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Section 1: Lesson Preparation

|Teacher Candidate Name: | |

|Grade Level: | |

| |Third grade |

|Date: | |

| |July 2018 |

|Unit/Subject: | |

| |Communication |

|Instructional Plan Title: | |

| |Appropriate Interactions With Others Using Identification and Expression of Emotions |

|Lesson Summary and Focus: | |

| |This lesson addresses two levels of communication: interaction with peers and behavior in public settings, |

| |through the identification and appropriate expression of emotions. |

|Classroom and Student | |

|Factors/Grouping: |Harper is identified on the Autism Spectrum. She is bothered by some classroom conditions and she excels in |

| |certain academic areas but is unable to appropriately incorporate her concerns and abilities into the |

| |classroom setting. The differentiation in this lesson will be that she does not have to verbally respond, but|

| |can communicate through drawing pictures or writing words. |

|National/State Learning Standards: | |

| |CCSS.ELA-LITERACY.W.3.3 |

| |Write narratives to develop real or imagined experiences or events using effective technique, descriptive |

| |details, and clear event sequences. |

|Specific Learning |Given an open-ended situation student will accurately describe at least one possible helping action. |

|Target(s)/Objectives: | |

|Academic Language | |

| |opinion |

| |interaction |

| |Students will work on the FACT versus OPINION activity and participate in defending their answers of either |

| |fact or opinion. Class discussion on what factors indicate an opinion. |

| |*********** |

| |Using Webster’s definition for children, the class will create a spider graph on the word interaction. |

| |Picture cards will facilitate decisions. |

| |Definition: |

| |the action or influence of people, groups, or things on one another |

|Resources, Materials, Equipment, and | |

|Technology: |FACT versus OPINION Activity sheet |

| |Interaction Cards |

| |Emotion Overhead |

| |Emotion Handout |

| |Homework Handout: |

Section 2: Instructional Planning

|Anticipatory Set |Time Needed |

|I will read this to the students “Sally was embarrassed when she tried to speak in class and a combination hiccough and sneeze |5 min. |

|came out at the same time” to help them think back on their lives. | |

|I will then get the students to volunteer some of their experiences to help them remember what feelings are. | |

|“Tell the class about a time when you were embarrassed?” “What other emotions have you felt in the past besides embarrassment?” | |

|I will write some of the emotions on the board. | |

|Multiple Means of Representation |Time Needed |

|To introduce feelings, I will show overheads of different faces that express emotion to help students identify feelings and |10 min |

|appearances. I will model an explanation using one of the faces of expressions. Students will receive a copy of the overhead and | |

|choose one of the faces to write a short (3 – 5 sentences) story explaining why their chosen face looks this way. They can work | |

|alone or in pairs. | |

|I will read some of the explanations and/or have the students read them. | |

|This method of presentation will help Harper see how emotions can look, and allow her to describe a situation that would bring | |

|about that emotion. | |

|Overhead of Expressions | |

|The overhead of expressions can be used repeatedly when a student describes a feeling. Teacher can use it or students can use it. | |

|Explain how you will differentiate materials for each of the following groups: | |

|English language learners (ELL): Allow ELLs to write in their own language. | |

| | |

|Students with special needs: Allow Harper to work alone or with a partner. | |

| | |

|Students with gifted abilities: Allow gifted students to help ELLs and/or special needs if they wish. If not, they should find two| |

|of the expressions they believe are opposites and describe why they are opposites. | |

| | |

|Early finishers (those students who finish early and may need additional resources/support): Early finishers should draw the | |

|expression in a different way (i.e. not the cartoons they have been handed). | |

|Multiple Means of Engagement |Time Needed |

|Emotion Cards |10 minutes |

|I will use a matching emotion activity where students need to find another pair or individual who has chosen the same expression | |

|to write about. | |

|I will use a matching emotion activity where students need to find another pair or individual who has chosen the opposite | |

|expression to write about. | |

|I will allow energetic children to prepare a scene to act out the reason for the emotion they have chosen. | |

|I will model each of these choices before asking students to do so. | |

|Explain how you will differentiate activities for each of the following groups: | |

