EDLA 222

Fall 2019
Dr. Stoetzel

Literacy Lesson Series:

Reflection Response Form

Part 1: Creating a Context

1. Briefly summarize the context you have selected for this assignment. Include relevant
information about the grade level, classroom, focal group and focal student.

I have chosen to use case study E. I chose it because I am hoping to be a kindergarten or

first grade teacher. Case study E is a first grade classroom at a school called Brookwood.
The focal group breaks off into small groups for reading while using the “Daily 5”, they also
use that concept for writing but with more choices for activities. The focal student’s name is
Taylor and she is a young girl who is lacking self-confidence, and who is trying to find
herself. Taylor needs a lot of motivation to want to read or write even just a sentence. But
something important that was noted was that she thrives off of encouragement. The key to
her for being able to write continuously is for her to open up and talk about her family, but
the most difficult part is for her to want to open up.

Part II: Choosing a Focus

2. Describe the central focus for your lesson series.

My central focus is going to be having the students be able to interpret a characters feelings
or emotions.

3. Explain why this is a meaningful focus for your classroom/focal group/focal student.

I chose this focus because it stated that Taylor lacks motivation to read but she does well
one on one. She is also working on word identification, so this can go along with that nicely.

4. How did you draw upon reading, writing, and other literacy constructs in order to
support student meaning-making?

I decided to focus on reading and other literacy constructs because the case study stated
that Taylor really enjoys reading and she is working on word identification.

5. What standards are these lessons aligned to?

The standards that these lessons are aligned to are CCSS.ELA-Literacy.R.L.1.4 Identify
words and phrases in stories that suggest feelings or appeal to the senses. Also, CCSS.ELA-
Literacy.R.L.1.1 Ask and answer questions about key details in the text.

6. What are the learning objectives for the lesson series?

Students will be able to come up with a list of words that name and describe feelings.
Students will be able to find and identify illustrations that display emotion throughout the
book.
Students will be able to find and identify words that name and describe feelings in a book
with and without the help of a teacher.
Students will be able to find and identify illustrations that display emotion in a book with
and without the help of a teacher.

Part III: Drawing on Knowledge of Students

7. How did you use knowledge of student needs/interests to guide your lesson planning?

I knew that Taylor needed to have motivation, so being able to relate to the characters
feelings are helpful to get her engaged. Also, even though she is behind in reading, she is
still able to get the concept because she can use illustrations as well.

8. What prior content knowledge, skills, and academic vocabulary are necessary for
students to engage in your lesson plans?

Some prior content knowledge, skills, and academic vocabulary that is necessary for the
students to engage in my lesson plans are language conventions, word analysis, word
recognition, and vocabulary meaning in context.

9. How do you activate and build that prior knowledge in your plans?

I will activate their previous knowledge and build on it by asking the children how they feel
when a certain scenario takes place. We will then talk about emotions, what they are, and
how we can detect them. I will then have students show what they look like when they are
sad, mad, happy, etc.

10. What learning evidence would be helpful to think about during planning, and how
would you use it?
I will use all prior testing that they have on file for her, and then take into account how
Taylor is during social situations to see if she is able to read people.

11. Describe how you planned multiple opportunities and pathways for student
engagement and meaning-making in your lesson series.

There would be multiple opportunities for explicit instruction, guided instruction in

reading/writing within small groups or whole groups, and being able to confer with
students.

Part IV: Designing a Text Set

12. Describe the strategy you used to organize your text set.

I tried to find books and videos that would capture the students’ attention and that they
could easily relate to. I also wanted them to be able to give clear examples for the students
to see.

13. What knowledge of students did you use to guide your selections?

I used the knowledge that Taylor is working on word identification and that she needs
motivation to want to read and apply herself and participate.

14. Explain how these texts will work together to support students in relation to your
central literacy focus.

These texts will help them find words and illustrations that represent and show feelings. It
also gives them some books that they may be unfamiliar with, to now be able to relate to
them. I also made sure to add an example that most children know and can fully
understand what is happening in the example.

Part V: Developing Lesson Plans

You can type your lessons directly into the sections below. Just delete the italicized
descriptions and add your information.
Lesson 1 Title: Is this an Emotion? Teacher: Kelsey Berry
Grade Level: First Grade Subject Area: Literacy/Reading
Time Needed: One Hour Topic: Identifying Emotions

Common Core State Standards addressed in this lesson:

CCSS.ELA-Literacy.R.L.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.R.L.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.

