University of West Alabama

COE
5E Lesson Plan

Teacher: Ashley Stanford

Date:

Subject Area / Social-Emotional Learning/ Self-contained Special Education Classroom

Course /
Grade Level:

Materials: Milo the social-emotional robot, tablets or computers, pre-loaded software for Milo, picture cards
depicting emotions

Standards: CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.K.5: Add drawings or other visual displays to descriptions to provide

additional detail.

IEP goals related to social-emotional skills development for students with autism and intellectual
disabilities.

Objectives: Students will identify and label basic emotions (happy, sad, angry, scared).

Students will demonstrate an understanding of appropriate responses to different emotions.

Students will engage in collaborative activities to practice social-emotional skills.

Differentiation Use visual supports such as picture cards and videos to support understanding.
Strategies:
Provide hands-on activities and opportunities for movement.

Offer individualized support and scaffolding based on each student's needs.

ENGAGEMENT:
Introduce Milo the social-emotional robot to the student. Show a short video or demonstration of Milo interacting with
emotions. Ask questions like:

“How do you think Milo feels right now?”

“Can you tell me how you're feeling today?”
“What do you think Milo can help us with?”

Assessment
Observe students' reactions and engagement during the introduction. Note any verbal responses or nonverbal communication
indicating interest or curiosity
EXPLORATION:
The student will interact one-on-one with Milo using a tablet with pre-loaded software. Guide the student through the

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activities, prompting them to identify and discuss different emotions displayed by Milo. Encourage the student to engage in
conversation and explore various emotions with Milo’s guidance.

After interacting with Milo, the student will engage in a individual activity where they match picture cards depicting emotions
with corresponding facial expressions. Provide support as needed to ensure the student understands the task.

Assessment:
Observe the student’s interactions with Milo and their ability to identify emotions independently. Take notes on their
engagement and comprehension of the activity.
EXPLANATION:
Lead a one-on-one discussion with the student about the different emotions identified during the exploration phase. Define
each emotion using simple language and provide examples. Ask order thinking questions like:

“Why do you think it’s important to recognize how we feel?”

“What can we do when we feel sad to help ourselves feel better?”

Assessment
Evaluate the student’s comprehension by asking comprehension questions during the discussion. Assess their ability to follow
directions and participate in the art activity.
ELABORATION:
Incorporate Milo into a role-playing activity where the student practices expressing and responding to emotions in different
scenarios. Guide the student through various interactions with Milo, Encouraging them to express their feelings and respond
appropriately.

Assessment
Observe the student’s participation in the role-playing activity, noting their ability to express and respond to emotions
appropriately.
EVALUATION:
Throughout the lesson, assess the student’s understanding of emotions and social-emotional skills through observation,
Participation, and completion of activities. Evaluate the student’s progress toward meeting the objectives of the lesson,
focusing on their ability to identify emotions, and engage in discussions.

Criteria Excellent Good Fair poor

Objectives Objectives are clear, Objectives are mostly Objectives are Objectives are unclear
specific, and aligned clear and aligned with somewhat clear but or not aligned with
with standards and IEP standards and IEP not fully aligned with standards and IEP
goals. They address goals, but may lack standards and IEP goals, lacking
the identification and specificity or goals, lacking specificity, clarity, and
labeling of basic alignment in some specificity and clarity. alignment.
emotions, appropriate areas.
responses to
emotions, and
engagement in
collaborative activities
effectively.

Differentiation Provides a variety of Offers differentiation Some differentiation Few or no

Strategies effective strategies, but may strategies are differentiation
differentiation lack depth or variety, provided, but they strategies provided, or
strategies catering to or may not fully meet may not effectively they are inadequate

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 diverse learner needs, all learner needs. meet all learner needs for meeting learner
including visual or lack depth and needs.
supports, hands-on variety.
activities, and
individualized support
and scaffolding.

Engagement Introduces Milo the Mostly engages Engagement strategies Engagement strategies
social-emotional robot students through are present, but may are lacking or
effectively, using a various means, but not effectively capture ineffective, failing to
short video or may lack consistency students' attention or capture students'
demonstration to or depth in prompt meaningful attention or prompt
engage students and engagement discussion meaningful discussion.
prompt discussion strategies. consistently.
about emotions. Asks
thought-provoking
questions to
encourage student
participation and
interaction.

Assessment Systematically Observes students' Observation of student Assessment through

(Observation) observes students' reactions, reactions, observation is minimal
reactions, engagement, and engagement, and or nonexistent,
engagement, and participation, but may participation is limited providing little insight
participation lack consistency or or not effectively into student
throughout the lesson, depth in assessment. utilized for assessment engagement and
noting verbal and purposes. understanding.
nonverbal
communication
indicating interest and
comprehension. Uses
observations to assess
student engagement
and understanding
effectively.

Assessment Provides varied and Utilizes a variety of Assessment methods Assessment methods
(Application) appropriate assessment methods, are limited in variety are inadequate or
assessment methods but may lack depth or or may not effectively inappropriate for
to gauge student consistency in assess student assessing student
understanding and assessing student understanding and understanding and
application of social- understanding and application application.
emotional skills, application. consistently.
including interactions
with Milo, individual
activities, and
discussions.

Evaluation Throughout the lesson, Assesses the student’s Evaluation of student Evaluation of student
assesses the student’s understanding and understanding and understanding and
understanding of progress throughout progress is limited, progress is minimal or
emotions and social- the lesson, but may lacking consistency or nonexistent, providing

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 emotional skills lack consistency or depth in assessment little insight into
effectively through depth in evaluation methods. student progress or
observation, methods. areas for
participation, and improvement.
completion of
activities. Evaluates
the student’s progress
toward meeting the
objectives of the
lesson, focusing on
their ability to identify
emotions, engage in
discussions, and
respond appropriately.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

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