Name(s): Mary and Stephanie

DAILY PLAN
Lesson Title: Painting Emotions Grade Level: Kindergarten

S & S Statements:
By connecting colors and lines to emotions students will be able to express their feelings in their
artwork. Also by viewing and going over facial expressions students will be able to read each others
emotions in real life situations better. This is important because right now they’re experiencing many
emotions at this age.

Concepts and Skills:

Students will connect colors and lines/texture with emotions while also being aware of space.

Academic Language:
Color, lines, emotions (mad, sad, happy, etc.), and Space.

Purpose of Lesson (Overall Lesson Objective):

Given visual examples, paper, paint brushes and paint students will be able to express emotions
through the use of appropriate color and lines

Students will also demonstrate the ability to fill the picture space.

Learning Objectives (List National Standard(s):

Assessment Criteria:
Effective representation of mood through color and line
Maximizing page space Formatted: Indent: Left: 0", Hanging: 2.5"
Formatted: Font: Arial

Teaching Resources Needed to Support the Lesson:

Projector to display PowerPoint with examples of expressions colors and lines /textures. Include
artworks by Jackson Pollock.

Art Materials Necessary for the Lesson:

White construction paper, scratch paper, brown paper to put underneath, pencil, paint (red, yellow,
orange, green, blue, and purple), and paint brushes,.
 Teacher Directed Activities Student Activities

Introduction: Introduction
-Introduce topic by showing examples of facial -Tell me what they think the facial expressions
expressions mean
-Show colors and ask students what they feel when -Describe how each color that is shown makes
they see them them feel
-I will then show them different lines and ask -Describe the expressions each line might
students what expressions each one represents represent

Development: Development: The students will practice

Before I do the demonstration I will have the different types of lines. After the demonstration
students sit down and practice drawing different they will begin the painting activity. (Give extra
lines when I say a different emotion. Then I will begin attention to Michael and Brooklyn to be sure
the demonstration and I will ask one student to pick they have a strong confident start)
an emotion for me to demonstrate. I will then pick a
color that “I think" represents the emotion and then I
will use a line that “ I think" is connected to that. And
I can pick a couple students to add to my painting
based on the particular emotion. As demonstrating
give emphasis on use of space.

I will have them sit back down to begin the activity

As students finish up I will collect their paint brushes.

As some students finish early I will hand them a
scratch piece of paper for them to draw faces with
different expressions on them.

Conclusion: once everyone is done I will ask them Conclusion: will interpret each others artwork
All get up and we will go to each table and chose from each group and verbally make
several artworks to interpret. connections to emotions they believe each one
represents.

Critical Comments and Reflections:

(Problems, successes, differentiated learners, and what to think about for next lesson)
This lesson ran longer than expected. Yet again I had the trouble of keeping students under control.
There were several boys who would not stop talking even when I would completely stop then I would
have to tell them I will not continue if they keep talking. Eventually there would stop. The clapping
method Mrs. Cox wasn’t entirely effective on the students who were the most challenging. Also a
couple of students would not sit down in their seats they would keep standing up. I’m not sure if I
should just allow them to stand up because it seems as though they really can’t stay seated. Michael
did much better this time and Brooklyn did as well since I made sure to give them both extra
attention. She still seems very sleep deprived which is a concern but she did just as well as everyone
else. John was the student who was being the most challenging which is interesting because in the
very the beginning of class he told me how his grandmother had just passed. Anyways, I also
noticed the week before that Liliana was very quiet when I would talk to her so in this lesson I made
sure that I called on her so she could share her voice to the class. I believe the children really
enjoyed the process of doing the lesson. They seemed to really enjoy expressing themselves
physically. It was very interactive between me and them and between each other. They also did a
great job of using the space of their paper to it’s maximum potential. The main thing I would like to
improve is having the whole class’s attention when I am speaking. But overall I felt much more
confident. For the second lesson I want to get the class’s attention without feeling like I’m constantly
nagging them. I will keep encouraging Michael, Brooklyn, and Liliana. And absolutely make sure we
finish the lesson and clean up on time.