Lynnea Summerscales Eastern University

Fall 2021 EDUC620

Social and Emotional Unit

Pre-Kindergarten

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 Social and Emotional Unit

Unit Goals and Objectives………………………………………….. page 3

Unit Assessment Tasks………………………………………………page 4
Lesson 1- The Color Monster……………………………………….page 5-10
Lesson 2- Sorting Emotions ………………………………………...page 11-14
Lesson 3- Good Behaviors VS. Bad Behaviors…………………….page 15-22

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 Social and Emotional Unit

Unit Goals and Objectives

Standards Addressed in this Unit: 16.1 PK. A & 16.3 PK. A

Unit Understandings:  Essential Unit Questions:

Students will understand how to manage their  How can I recognize my own emotions and the
emotions through color representation.  Young emotions of others?
students are often faced with big feelings which can  How can I recognize what things causes me to
impact their daily routine and affect their ability to feel certain emotions? 
learn and focus.  This unit is designed to help
students separate their feelings by associating them  How can I control negative responses by
with colors and teaching them the importance of expressing my emotions in appropriate ways?
empathy. Along with recognizing emotions this unit
also focuses on good behaviors and bad behaviors
and how to behave at school to keep ourselves and
our friends safe.

Unit Knowledge Goals: Unit Skill Goals:

● Students will know ways to recognize and ● Students will be able to identify feelings by
label their emotions. using colors and pictures.

● Students will name a range of feelings and
connect them to real life experiences.
● Students will learn ways to recognize their
behaviors
● Students will be able to express feelings
verbally through artistic representation of
color.
● Students will be able to tell the difference
between negative responses versus appropriate
ways to react to situations

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 Unit Assessment Tasks

Performance Tasks:

 Through the task of talking about feelings, students will be able to label feelings and identify
them with colors and separate them into appropriate categories. Students will also be able to
identify good vs bad behaviors.

Criteria:

 The success of this unit will be in part determined by the student’s response in the immediate
instructional time but also by the growth goal that was developed in the SLO lessons which are
embedded in this unit.

Other Evidence:

 Achievement of desired results will be evident when students can label their own emotions,
categorize their own emotions, acknowledge the emotions of others, and distinguish the
difference between socially acceptable and unacceptable ways to behave.

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 Social Emotional Unit
Lesson 1

The Color Monster

I. Lesson Overview:

This lesson will be the introductory lesson for the

overarching theme of this social and emotional unit.  Here
the book “The Color Monster” by Anna Llenas is
explored and used to teach the students how to identify,
label, and categorize feelings by using colors as
representations.  The teacher will actively read the story
while asking probing questions to help students identify
feelings with color. This lesson is also part of a SLO focus
and it is based off the data that was taken from the
emotions assessment worksheet (Figure A)

II. Instructional Goals

Grade Level Common Core and/or PA State Standards: 16.1 PK.A

Distinguish between emotions and identify socially accepted ways to express them.

Big Ideas and Essential Questions:

Understanding Goals/Big Idea: Understanding that emotions are a big part of life and how we
handle our emotions can impact our lives in a major way.

Essential Question(s):  How can I recognize my own emotions and the emotions of others?

Instructional Objectives/Learning Targets:  

Knowledge Goals:  Students will learn ways to recognize and label their emotions.

Skill Goals: Students will be able to identify feelings by using colors and pictures.

III. Preparation

Vocabulary

Prerequisite vocabulary:

Colors- red, blue, yellow, green, black, and pink

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 Feelings- happy, afraid, fear, sad, love, and calm

New vocabulary:
“I feel…..”
Confused
Jumbled
Materials/Resources:

“The color Monster” by Ana Llenas, Color monster puppets, jars to sort the
puppets and pictures of emotions from appendix A.

Classroom arrangement:

Students will be sitting on the floor around the carpet with the teacher on the floor
in front of them. Flexible seating is available for students to use as needed such as
a wobble seat, weighted pillow, cube chairs and rocking chairs.

IV. Instructional Process:

A. Introduction/Anticipatory Set: 5 min

a. Students will be called to circle after they are

finished cleaning up.

b. After reminding students of the circle time rules,

present students with the surprise box by singing a song.

