Name: Danna Heh

Date: November 20, 2015

Lesson Details
Lesson Title
How Do You Feel?
Content Area
Reading/Writing
Grade Level
1st Grade

UBD Stage I: Identify Desired Results

Lesson Objectives
Students will be able to:
1) Understand how an action makes someone feel
2) Understand why people feel certain ways
3) What can be done to make you feel better?
4) See how they their actions will impact themselves and others emotions

Standards
Edit:

Include number and description

PA Standards
1.1.1.B: Use word recognition techniques:
Demonstrate phonological awareness through phoneme manipulation.
1
Demonstrate knowledge of letter sound correspondence (alphabetic principle) to
decode and encode words.
1.1.1.D: Demonstrate listening and reading comprehension / understanding before reading, during reading, and after reading
through strategies such as think aloud, retelling, summarizing, connecting to prior knowledge and non-linguistic representations
1.5.1.B: Develop content appropriate for the topic.
Gather and organize information, incorporating details relevant to the topic.
Write a series of related sentences with one central idea.
1.5.1.F: Use grade appropriate conventions of language when writing and editing.
Spell common, frequently used words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and sentence formation.
1.6.1.A: Listen actively and respond to others in small and large group situations with appropriate questions and ideas
1.9.1.A: Use media and technology resources for directed learning activities.

ISTE Standards
Creativity and Innovation
Create original works as a means of personal of group expression

Enduring Understandings
1)
2)

My actions effect how others feel

My feelings effect how others act

Essential Questions
1)
2)
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5)

Why would (Name) feel this way if (insert situation)

How would you feel if this happened to you?
How would you feel if you are the one that made (Name) feel this way?
What can you do to help someone who maybe mad or angry?
What should we try to make everyone feel? Why? How?

UBD Stage II: Determine Acceptable Evidence

Assessment Tasks
Formal:
Make a book on feelings on KidPix describing feelings and what makes them feel that way. Talk as a class
after so that each student can share their feelings and what makes them feel that way. ( 1.9.1.A, 1.5.1.F,
1.5.1B, 1.6.1A)

Informal:
When reading the book, have the students tell me the word that is on the page prior to me reading it
(1.1.1B, 1.1.1D)

Rubric/Scoring Criteria
See attachment

UBD Stage III: Plan Learning Experiences and Instruction

Materials and Resources
1)

Book dealing with feelings/emotions

a. Today I Feel Silly and Other Moods That Make My Day
i. By Jamie Lee Curtis

2)

A computer that has KidPix

3)

A printer so that the students are able to print out either feeling books

Procedures and Content

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T: Teacher starts out by asking students questions about feelings.

a. S: Must raise hand to answer
T: Reads the book aloud. Occasionally stopping to go over topics and reiterate certain points.
a. S: Interact when they are told to but be quiet and listen during all of the other times.
T: Finishes books and wraps it up with context questions.
a. S: Again answers questions while raising their hands.
T: Explains the project about the feelings and shows examples that she has made.
a. S: Look at the examples and ask any questions pertaining to the project.
T: Takes the students to the computer lab to begin the project. Walks around asking students questions about
what they are creating. Answer any questions that the students have on the project.
a. S: Work on the project. They must identify 5 different emotions. Each page must have the emotion, a
color that reminds them of it, a picture, a definition, and what makes them feel that way.
T: As students finish up remind them to sit quietly and wait for others to be done.
a. S: Sit quietly and wait to go back to the classroom
T: Go back to the room and have each student discuss one of their emotions.
a. S: Picks one of their emotions and describes it to the class. They explain everything that they have on
their page.
T: Closes up by asking questions about what their classmates said.

a.

S: Answers questions about what their classmates had said.