Emotional Needs

Name: Meghan Anderson Time Allotted: 45 minutes Grade Level: Kindergarten Subject: Health Materials Required: Nursery rhyme CD with If Youre Happy And You Know It Crayons
Aliki, . (1984). Feelings. N.p.: Greenwillow Books. Lovell, P. (2001). Stand Tall, Molly Lou Mellon. New York, NY: G.P. Putnam's Sons.

Michigan Content Expectations:

Health1.1.M Identify a variety of emotions.

Objective: The students will identify a variety of emotions, will learn what their emotional needs are, and how to meet them; they will demonstrate learning by drawing 7/8 symbols correctly on a ticket out the door. (Knowledge) Assessment: Formative: The students will physically act out different emotions during the anticipatory set and guided practice through the song If Youre Happy and You Know It and during an interactive read aloud. The students will be able to perform motions for each of Glassers four emotional needs and demonstrate these motions during a game of Quick Draw during the guided practice. Summative: The students will learn the emotions: happy, sad, angry and excited, and will draw each of these emotions on a character in a picture during the anticipatory set. The students will learn Glassers four emotional needs: love/belonging, freedom, power, and fun and will also draw a symbol for each of them in a quadrilateral table on the ticket out the door. Instructional Procedure: 1. State Purpose and Objective of Lesson: (1 minute) a. Class, we have spent most of our time in this unit learning about our wants, our physical needs, how those needs are met, and how those needs change. Today we are going to focus completely on our emotional needs. b. Emotions are a very good thing and can be very strong. It is good for us to learn what our needs are and how we can meet them so we can be happy and healthy. Everyone has very similar emotional needs. If you learn how to take care of your emotional needs, you will be able to take care of others needs too. c. Read objective. 2. Anticipatory Set: (9minutes) a. Introduce students to the four focus emotions: happy, sad, angry, and excited. i. The four emotions we are going to focus on today are: happy, sad, angry, and excited. ii. I need everyone to stand up and show me the happiest face you have! Big smiles! Bigger! Bigger! iii. Repeat for all four emotions. iv. Now we are going to sing the song If Youre Happy and You Know It 1. Model the motions that correspond with each of the four verses/emotions.

b. Have the students draw a picture with the four emotions. i. I want each of you to draw a picture where the people in your picture are happy, sad, angry, and excited. ii. Show students a sample picture that you drew. 3. Instruction: a. Direct Interactive Instruction: (10 minutes) i. Have the librarian come in and a book on emotions. 1. Class we are going to read a book about identifying lots of different emotions. 2. This book is called Feelings. 3. During the interactive read aloud, have the students act out each emotion. b. Modeling: (8 minutes) i. Next, discuss with the students what emotional needs are. ii. Introduce the students to Glassers four emotional needs love/belonging, freedom, power, and fun through a series of actions and symbols for each. Define each one and add them to the word wall. 1. Love/Belonging a. Definition: to deeply care for someone else b. Action: giving self a hug c. Written symbol: a heart 2. Freedom a. Definition: being able to choose what we want. b. Action: saluting c. Written symbol: an American flag (or simply a flag if it is too hard) 3. Power a. Definition: being able to do what we want b. Action: flexing muscles c. Written symbol: stick figure with muscles 4. Fun a. Definition: playfully enjoying life b. Action: thumbs up with a smile c. Written symbol: smiley face c. Independent Practice: (5 minutes) i. Turn the four emotional needs into a game of Quick Draw 1. To play quick draw, the teacher turns her back momentarily to the students, loudly counts to three, then spins around, shouts Quick Draw while spinning, and faces the students while making one of the four symbols for belonging. 2. As the teacher is counting to three, the students are deciding on which of the four symbols they want to display. If they are displaying the same symbol as the teacher, then they are out and they need to sit down. The last student standing wins. d. Guided Practice: (10 minutes) i. To help students further understand what each of these emotional needs are and a healthy way to meet them, read the students the book Stand Tall Molly Lou Mellon. 1. Discuss how Molly Lou Mellons Grandma teaches her how to have freedom to be herself, how to be powerful enough to turn her bullies into friends, how to find love/belonging in her new school through her natural creative and caring personality, and how she has fun like balancing pennies on her teeth, making enormous paper snow flakes, and playing sports.

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Differentiated Consideration (0 minutes) a. If students finish their picture early, they can read the book I Was So Mad by Mercer Mayer together. b. If students do not finish their picture with enough time, they can finish it if they get out early during a round of Quick Draw.

5. Closure: (3 minutes) a. Reinforce/Restate the objectives b. Draw Glassers four emotional needs on their Ticket Out the Door. c. Turn in tickets. 6. References:
Aliki, . (1984). Feelings. N.p.: Greenwillow Books. Lovell, P. (2001). Stand Tall, Molly Lou Mellon. New York, NY: G.P. Putnam's Sons.

Love/Belonging

Freedom

Power

Fun