“Can you guess what’s in my box, in my box, in my box, can you guess what’s in
my box, peek or shake?”

after letting children guess what is in the box, bring out the contents:

visuals from the emotions assessment worksheet pictures

(Figure A), “The color Monster” book, and color monster
puppets- in a container so that you only see the bottom of
the stick with the color exposed. Jars to sort the puppets.

c. Ask students if they know what an emotion is. Wait for a response. Based on
student responses, steer the conversation, at this point you can refer to the emotion’s
pictures for a point of reference. Explain that you will be reading the book to help
us learn more about our own emotions and the emotions of others.

B. Instruction: 10 min

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 Prepare to read the book by having the container of wooden puppets upside down to
only expose the color on the end. When the color monster is introduced, he is confused
and jumbled up, this is a concept that will need explaining and tell them to pay close
attention to the fact that when the color monster is confused and jumbled up, he is a
combination of all the colors.

As you are reading stop at each color monster that is introduced and have a student pick
the puppet based on the color and ask them to identify the emotion. Once they identify
the emotion have them match that color using the visuals of the emotions from Figure
A. It might sound something like this…..

Teacher: “ Oh look at this new monster! Can you find the monster that matches!
You did a great job, you found the yellow monster! The yellow color monster is
________ (let student say the feeling). Can you find the picture of the happy
friend?

Continue through the story until all the color monsters are introduced.

C. Lesson Closure: 3 min

Once the story is complete and all color monsters are in their appropriate jars explain
that next time you will be working with the color monster to talk more about their feelings
and fill the jars up with color to help unjumble to the color monster. Remind students they
will be dismissed when they are sitting quiet and showing ready bodies (circle time
objectives). Call on students one by one and pick one emotion visual to show them, ask
them to name the emotion and what color it represents. Once students are called on and
answer the question they are to line up at the door for the next transition.

D. Check(s) for Understanding:

This SLO lesson is based on the data that was taken from the emotions assessment
worksheet pictures (Figure A). After the social emotional unit is finished students will be
given the post assessment worksheet and data will be compared to assess the effectiveness
of the lesson.

Formative assessment(s):
Formative assessment will take place during the lesson by observing the students’
responses during the closure of the lesson. If the students are having a hard time picking
the colors and matching them, allow them to use a visual or help them by eliminating
choices.

V. Management Plan:

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 A. Universal Design for Learning:

Have visuals front and center that show the rules for circle time (Figure B) , so during
the lesson if you need to remind a student you can easily just point to the picture of the
rule they need to remember. Support staff such as EPP, speech therapist, occupational
therapist and physical therapist will sit on the floor or beside students to assist when
needed. Students will have access to flexible seating, weighted pillows, fidget toys and
other assistive technology. For my friends with apraxia and use a talking device I have
made a board for the super talker 8 which contains images of the color monster and is
programed to say the color and emotion.

B. Differentiated Instruction:

a. Proactive: For students with lowers cognitive abilities prepare to only offer
them a choice between two puppets.

b. Reactive: If a student seems to be struggling with picking the correct color you could
offer them the book to look at the page as a reference or you could limit their choices.

VI. Reflect and Revise:

This lesson is a lot of fun! Students usually enjoy the fun pictures and silly monster theme.
One thing I would consider before using this lesson is if you have any extra sensitive kiddos
who have aversions to monsters, it could be scary. I have only had this happen one time
and it was with an extension lesson to the color monster. I have a very big carboard color
monster that I created, and it was intimidating for one of my little friends. So, while this
lesson is silly and playful, realize that it could have some triggering effects on our little
learners. When I do this lesson in the future, I will choose a different assessment worksheet
or modify this one as I would use real images instead of drawing.

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Figure A: Emotion’s assessment worksheet

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Figure B: Rules for circle time visuals

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 Social Emotional Unit
Lesson 2

Sorting Emotions

I. Lesson Overview:

This lesson will be given after the initial reading of the “color monster” book by Ana Llenas. In the
initial lesson, the book was read, and students were prompted to pick the appropriate puppet based
solely on the colors and then match it to the appropriate picture. This lesson is an extension in which
the puppets will already be set up in the jars and students will work in a small group with the teacher to
talk about feelings and recognize what causes our emotions and practice the process of sorting them
out.

II. Instructional Goals

Grade Level Common Core and/or PA State Standards: 16.1 PK.A

Distinguish between emotions and identify socially accepted ways to express them.

Big Ideas and Essential Questions:

Understanding Goals/Big Idea: Understanding that different things and situations can make
us feel a range of emotions.

Essential Question(s):  How can I recognize what things causes me to feel certain emotions?

