Students will be able to identify themselves by name.
Students will be able to recognize the emotions sad, happy, mad, and tired in
others.
Students will be able to demonstrate the emotions sad, happy, mad, and tired.
Students will be able to work cooperatively with one (1) peer in playing an iPad
game.
Students will be able to record themselves using Photo Booth.
Featured Technologies
iPad
MacBook
Photo Booth
The Social Express Lite App
Read a Face online game (sesamestreet.org)
Board Maker (teacher use)
Environment for Technology: all technology is located in the classroom. The
class has access to one iPad and two MacBooks.
Preparation: The teacher will ensure that all classroom iPads and MacBooks
are charged before the start of the lesson.

Preparation: The teacher will download the Social Express Lite app to the
iPad as well as the MacBooks before the start of the lesson.
Preparation: The teacher will have the Read a Face game loaded before
students begin play.

Other Necessary Materials:

Prerequisite Student Skills
Vocabulary: mad/angry, sad, tired, happy, smile, frown
How to say their own name
Identify cartoon pictures of the emotions happy, sad, mad, tired
Brief Overview of Lesson:
This lesson is a part of ongoing instruction in social skills in a Developmental PreK
setting. Because of the nature of a Develomental PreK (students must have
developmental delays or other special needs to qualify for the program) units are ongoing
since many students struggle with retention and regression. For many of the students
recognizing and expressing emotions is an IEP goal as well as a developmental milestone
that the PreK program works to meet. In this lesson students will practice vocabulary for
different feelings (sad, mad/angry, tired, and happy), showing those emotions on their
faces, and recognizing those emotions on the faces of others. They will practice
recognizing the emotions in others through games on the iPad and MacBook. The
students will also create a Photo Booth video of themselves first saying who they are (I
am _________) and then showing the different emotions on their faces. The lesson will
take place over several days.
Teacher To Teacher:
When implementing a lesson on feelings/emotions teachers must be aware of the
different levels of support students may need within the class as well as being prepared
for students will special needs to not always be consistent in demonstrating knowledge.
Repetition is one way to help work towards more consistent results and is enjoyed by this
age group; the lesson may need to be and could be repeated several times. Teachers
should also think of the size of the group. I will be implementing this lesson one on one
or two to one in order to provide appropriate support to students, some students may not
need this level of support.
Procedures/Activities: (List these in order. Be sure to identify activities that occur with
and without technology. Make clear what students are doing and what you, as teacher,
are doing. Begin with how you will introduce the plan, including how you will engage
students in the lesson and involve their prior knowledge. Provide detailed steps that are
clear. Include how you plan to bring the lesson to closure)
Note: On days 1 and 2 during choice time students not working with the teacher will
have a chance to play with Photo Booth on the MacBooks. The classroom aide will
facilitate this exploration, allowing students to take their pictures and create short videos
to watch.
Introduction: At circle time the teacher will show students board maker pictures of a
happy face, sad face, angry face, and tired face. For each cartoon face the teacher will
ask students how they know that the face is happy, sad, mad, or tired. The teacher will
direct students attention to cues as needed. For each face the teacher will ask students to
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make their own face match the feeling. (Note: this circle time activity may carry over for
each day of the lesson or be used at a later time to review.)
Day 1:
During station or choice time students will be pulled to the table two at a time to
play the Read a Face game on sesamestreet.org.
The teacher will show students the MacBook and explain that they will be taking
turns playing the game. When explaining the teacher will show the visual
supports for your turn and my turn.
The teacher will give the my turn card to the student who is going first.
Both students will listen to the question, then the student whose turn it is will
click on the correct picture.
The teacher will prompt the student if needed to tell the other student that it is
their turn, using the your turn card.
The next student will then answer the second question.
Students will continue to play until the end of the game, or the classroom timer
goes off indicating it is time for a transition.
Day 2:
During station or choice time students will be pulled to the table one by one to
play the Feelings game on the Social Express Lite app.
Students will use the iPad to identify the feelings of the characters on the game.
Students will play until they have completed the game, or the classroom timer
goes off indicating it is time for a transition.
Day 3:
The teacher will pull students one by one and explain that today they are going to
