INSTRUCTIONAL PLAN
Teacher Candidate:
Grade/Subject: 3rd Grade Health/ELA
Date: 2/24/2021
Time Frame: 45 min a day/2 days
ACADEMIC LEARNING GOALS
Unit: Emotions
Abstract: Coping
Provide an overview of the lesson. Include content outcomes addressed and a summary of how it will be taught.
Students experience a wide range of emotions such as anger, sadness, fear, stress etc. In this lesson, they will be
asked to think of a time when they experience one of these negative emotions and create some sort of diorama or
visual interpretation of the negative emotion they felt at that time. They will then describe what happened, how
they felt about it, their reaction and anything that they could have done differently to either prevent the negative
reaction or to have handled the emotion differently. Firstly, we will start the lesson by asking students what
emotions they know of. Afterwards, the teacher will fill in any outlying emotions not named. I will then ask the
students when it is normal to feel these specific emotions and if it’s ok to feel negative emotions. Based on their
responses, I will teach them it is okay to feel these emotions if you are in control of them and if we are not in
control of our emotions, we lose our sense of self identity as we often do or say something we regret or that is
not a reflection of our true selves. Students will then be broken into groups based on a negative emotion of their
choosing—5 to a group. They will then create an artistic representation of that emotion on the first day and
group members will then describe their personal anecdotes with the art the second day and the class as a whole
will describe what ways we can cope with that emotion.
Big Idea
List the concepts that relate to major issues, problems, concerns, interests, or themes relevant to students' lives
and increase student engagement.
Emotions are a very complex notion and often very difficult to navigate at a young age. The purpose of this
lesson is to not only bring awareness to the complexity of our emotions, but offer some guidelines as to how to
cope with these often-recurring negative emotions that can dominate a young child’s formative years. The idea
is for students to look introspectively as they explore the concepts of personal sentiments and the power that
negativity can have over the human brain if left unrestrained. Students will be given opportunities to share
personal anecdotes and apply these concepts of self-restraint and self-control in their own lives. The big idea
here is to explore the vast spectrum of emotions and teach how you can be the master of your emotional domain
through various coping mechanisms and techniques in order to make sense of and sort through said emotions.
State-Adopted Content Standards or Common Core Standards:
What content or common core standard(s) are you addressing?
ELA / Health: these concepts relate to the everyday struggle to maintain composure over our negative emotions.
This lends to the broader theme of how emotions can impact us in our adult lives. These ideas are important to
explore a young age so that you are made aware of the influence our emotions can have over us and the
consequences that could incur if left unchecked. All in all, this should be a positive outlook on negative
emotions and really stress the importance of mental health as we grow older.
Academic Objective/Learning Intention:
What specifically do you want the students to be able to know and/or do by the end of the lesson (aligning with
standards above)?
Students should be able to understand the coping mechanisms involved with a range of negative emotions and how
they can turn a negative situation into a positive learning experience. They should also learn that they are not alone
in feeling these emotions and should not be afraid to confide in a friend or an adult when dealing with these
emotions. This lends to the broader concept of fostering mental health as we get older.
Language Objective for English Learners:
Based on identified student language needs.
Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics.
3. Offering and supporting opinions and negotiating with others in communicative exchanges.
Interpretive 5. Listening actively to spoken English in a range of social and academic contexts.
Productive 9. Expressing information and ideas in formal oral presentations on academic topics.
11. Supporting own opinions and evaluating others’ opinions in speaking and writing.
INSTRUCTIONAL PLAN
Procedures for
STUDENTS
Lesson Element
Procedures for TEACHER
This section describes what the
teacher will be doing?
This section describes
in detail what we are
going to do.
UDL Multiple Means
of…
This section
describes what could
go wrong.
This section describes
how I will fix it
Representation
Engagement
Expression
Student Procedures
Lesson Element
Anticipatory Set
Teacher Procedures
Lesson Opening
5-10 min:
ANTICIPATORY SET
(hook):
Motivation for Lesson:
Communicating the
academic learning
goals and activating
prior
knowledge/interests of
students.
Taking about five minutes to describe
my “nightmare”, I will then address
the class about emotions. I will ask
them which emotion I experienced
and how that emotion affected me the
rest of the day. Once I have described
this, we will list the rest of the human
emotions, both positive and negative.
I will ask the class which emotions
are more powerful: positive or
negative? I will then describe the
power of negative emotions over our
The hook will be my
own personal anecdote
Potential Barriers
for Learning:
Barriers
Representation
Engagement
Expression
UDL Multiple Means
OHI/SLD/ASD:This Audio learners will be
designated speakers
is mainly catered to
for the anecdote
visual learners, but
section if they feel
I am confident that
audio learners well uncomfortable with the
find purpose in this artistic representation.
lesson.
Checkpoint 1.1:
Offer ways of
customizing the
ASD/SLD: This
being a
of a time when I had a decision-making abilities which will
lead into an introduction in mental
bad dream that
health and mental wealth.
involved a monster
chasing me through the
forest and when it got
closer and closer and
closer to me, I finally
woke up screaming
and sweating. I will
then tell how this
dream affected the rest
of my day. I will then
ask if this dream
should have the power
to affect the rest of my
day. This will launch a
discussion on the
power of negative
emotions over our
ability to make
decisions in everyday
life and its effects on
mental health.
Lesson Element
Instruction
INSTRUCTION:
Instructional
Strategies: Describe
the concept or skill
development strategies
(including modeling).
Describe your plan for
instruction in the order
in which it will be
implemented (with
approximate times for
each step).