Instructional Objectives/Learning Targets:  

Knowledge Goals: Students will name a range of feelings and connect them to real life
experiences.

Skill Goals: Students will be able to express feelings verbally through artistic representation of
color.

III. Preparation

Vocabulary:
Prerequisite vocabulary:
Colors- Red, Blue, Green, Yellow, Black, and Pink
Feelings- Happy, Sad, Scared, Calm, Confused

New vocabulary:
“I feel…..”
Confused
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 Jumbled

Materials/Resources: “The color Monster” by Ana Llenas, Color monster puppets, sorting jars,
colored pompoms. Visual pictures of emotions (figure C)

Classroom arrangement: Students will be sitting on the floor around the carpet with the teacher on
the floor in front of them. Flexible seating is available for students to use as needed such as a wobble
seat, weighted pillow, cube chairs and rocking chairs.

IV. Instructional Process:

B. Introduction/Anticipatory Set: 5 min

a. Students will be called to circle after they are finished cleaning up

b. After reminding students of the circle time rules Figure B, present students with
the surprise box by singing a song.

“Can you guess what’s in my box, in my box, in my box,

can you guess what’s in my box, peek or shake?”

after letting children guess what is in the box, bring out the
contents:
visuals to provoke feelings (Figure c), “The color
Monster” book, and color monster puppets set in the jars, and colored pom poms.

c. Ask students if they remember the color monster and ask them what happen in
the book. Wait for a response. Based on student responses, steer the conversation,
and explain that you will be helping the color monster sort emotions today and
everyone will get a turn to share.

B. Instruction: 10 min

Remove the jars from the surprise box and arrange them in order: yellow, blue, red, black,
green, and pink. Explain that you will be giving each child a turn. Give them all one pom
pom of each color (in small cups). Revisit the book and talk about each monster, as you
review what color represents each emotion students will be prompted to share one feeling
that is associated with that color before they put that corresponding pom pom in the jar.
For each monster the teacher is to model expectations.
It should look like this….

Teacher: “The yellow color monster looks happy! I am going to take my yellow pom
pom and tell you one thing that makes me happy. I love to spend time with my family.
Now I am going to put my yellow pom pom in the yellow jar!”

Go around the circle giving students time to share and sort pom poms for each color
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 monster.

C. Lesson Closure: 3 min

Once the activity is complete and all the students have had time to share and sort pom poms
into jars, remind students they will be dismissed when they are sitting quiet and showing
ready bodies (circle time objectives). Call on students one by one and pick one color to ask
them what emotion it represents (the opposite way of assessing from the first lesson). Once
students are called on and answer the question they are to line up at the door for the next
transition.

D. Check(s) for Understanding:

This is an extended lesson based on the data that was collected in reference to emotional
awareness in lesson 1. After the social emotional unit is finished students will be given the
post assessment worksheet and data will be compared.

Formative assessment(s):
Formative assessment will take place during the lesson by observing the students’
responses and their ability to recognize emotions and sort colors.

V. Management Plan:

A. Universal Design for Learning:

Have visuals front and center that show the rules for circle time (Figure B) so during
the lesson if you need to remind a student you can easily just point to the picture of the
rule they need to remember. Support staff such as EPP, speech therapist, occupational
therapist and physical therapist will sit with students to assist when needed. Students
will have access to flexible seating, weighted pillows, fidget toys and other assistive
technology. For my friends with apraxia and use a talking device the speech therapist
can work with them to create a core board that would represent emotions.
B. Differentiated Instruction:
Proactive: This concept might be harder for some so have visuals ready to represent the
feelings (figure B). If the students seem like they are getting stuck offer them the visuals to
pick from and que them to label the visual and the emotion.

VI. Reflect and Revise:

This lesson is fun to do especially after already introducing the color monster in the previous
lesson. Having the visuals for the emotions help a lot especially for the little ones who have a
communication delay. They need that extra support to help formulate the words they can just point to
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the visuals.

Figure C: Visuals to provoke feelings

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 Social Emotional Unit
Lesson 3

Good Behaviors VS. Bad Behaviors

I. Lesson Overview:

This lesson will focus on connecting feelings with socially acceptable ways to behave in school. In
this lesson students will explore the way emotions lead our actions and how to recognize when a
behavior is good (following the classroom rules) versus when a behavior is problematic (not following
classroom rules). In this lesson the students will participate in a sorting activity that involves
classroom behaviors (figure D). Students will pare the behaviors with the color monsters Red and
Green monsters. This lesson is the second SLO lesson in this unit and is based on the data that was
taken from the good behavior and problem behavior assessment worksheets (figure F & G).

