Name: Kaytlyn Placatka
Date: November, 8th, 2017
Revisiting emotions & how it feels to be included or excluded.
- Active Learning
USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.
F. Reflect on personal behaviors that might influence others to feel included and those that may cause feelings of rejection.
While no prerequisite learning is required, having background knowledge of emotions and then later in the lesson knowing about animals that could typically be found in a zoo would be useful.
Differentiated Learning/Adaptive Dimensions:
- Depending on the reading level of students and the book that is being read at the beginning of the lesson, you can read the book in a fun and interactive way so that all students remain engaged.
Preparation (Materials, Resources, Equipment):
- Eight dice (2 per table group, and labeled accordingly)
- 26 Copies of the Emotional Emoji’s Handout
- Chart Paper
- Children’s Books
Student Engagement/ Classroom Management Strategies:
- Hands-on activities
- Multiple learning experiences to keep students interested and on task
Set (Min 15-20 )
When students enter the classroom, in their table groups, students will find a book about a particular emotion. As a table group, students will find a space in the classroom where they are comfortable and read the book. Students will then move back to their table groups if they had moved to read their books. Students will then play the emotional animals game where students roll the dice and then act out their results. One die has animals on the face of the die and on the other die, the faces are emotions. Following this activity students will individually complete “Emotional Emoji’s” activity as a formative assessment.
Development (Min 15-20 )
As a class, we will read a children’s book about inclusion interactively as a class. After reading the book, we will take a few moments to reflect on what we just read. Some questions the teacher may ask are, “What did you like or dislike about this book?” or “How do you think this book relates to health?”. Now that students have gathered, or regained, knowledge of our emotions and how they make us feel when individuals are included or excluded. In students table groups, a sheet of chart paper will be distributed to each table group. On the piece of chart paper, students will brainstorm and write down all of the ways they can include others, in ways that are relevant and meaningful in their lives, instead of excluding others.
Closure (Min 10-15 )
Students will be brought together as a whole and one at a time, each group will take a turn presenting their ideas to include others. To conclude the lesson, we will collectively discuss why it is important to include others and how it feels to be either included or excluded, bringing the lesson to the end.