make a feelings video.
The teacher will show students Photo Booth and remind them that they have been
playing with it with the classroom aide for a few days.
The teacher will first show students the video of herself.
The teacher will prompt students to click start, wait for the count down, then say
their name. (I am _________)
The teacher will then say the name of a feel and the student will match their face
(sad, mad, happy, tired).
The students will then watch their video with the teacher.
Day 4 and beyond (Closure): During choice time the teacher will allow students access
to the MacBooks so they can view one anothers videos. Students will also be able to
create more videos in which they can say the feelings words themselves and make the
faces, or can show the feelings visuals to the camera and say the name of the feelings.
This station will be open when an adult is able to monitor students using the MacBooks.
Students will continue using the your turn my turn visuals when taking turns
watching and making videos.
Student Assessment and Evaluation
Students will be assessed throughout the lesson. During the opening circle time activity
the teacher will observe students to see if they are able to identify the cards and to make
the faces. When working with students on the games the teacher will keep track of how
many feelings the student was correctly able to identify. This gives me the opportunity to
collect data on the emotions students are able to identify in others. The final assessment
will be the video. The goal is for each student to be able to identify themselves by name,
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and then make each of the feeling faces the first time prompted. Having the student
create the video showing the emotions lets me see that they understand what each of the
feeling words means, if the student needs additional prompting, or demonstration I will
know that more work is needed on understand their emotions. If it becomes clear mid
lesson that students are struggling to identify or create the different emotions I will build
additional practice into the day, such as asking students to identify pictures as we wait in
line for the bathroom, or asking them to make a certain emotion on their face before
being dismissed to choice time or from circle.
B. Analysis (Rationale)
A good educational foundation is important for every student, and early
intervention for students with special needs and developmental delays is critical to
building such a foundation. In the Developmental PreK setting I teach in we put a strong
emphasis on students communication skills, independence (life) skills, and their social
emotional skills. The Alaska Early Learning Guidelines says that social emotional skills
provide the emotional competence and ability to form positive relationships that give
meaning to childrens experiences in the home, school and larger community, (Alaska
Early Learning Guidelines, 2007). Since the majority of my students are on IEPs and
their IEPs address the social emotional domain, I decided to do a technology lesson that
incorporated this important domain.
All of the students have seen the Board Maker visuals of cartoon faces showing
different emotions before, this is something that is used as a teaching tool for recognizing
others emotions as well as helping to identify their own emotions-both of which are
goals the lesson focuses on; that is why I decided to begin the lesson by showing the
students these familiar pictures during circle time. Some students are already able to
identify the feelings on the cards, and know when another student is sad but may not be
able to express what they are feeling. Other students have a hard time knowing what
others are feeling. The circle time activity incorporates both skills.
The second and third activity, in which students play an online game, Read the
Face, and a game from an the app Social Express Lite, allow students to practice their
receptive skills. I decided to have students work with a peer to play the one game
because it provides an opportunity to practice taking turn during a high interest activity.
Students will have to work to wait while their partner takes a turn, which is a difficult and
critical skill for young students. These two activities also allow for detailed data
collection. Measuring student growth is a component in my Educational Philosophy, so
incorporating opportunities for both observations, like at circle time, as well as more
detailed data is important to me. This data collection will also allow me to provide
numbers for students whos IEP states the emotions they need to be able to identify and
with what frequency.
On the third day I planned for students to create a video of themselves expressing
the different emotions. I put this activity on the third day to provide plenty of time for
students to first play with Photo Booth before being required to work with Photo Booth.
This will help with their being distracted by seeing themselves and they will know how to
press the button, then wait for the count down. Many students in my class have limited
verbal skills, so I want them to start the video by saying their name to practice, but did
not want to require them to say the emotions so that they could focus only on expressing
