Lesson Plan Monday November 16, 2015Social Studies

Objective: Students will be able to discuss how personal choices and actions impact emotion both verbally and in writing.

Standard: SS.K–2.BS.2

Essential Concept and/or Skill: Understand all people have individual traits. Understand that people are alike and different in many ways. Understand that individuals will respond to events differently.

Materials: The book When I’m Feeling Sad by Trace Moroney ELMO “Feelings Assessment Book” (Journals) Class set Writing utensils

Procedure:1. In the large group, display the book, When I’m Feeling Sad on the ELMO and

read aloud.2. Discuss the text as you read.3. Highlight emotion vocabulary 4. Discuss why it’s okay to feel sad sometimes5. Discuss coping skills “What do you do to feel better when you are sad?”

a. Have students Think Pair Share their preferred coping skills and discuss responses coming back together as a whole group

6. Explain that students have a Feelings Assessment Book very similar to the previous unit’s Rules Book.

7. Display the assessment book page to be filled out on the ELMO. Read the sentence frame aloud.

8. Brainstorm as a whole group how to complete this page in the assessment book.

9. Model how to fill out the book using students’ brainstormed ideas on the ELMO.

10. Remove brainstormed ideas and modeled assessment page from the ELMO11. Direct students back to their seats to begin working independently on their

individual assessment books.

Extend: Encourage students to challenge themselves by framing their writing by first

writing a topic sentence and then writing 1-2 sentences that add detail.

Support: Have students who need support go to sit at the teacher table with their

assessment books, pencil cases, and dry erase boards. Help individuals create (at least) one complete sentence to complete the

frame in their assessment book o Students who need the most support should dictate their thoughts to

the teacher, who will write down the sentence on the student’s white board for students to then copy down in their assessment books.

o Some students will need a line drawn for each word to be written in their book.

o Students who do not need as much support may need help connecting their thoughts into a complete sentence by discussing with the teacher. They may need lines drawn on their assessment book page to show 1:1 relationship between words in the sentence dictated and where words belong on their book page. They may use invented spelling instead of relying on copying from their white boards.