|English language learners (ELL): Allow ELLs to draw their answers (i.e. matching emotions OR opposite emotions) | |

|Students with special needs: Allow Harper to choose another expression to explain. | |

| | |

|Students with gifted abilities: Allow gifted students to help ELLs and/or special needs if they wish. If not, they should create a| |

|scene that illustrates one or more emotion | |

| | |

|Early finishers (those students who finish early and may need additional resources/support): Have early finishers work together to| |

|combine 3 or more emotions into the same story/scene. | |

|Multiple Means of Expression |Time Needed |

|Students are allowed to either write, draw, or act out their answers. |10 minutes |

|Students will complete a one-paragraph reflection on the in-class activity. They will be expected to write the reflection using | |

|complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their | |

|understanding. | |

|Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and | |

|pair-share discussions, for encouragement during the activity. | |

| | |

|Explain if you will differentiate assessments for each of the following groups: | |

|English language learners (ELL): NONE | |

|Students with special needs: Differentiation means that I will use proximity to be sure that Harper is on task. If she is bored | |

|with students who don’t get math, she also might be bored with students who struggle with this ELA assignment. | |

| | |

|Students with gifted abilities: NONE | |

| | |

|Early finishers (those students who finish early and may need additional resources/support): NONE | |

| | |

|Closure | |

|Class will discuss the need for communication. Using the interaction cards they will talk about situations where different forms |5 minutes |

|of communication are appropriate and the reasons for using different means. | |

|Extension Activity and/or Homework |Time Needed |

|Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework |15 minutes |

|assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of | |

|this template. | |

|In order to allow Harper to identify appropriate emotional responses, she will be given a scenario where she will need to make a | |

|decision as to what is an appropriate response to a peer in a public setting as she describes her choice of response. | |

|All students will be given the following scenario on their Homework Handout: | |

|"You are standing with Allison waiting for the school bus. Allison is running up and down the sidewalk and she falls down. She | |

|starts crying. There is no one else with you. What do you do?" | |

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|Rationale/Reflection | |

|Think-Pair-Share was used to involve all children at whatever level they preferred. If they wanted to pair up, that was offered | |

|and if they wanted to work alone, this was allowed. Sharing was modified to be either the teacher reads conclusions or one of the | |

|students reads the conclusions, or the group models their ideas in a scene they have created. This benefits all children, but | |

|especially Harper because it allows her to hear the ways of communication that is effective from her peers. Working with other | |

|students means they must communicate ideas and opinions. | |

|Concept Maps were used to allow students to see where their ideas fit into the activity. This allows students to see that not all | |

|ideas are appropriate for all activities. Having students generate the spider graph makes the lesson stronger as it places them in| |

|the “mood” for what they will need to do. Students work together (collaborate) to establish an order to their ideas with a spider | |

|graph. | |

|Role Playing allows students to extend a lesson into a different creative approach. Many students enjoy acting out their ideas, | |

|and this helps them to clarify answers following a teacher review, discussion, and approval of their preliminary scene. | |

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FACT versus OPINION

Read the following sentences and decide if they are fact or opinion. Circle your answer. Be ready to discuss your answers.

|Rain falls from the sky. |Fact |Opinion |

|Drinking a lot of fruit juice cannot harm you. |Fact |Opinion |

|People are too emotional. |Fact |Opinion |

|The government is doing a good job. |Fact |Opinion |

|Five plus four equals nine. |Fact |Opinion |

|The English alphabet has 26 letters. |Fact |Opinion |

|It is easy to jump rope. |Fact |Opinion |

Interaction Cards

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Emotions Handout

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Homework Handout

Prepare a response to this scene:

"You are standing with Allison waiting for the school bus. Allison is running up and down the sidewalk and she falls down. She starts crying. There is no one else with you. What do you do?"

Include your opinion as to how Allison is feeling.

You may write a response (2 – 3 paragraphs) or draw a cartoon (3 – 5 frames). Remember a paragraph must have at least 3 sentences in it. If you draw the cartoon, be sure to put appropriate dialogue in the bubble above Allison’s head and your head.

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