Learning Objectives:
I can come up with a list of words that name and describe feelings.
I can find and identify illustrations that display emotion throughout a book.
Materials Needed:
*Books: The Way I Feel by Janan Cain and The Vice Principal from the Black Lagoon by Mike
Thaler.
*Technology: Computer (Access to YouTube – Scene from Frozen called “Elsa runs away from
Arendelle.” and Projector
*In Class Materials: Anchor Charts and Markers of varying colors
*Copies: Check-In Slip, Worksheet 1 and Worksheet 2 (Enough copies for each child to have
one sheet of each worksheet/Check-In Slip)
Lesson Context:
Students will need to know about emotions, how to write or draw, their letters, and their
colors. Students should also know the etiquette of how to act during a read aloud, raising their
hands, participating in group discussions, and how to follow directions.
Lesson Opening:
To capture the students’ attention, I plan on sitting in front of them at the circle area and
noting how each child is expressing an emotion. Example: “I see that Johnny is happy because
he is smiling. I also notice that Lucy looks to be a little sad because her eyebrows are
furrowed.”.
Procedures:
1. I will begin by asking the students what they think an emotion is. After getting their
ideas, we will start defining what an emotion is and applying it to the students’ lives.
We would use an anchor chart to define EMOTION and then give examples of words
that represent different emotions. With each example, we would assign it a specific color
and a drawing to accommodate each child’s abilities.
2. After completing our list, I would hand each student a check-in slip and have each
student complete it after watching a scene from the Disney movie Frozen. Under each
character’s picture, they will either write one of the emotion’s that is being exhibited
from that character or draw the picture that is associated with that emotion (from the
anchor chart).
3. After the video clip, we would regroup (the students can stay at their seats) and talk
about how they thought the characters felt in that scene. Then I would ask how they
knew that the characters felt those emotions when they didn’t come right out and say it.
 After listening to the students’ explanations, I would begin to talk about how you can
sometimes see an emotion on someone’s face or through their body language. We would
then demonstrate this by asking students to express a given emotion using just their
face and body, no talking. We would then have the students guess which emotion is
being expressed by the student who volunteers.
4. The teacher will pass out a worksheet for the students to complete before and after
reading the book The Vice Principal from the Black Lagoon by Mike Thaler. Students will
be asked to try to determine the main emotion that is being displayed in that specific
illustration. They can either draw the emotion, write the actual word, or use the color
that it is being represented with on the anchor chart. Once all the students are finished
with that part of the worksheet, the teacher will read the book the whole way through.
After listening to the book, students will go back through the worksheet and do the last
part of it.
5. We will all come together again in the circle area for the last time to close the lesson
and talk about how you can see how you can identify emotions and feelings through
words and illustrations or both combined. Then we will read the book The Way I Feel by
Janan Cain to help relate the different emotions to the students life. Students will turn
in both sheets for the teacher to look over and check how the students are
understanding the information that was presented.
Closure:
We will all come together again in the circle area for the last time to close the lesson and talk
about how you can see how you can identify emotions and feelings through words and
illustrations or both combined. Then we will read the book The Way I Feel by Janan Cain to help
relate the different emotions to the students life. Students will turn in both sheets for the
teacher to look over and check how the students are understanding the information that was
presented.
Assessment:
Check-In Slip: Identify one emotion that each character on the sheet experienced in the movie
scene shown. This will be done by either writing the word or drawing the image that we came
up with or using the color that the emotion was being represented with during explicit
instruction/off of the anchor chart.
Pre and Post Read Worksheet: Students will complete half of a worksheet before reading a
book. They will have to attempt to determine the emotions that are going on for each page
based on the illustrations. Once completed, the teacher will read the book. After, the students
will complete the other half of the worksheet and reassess the illustration now that they have
heard the story.
Lesson 2 Title: How Do They Feel? Teacher: Kelsey Berry
Grade Level: First Grade Subject Area: Literacy/Reading
Time Needed: Thirty Minutes-One Hour Topic: Identifying Emotions

Common Core State Standards addressed in this lesson:

CCSS.ELA-Literacy.R.L.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.R.L.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.