II. Instructional Goals

Grade Level Common Core and/or PA State Standards: 16.3 PK. A

Decision-making and responsible behavior

Big Ideas and Essential Questions:

Understanding Goals/Big Idea:

Actions and behaviors either positively or negatively affect how I learn and how I get along
with others.

Essential Question(s):  

How do I use healthy strategies to manage my behavior?

Instructional Objectives/Learning Targets:  

Knowledge Goals:

 Students will recognize unsafe situations and problematic behavior.

Skill Goals:

Students will be able to tell the difference between negative responses versus appropriate ways
to react to situations.

III. Preparation
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Vocabulary

Prerequisite vocabulary:
good
bad
emotions
New vocabulary:
behavior
Self-regulation
strategies-refer to strategies as tools

Materials/Resources:

Good Behaviors vs Bad behaviors sorting set with classroom behaviors (figure D.
Red and Green Color Monster puppets.

Classroom arrangement:

IV. Instructional Process:

A. Introduction/Anticipatory Set: 5 min

a. students will be called to circle after they are finished

cleaning up.

b. After reminding students of the circle time rules,

present students with the surprise box by singing a song.

“Can you guess what’s in my box, in my box, in my box,

can you guess what’s in my box, peek or shake?”

After letting children guess what is in the box, bring out the contents:
Good Behaviors vs Bad behaviors sorting set with classroom behaviors (figure D). Red
and Green Color monster puppets

B. Instruction: 10 min

Remove the color monster puppets from the box and ask the students if they remember how the red
and the green monster felt- Red (angry) Green (calm). Wait for response and continue explaining that
today you will be talking about staying safe at school even when we might feel like the red color
monster. Tell the students that they have been doing such a good job helping the color monster sort his
emotions that today they are going to help you separate a pile of pictures. The pictures are of boys and
girls at school and in some pictures, they are doing things that we should NOT do in school and other
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pictures are of things that we should do in school. Hold the pile of pictures in your hand and tell them
that that once you show them the pictures it will either go in the RED monster pile (things we should
not do) or it will go in the Green monster pile (things we should do).

As you go thought the pictures help the students recognize the social situations and the expressions on
their faces. It might sound something like this.

Teacher: “ This boy looks really upset and angry, he is kicking a

trash can, Bobby do we kick things at school? What pile should we
put this picture in? Red or Green?”

C. Lesson Closure: 3 min

After all the cards are sorted, congratulate students on a job well done and remind students
they will be dismissed when they are sitting quiet and showing ready bodies (circle time
objectives). Call on students one at a time and ask them for either one thing they should do
at school or one thing they should NOT do at school. This question can be tailored to
students especially if you are targeting a specific behavior. Once students are called on and
answer the question they are to line up at the door for the next transition.

D. Check(s) for Understanding:

This SLO lesson is based on the data that was taken from the behavior assessment
worksheets (Figure F & G ). After the lesson is finished students will be given the post
assessment worksheet and data will be compared.

Formative assessment(s):
Formative assessment will take place during the lesson by observing the students’
responses and if they are able to sort the pictures into the appropriate category.

V. Management Plan:

A. Universal Design for Learning:

Have visuals front and center that show the rules for circle time, so during the lesson if
you need to remind a student you can easily just point to the picture of the rule they
need to remember. Support staff such as EPP, speech therapist, occupational therapist
and physical therapist will sit on the floor or beside students to assist when needed.
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 Students will have access to flexible seating, weighted pillows, fidget toys and other
assistive technology.

Differentiated Instruction:
Proactive: Be prepared to offer social thinking strategies for our friends who are on the
spectrum and do not always recognize socially acceptable situations.

VI. Reflect and Revise:

This was my first time doing this activity and it worked out well. There were a few pictures I
ended up not using as they were a bit vague. They students were able to separate the pictures easily
and they had fun using the color monsters as a reference. During this lesson I let the students put each
card into a jar with the color monster but next time I will lay them out on display for the closure part of
the lesson. This way if students need more support when answering the dismissal question, they can
easily look at the visuals for a reminder.

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Figure D: Sorting Activity

Sorting Activity

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Figure E: Bad behavior assessment

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Figure F: Good behavior assessment

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