Lesson Plan

Subject(s): English and Language Arts/ ELD

Teacher(s): Sarah Medley

Grade: 1st

School: Roosevelt Elementary School

Date: TBD

Part I GOALS AND STANDARDS

1. Common Core Learning Standard(s) Addressed:
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
2. State Content Standard Addressed:
Not Applicable
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and
Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.1.6.Em Reading/viewing closely: Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., characters)
based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
4. Learning Objective: (What will students know & be able to do as a result of this lesson?)
Students will be able to illustrate 2 facial expressions for the main character and will describe
why the character feels that way.

STUDENT-FRIENDLY TRANSLATION
I will be able to draw emotions for
the character and describe why they
feel that way.

Blooms Taxonomy: Understand

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world?

STUDENT-FRIENDLY TRANSLATION

By recognizing a persons facial expressions you can identify their mood and that will help
you to understand how to communicate/interact with them.

If I know how someone is feeling

then I can decide the best way to
talk to them.

Why are these outcomes essential for future learning?)

6. Essential Questions:
How does someones mood affect how they act?
If you thought that someone looked sad, what would you do?
Part II STUDENTS INFORMATION
7. Class Information: 26 Students
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please
specify anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):

ELs might have difficulty with vocabulary. Visually Impaired students might have trouble seeing the illustrations of the book.
Part III - LESSON ADAPTATIONS
9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated

difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with
special needs. )

For my ELs I will provide a worksheet that contains the different emotions included in the book. The key words will be translated
into Spanish and will have an illustration to supplement understanding of the texts vocabulary. They can also provide verbal
responses in place of the written responses required for the assessment.
For my visually impaired students I will enlarge the illustrations of the book and the modeling of the closing assessment activity by
using a Smart Camera to project them into a larger format on the board.
10.21st Century Skills Circle all that are applicable
Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
Students will be asked to create facial expressions for the main character.
Students will need to think critically about why the character is feeling that certain emotion.

11.Technology - How will you incorporate technology into your lesson?

I will use a Smart Camera to make illustrations of the book enlarged and more accessible to students with visual impairments.

Part IV - ASSESSMENT OF STUDENT LEARNING

12.Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific
criteria will be met in a successful product/process? What does success on this lessons outcomes look like?)

Webbs DOK: Level 2 Skills and Concepts- Giving examples and explaining why. (cause and effect)
a. Formative:
As the character in the book expresses a new emotion I will ask students to find that emotion on their Word Bank and point to it. If
someone has pointed to the wrong emotion I can ask why.
b. Summative (if applicable):
Students will complete the How Does the Character Feel and Why worksheet.
Students will successfully have met the outcome if they can illustrate 2 different expressions for the main character from the story
(2 points), can identify each emotion (2 points), and can provide a one or two word explanation for why the emotion is being felt
(2 points) (eg. Angry because of chores, Happy because of ice cream). ELs can provide a verbal response to the teacher to explain
their illustration.
Part V - INSTRUCTIONAL PROCEDURE
13.Instructional Method: Direct Instruction
Marzano- Identifying similarities and differences- Exploring the cause and effect of events and how it makes the main character
feel. Students will choose two different emotions from the story to draw so they stretch their understanding of how illustrations
provide information and key details about the character.

14.Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
1 copy of Today I Feel Silly- By Jamie Lee Curtis
Smart Camera and Projector
28 copies of the Emotions and Expressions Worksheet (Appendix A)
28 copies of the How Does the Character Feel and Why Assessment (Appendix B)
28 pencils
28 packs of crayons
15.Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN: (11 minutes)
Ask the students How are you feeling today? Prompt them to raise their hands to respond. Choose 3-4 students to share how
they are feeling. Follow up each student's response by asking them to explain; Why do you feel that way? (3 mins)
Tell students, Today I will read you a book about a girl feels many different emotions for many different reasons. Be sure to
explicitly list the emotions just shared by the students if they are also included in the story. For example say, Sometimes she
feels happy or grumpy, just like you. (1 min)
Hand out a copy of the Emotions and Expressions worksheet to each student. Using the Smart Camera to project the worksheet,
go over each facial expression and its corresponding emotions one by one. After each facial expression is discussed I will have
students use their pencil to draw over the dashed line of the expressions on the worksheet so they can practice illustrating
expressions. Additionally, after each face is discussed then drawn I will turn to an illustration in the book where the main
character is expressing that same emotion (silly p.1, grumpy p.4, confused p. 10, sad p.22, happy p.8). I will have these pages
marked with post-its to save time. This will act as a Book Walk for the text before reading begins. (7 mins)