Teacher Procedures
collaborative
project could
prevent shy or
nonverbal students
from participating.
display of
information [3]
ASD/SLD: Students
will be able to
express them self
artistically and with
their own
anecdotes, but some
may feel
uncomfortable in
sharing.
Checkpoint 1.3:
Offer alternatives
for visual
information
Barriers
ASD: This is mainly
catered to visual
I will then break students up into
learners, but I am
groups of five and assign them a
confident that audio
negative emotion from the list.
Students will work together to create learners well find
purpose in this
an artistic visual representation of
lesson. Non-artistic
this emotion as well as a personal
anecdote from each member of a time students may
they experienced that emotion.
struggle
45 min:
expression
The teacher will be walking around
from group to group to be sure the
These students will not
be required to share
anecdote, but will need
to offer artistic
representation.
Students can use
examples from TV
shows or books if they
feel uncomfortable
sharing their own and
anecdote.
30-40 min:
The next day the group will present
their visual representation, share their
Collaboration
anecdotes and the rest of the class
Communication
will offer solutions and coping
Personal
mechanisms to describe what
expression
could’ve been done differently and
Artistic
how they handled it.
Checkpoint 1.2:
Offer alternatives
for auditory
information [4]
ASD/SLD: This
being a
collaborative
project could
prevent shy or
nonverbal students
from participating.
UDL Multiple Means
Give non-artistic
students a larger role
in the anecdotal
portion.
Explain that this is not
an art project but a
project and selfreflection, so as long as
they share an
experience or an
anecdote from TV or
books is ok.
Lesson can be extended
into third day if
necessary.
visual representations are appropriate
First students will
and accurate and to answer any
be asked to
questions they may have. (30 min)
describe emotions
(5 min), they will
then choose an
emotion and they
will then create a
representation of
this emotion (30
min) and finally
share an anecdote
of their experience
with this emotion
for the class to
provide feedback to
(45 min).
Lesson Element
Guided Practice
Teacher Procedures
Guided Practice of
30-40 min:
concept or skill
development strategies. During this time, I will be walking
around the classroom to each
Student Activities:
group to make sure that the visual
What will the students representations are appropriate as
do?
well as charting an informal
assessment as to how group
The student will be
engagement is going on an
responsible for creating individual level and to make sure
an artistic
that students are understanding the
representation visually lesson. However, I do want the
to present to the class. students to feel independent from
Each student will also
the teacher during this task so I
be responsible for
may give them their own space
sharing your personal
but be paying attention to ensure
anecdote or one from
they are on task.
popular culture. The
class will then be
responsible for
providing feedback as
to how this emotion
can be dealt with in the
future.
Student Grouping:
How will they be
grouped?
Personal expression
may take too long.
Barriers
ASD:This is all
visual and spoken
word. Might need
more variation.
SLD: Students
might not be
supportive of other
students ideas.
SLD: Some students
might not want to
share their personal
experiences
Checkpoint 9.2:
Facilitate personal
coping skills and
strategies [32]
UDL Multiple Means
There could be some
YouTube videos that
show these emotions.
A common role in my
classroom is that
everyone’s opinions
matter and this is no
exception.
Students can share
anecdotes from Books
or TV
Checkpoint 5.1:
Use multiple media
for
communication [17]
Checkpoint 5.2:
Use multiple tools
for construction
and composition
Students will be
grouped based on the
negative emotion that
they choose that match
is there anecdote.
Lesson Element
Independent Practice
Independent Practice
(in class):
Student practice of a
learned skill or
concept: Are students
able to successfully
complete the task
without teacher
scaffolding?
Teacher Procedures
30-40 min:
As stated before, I want to give
the students the freedom to
explore on their own, so I will be
walking around and observing
from a distance, but will be
available at all times to answer
questions.
Students should be
able to complete the
group project without
scaffolding from the
teacher. Students will
be able to rely on one
another for completing
the visual tasks and
become self-reliant
when describing their
own personal
anecdotes.
Their visual
representations will
convey to me if their
understanding of the
concept is concrete.
Their individual
UDL Multiple Means
ASD: Students only
have access to art
supplies and their
own verbal
exchanges
Students will be given
opportunity to focus on
independent work on
focusing on personal
anecdote
ASD: Students must
engage with only
their group
The class will engage
with them when they
share their anecdotes
ASD: Students need
to express
themselves publicly
Shy students can work
solely on the artistic
representation
Checkpoint 5.1: Use
multiple media for
communication
Lesson Element
Informal Check for
Understanding
Informal check for
understanding: How
will you determine that
students understand the
concept or skill well
enough to complete it
independently?
Barriers
Teacher Procedures
40 min:
Informal checks will be happening
throughout the duration of the lesson
as I will be walking around checking
for understanding in their artistic
representation as well as asking them
details about their personal anecdotes
in order to be sure they are on topic
and on task in their presentations.
Barriers
UDL Multiple Means
SLD:Assignment
may be too complex
in both art and
communication
If students are unable
to perform this task,
they will be given the
option of a journal
entry
SLD:
Communication
barriers
SLD/ASD: Students
may not feel
Will be given option to
express artistically
rather than verbally
personal anecdotes
should be a reflection
of this knowledge or
lack thereof.
comfortable
speaking in groups
or in front of class
They will be given
enhanced roles on the
artistic side
Checkpoint 7.1:
Optimize
individual choice
and autonomy [24]
Checkpoint 7.2:
Optimize relevance,
value, and
authenticity
Lesson Element
Closure
Teacher Procedures
Closure Formal check
for
understanding/Success
Criteria: How will you
assess whether your
students met your
academic objective?
How do you
summarize or close the
activity
Closure activity will
include offering an
alternative reaction to
this emotion and
what positive emotion
can counter balance
that negative
emotion. I will then
collect the visuals, the
anecdotes, and the
alternative reactions
for assessment.
Barriers
10-15 min:
The teacher will ask each group what
could’ve been done differently and
what positive emotion they could
have focused on that time to
counterbalance the negative emotions
they were feeling. I will also
conclude by saying that any student
can confide in me and confirm with
them that I will always be available
to talk.
ID: Closure
activity involves
assessing oneself
OHI: Students must
engage with entire
class
Students will need
to feel comfortable
in sharing personal
emotions with class
UDL Multiple Means
Students
uncomfortable with
this will submit journal
entry
Students may work on
visual representation
or submit journal
entry
Student has option to
share an example that
is not their own
Checkpoint 9.3:
Develop selfassessment and
reflection
Checkpoint 2.5:
Illustrate through
multiple media
UDL guidelines
PRINCIPLE I. PROVIDE MULTIPLE MEANS OF REPRESENTATION
Guideline 1: Provide options for perception