the emotion, and not on using their words. The Photo Booth activity not only provides
them with a chance to see themselves expressing feelings but it is a fun, engaging
activity. Part of my philosophy is that school needs to be fun, especially at this level
where we are setting the tone for the rest of their school career. While we could practice
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without using technology, using Photo Booth adds an element of fun and excitement to
what is a difficult task for many students, identifying and expressing emotion.
Since most of the instruction in the Developmental PreK is on going the closure
activities sets a scene where students can watch others-their peers-showing different
emotions, as well as where they can continue to practice showing their own emotions.
Young students enjoy repetition of preferred activities, so allowing time during choice
where students can continue using Photo Booth through out the school year sets them up
to continued practice of a critical skill. When students have met the goals of identifying
their emotions, as well as recognizing the emotions of others they have not only met a
developmental milestone, but they are also set up for greater social success at school and
at home.
C. Reflection
I just began teaching PreK about a month ago, which has made using technology
with my students a bit scary. While I have used iPads, laptops, and other technologies
with older students, I have only just touched the tips of technology for younger students.
Using online games and apps with PreK students is new to me, as is using Photo
Booth to create videos. I have previously used Photo Booth for the students to take their
pictures and this was a huge success, students enjoyed seeing themselves as the picture
was taken. For this lesson I wanted to expand on this by having students learn to use
Photo Booth for themselves to record a video. When thinking about TPACK I knew from
constructivist pedagogy that students learn through play and exploration so I wanted to
allow students time to play and explore the new technology I was presenting to them
(Integrating Educational Technology into Teaching, 2010 p. 39). Because using
technology and specifically Photo Booth with this age group is new to me I also wanted
allow myself time to trouble shoot any problems that might arise from student using
Photo Booth.
Even though I used sesamestreet.org for my software review I have not used it in
the classroom yet, and this lesson plan was my first time using Social Express Lite. I
decided to use these two technologies because they combined drill and practice with
tutorial software. Each game asks students to select the correct emotion, then explains
how you can identify that emotion reinforcing the skills that students have learned at
circle time (IETT, 2010 p. 77). My hope is that students will be able to use these games
to strengthen their skills. One of the concerns I have is that students have not spent a lot
of time using the iPad or MacBook to play games so that may frustrate students. Because
my students began school when my classroom opened they are new to school, but in the
future I would like to have allowed time before a lesson like this for students to play on
the iPad and MacBook.
Once your colleagues have given you feedback on your lesson plan, please add to your
reflection the following:
Learning from Peer Review:
What did you learn from the peer review process?
o How did you change your lesson plan in response to the comments of your
classmates? If you rejected aspects of the peer review feedback, explain.
(Be specific.)
o What did you learn about using technology from reviewing your
colleagues lesson plans? (Be specific.)
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And finally, from experiencing the peer review process, what suggestions do you have
about for peer reviews in the future?(Remember to include the peer review comments
you made with your lesson plan.)
D. References and Annotated References

Alaska Department of Education and Early Development & Alaska Department of Health
and Social Services, (2007). State of Alaska early learning guidelines.
Roblyer, M.D., & Doering, A. (2010). Integrating educational technology into teaching.
Boston, MA, Pearson Learning Solutions.
In using the text Integrating Educational Technology into Teaching I referenced parts of
pedagogy as well as the different types of technology that is used in education.
National Educational Technology Standards for Students (2007): Standard and
Indicator(s)
List all resources you used in your lesson plan, using APA style (in text citations and
references).
For those online and print references you use, other than the standards
documents listed in Part A, explain what aspect of the resource or idea you
used and how you substantially changed or adapted the resource or idea.
Do the same for ideas from your colleagues. Please use in-text citations
for all resources (APA style), including those ideas you paraphrase and
those you quote directly.
E. Preview of Lesson Plan Implementation
I plan to implement the lesson mid April.

References
National Board for Professional Teaching Standards. (2003). Early adolescence and young
adulthood English language arts portfolio. Arlington, VA: Author.