BODY: (25 minutes)

Begin the first read aloud of the book by introducing the title and the author. This read through will be uninterrupted and will
just allow the students to become familiar with the story. (6 mins)
Tell students that we will be reading the book a second time but will be taking a closer look at her facial expressions in the
pictures. We will also figure out why she feels the way she does on certain pages. (1 min)
Begin the second read aloud. After the second page with text is read aloud I will use metacognition to model how I want students
to participate in the rest of the read aloud. For example I will say Hmmm, how does she feel today? She says she feels grumpy
and mean. When I look at her I can see that she is in a bad mood. She isnt smiling and her eyebrows are slanted. I wonder why
she feels this way. Hm, it seems like everything she does goes badly. For example tried to make cocoa and burnt it! So thats why
she looks and feels grumpy. Got it. I will refer to the Expressions and Emotions worksheet when referring to her expressions and
will use it as a supplement to the illustration. Both materials will be viewed with the Smart Camera to accommodate visually
impaired students. I will model the next page in a similar fashion to provide the students with another example. (3 mins)
Continue reading the book aloud and will pause after each page to discuss the main characters facial expressions, emotions, and
reasons for feeling that way. Each time I pause I will place the illustration under the Smart Camera and then use the same
question sequence with the students for discussion; Does she look like she is in a good or a bad mood?, How does she feel?,
and Why does she feel that way?. When a student answers the second question I will ask them to refer to the Expressions and
Emotions worksheet and point to the corresponding facial expressions. (10 mins)
After the book is complete, close by rephrasing the authors thoughts on the last page of the book. I will say, Lots of different
things happen to us each day. Sometimes they put us in a good mood and other times a bad mood, but thats okay. This would
provide an opportunity to then ask the essential questions; How does someones mood affect how they act? and If you thought
that someone looked sad, what would you do? (5 mins)

CLOSE: (15 mins)

Complete one example of the How Does the Character Feel and Why assessment for the students under the Smart camera. I will
begin by drawing an expression on the blank face, for example a smile and relaxed eyebrows. I will recall how the character felt
joyful and will write that on the first line beneath the expression. Then I will think aloud to the class Why did the character
feel joyful? Oh right, the sleep over! I remember she was joyful because her friend got to come over for a sleep over. I will
write sleep over on the second line beneath the expression. (2 mins)
Write the instructions for the assessment on the board as 1) Draw a facial expression 2) Write the Emotion/ How they feel 3)
Write the reason/ Why they feel that way 4) Repeat. I will then write the corresponding steps on my example assessment under
the camera. (1 by the drawing, 2 on the first line, and 3 on the second line) See Appendix C. The instructions and example will
be left up as the students complete the activity. (2 mins)
Hand out the How Does the Character Feel and Why assessment, and one pack of crayons to each student. Ask students to draw
two different facial expressions for a character of their own, and then follow the next two steps of identifying how the
character feels and why. Remind students to refer to their Emotions and Expressions worksheet for help. Allow them to use
themselves, the main character from the story, or an original character for this assessment. How and why responses can be
one word in length. Have students complete the activity at their desks. As they work on the assessment I will monitor the
students by walking around the classroom and answer any questions or clarify direction when needed. Minimal talking with peers
can be allowed, especially with ELs. Students who have completed each of the 4 steps can use the crayons to color the faces of
their characters. ELs who have completed the illustration and are expected to struggle with constructing a written response will
be pulled aside during this time and asked to verbally explain their Illustration. I will ask them, How does the character feel?
and Why does the character feel that way? (10 mins)
Collect student assessments. (1 min)