Checkpoint 1.1: Offer ways of customizing the display of information [3]
Checkpoint 1.2: Offer alternatives for auditory information [4]

Checkpoint 1.3: Offer alternatives for visual information [5]
Guideline 2: Provide options for language, mathematical expressions, and symbols





Checkpoint 2.1: Clarify vocabulary and symbols [6]
Checkpoint 2.2: Clarify syntax and structure [7]
Checkpoint 2.3: Support decoding of text, mathematical notation, and symbols [8]
Checkpoint 2.4: Promote understanding across languages [9]
Checkpoint 2.5: Illustrate through multiple media [10]
Guideline 3: Provide options for comprehension




Checkpoint 3.1: Activate or supply background knowledge [11]
Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships [12]
Checkpoint 3.3: Guide information processing, visualization, and manipulation [13]
Checkpoint 3.4: Maximize transfer and generalization [14]
PRINCIPLE II. PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION
Guideline 4: Provide options for physical action


Checkpoint 4.1: Vary the methods for response and navigation [15]
Checkpoint 4.2: Optimize access to tools and assistive technologies [16]
Guideline 5: Provide options for expression and communication



Checkpoint 5.1: Use multiple media for communication [17]
Checkpoint 5.2: Use multiple tools for construction and composition [18]
Checkpoint 5.3: Build fluencies with graduated levels of support for practice and performance [19]
Guideline 6: Provide options for executive functions




Checkpoint 6.1: Guide appropriate goal-setting [20]
Checkpoint 6.2: Support planning and strategy development [21]
Checkpoint 6.3: Facilitate managing information and resources [22]
Checkpoint 6.4: Enhance capacity for monitoring progress [23]
PRINCIPLE III. PROVIDE MULTIPLE MEANS OF ENGAGEMENT
Guideline 7: Provide options for recruiting interest



Checkpoint 7.1: Optimize individual choice and autonomy [24]
Checkpoint 7.2: Optimize relevance, value, and authenticity [25]
Checkpoint 7.3: Minimize threats and distractions [26]
Guideline 8: Provide options for sustaining effort and persistence

Checkpoint 8.1: Heighten salience of goals and objectives [27]



Checkpoint 8.2: Vary demands and resources to optimize challenge [28]
Checkpoint 8.3: Foster collaboration and community [29]
Checkpoint 8.4: Increase mastery-oriented feedback [30]
Guideline 9: Provide options for self-regulation



Checkpoint 9.1: Promote expectations and beliefs that optimize motivation [31]
Checkpoint 9.2: Facilitate personal coping skills and strategies [32]
Checkpoint 9.3: Develop self-assessment and reflection [33]