Learning Objectives:
I can find and identify words that name and describe feelings in a book with the help of a
teacher.
I can find and identify illustrations that display emotion in a book with the help of a teacher.
Materials Needed:
*Books: The Great Big Book of Feelings by Mary Hoffman and books off of the book shelves (picture
books).
*Technology: N/A
*In-Class Materials: Paper for teacher to write on and Colored Pencils/Markers/Crayons for
students to use during conferencing
*Copies: N/A
Lesson Context:
Students will need to know what emotions are, be able to identify a word that represents an
emotion or feeling on a page and how to interpret an emotion through an illustration.
Lesson Opening:
Start the lesson by having the students express how they are feeling with just using their facial
expressions. Then I will have the students practice finding emotions within the books from the
book shelves.
Procedures:
1. The teacher will pull each student to the side while they are exploring the different
books from the shelves at their tables. The teacher will talk to each student about what
they had learned the day before to help refresh their memory. The anchor chart from
the day before will be in the same area to be able to be used for reference.
2. Once the material is reviewed, the teacher will use the book The Great Big Book of
Feelings and give an example of where they found a word that implies emotion and an
illustration that is displaying an emotion.
3. Once the student sees and understands the teacher’s example, the teacher will turn the
book to a different page, read it aloud, and then ask the student identify a word that
implies an emotion and an illustration that displays an emotion.
4. Students can identify these things by saying or pointing to the word, pointing to the
picture, or saying the color that the emotion is represented with on the anchor chart.
5. Once the student is done, the teacher will write notes on how the child did and how the
student was able to identify the emotion.
Closure:
The teacher will ask the children what emotions they were able to find in their books and how
they were able to identify them. (What techniques they used, words or pictures etc.)
Assessment:
One on One Conferencing: Each student will conference with the teacher one on one. They will
be asked to identify one word that expresses an emotion and one illustration that displays that
same emotion. The teacher will then ask them how they know those are emotions. The teacher
will start by giving an example, and then ask the student if they are able to find one themselves.
The teacher will take notes to mark if the student understands the concept or not. If not, extra
practice will be delivered.
Lesson 3 Title: I Know How They Feel! Teacher: Kelsey Berry
Grade Level: First Grade Subject Area: Literacy/Reading
Time Needed: One Hour Topic: Identifying Emotions

Common Core State Standards addressed in this lesson:

CCSS.ELA-Literacy.R.L.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.R.L.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.

Learning Objectives:
I can find and identify words that name and describe feelings in a book on my own.
I can find and identify illustrations that display emotion in a book on my own.
Materials Needed:
*Books: Jabari Jumps by Gaia Cornwell
*Technology: N/A
*In-Class Materials: Paper for the teacher to write on and colored pencils/crayons/markers for
students to use if wanted during conferencing
*Copies: N/A
Lesson Context:
Students will need to know what emotions are, be able to identify a word that represents an
emotion or feeling on a page and how to interpret an emotion or feeling through an illustration
independently as practiced with the previous lesson implemented yesterday.
Lesson Opening:
During free choice time, the teacher will begin pulling students one by one to individually to
assess the student individually.
Procedures:
1. The teacher will pull each student to the side during free choice time. Then they will
ask the student to explain what they have been working on for the past few days. The
anchor chart will be put away for this assessment.
2. After the student gives the teacher an explanation of what they have been learning, the
teacher will pull out a new book that the students have not yet seen or read in the
classroom.
3. The teacher will read the book to the child. As the teacher is reading, the student is
expected to stop the teacher and point out three different words that are being used to
imply emotion and three illustrations that point out emotions. (The illustrations and
words have to be from different pages, but can be the same emotion as a previous page).
If the child is unable to come up with the word for the emotion when pointing to an
illustration, they may draw the symbol/picture that was used from day one or say the
color that was associated with that emotion as well.
4. The teacher will then take notes as the child points to different pictures or stops to
identify a word.

Closure:
The teacher will talk with the child on how they knew the illustrations that they pointed to
were trying to display the emotion that they noted. The teacher can also ask the student what
their favorite emotion is and why.
Assessment:
Summative Assessment- Students will work one on one with the teacher and be asked to
identify three different words that suggest feelings or emotions and then be able to identify
three illustrations that suggest different feelings or emotions. The teacher will take notes to
mark if the student understands the concept or not.