LESSON PLAN
ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE
HEALTH & PHYSICAL EDUCATION
Teacher: Megan Becker
Unit Title; Emotional Health Lesson Title: Feelings
Duration of class:45 Number of students:20 Grade level:2
SECTION A. (Overview)
Rationale (importance of lesson): It’s important for students to be able to understand and express
their feelings in a health and appropriate way. The purpose of this lesson is to teach the students
how to express their feelings using body language and words to express different emotions.
Anticipated difficulties and how they will be addressed: Students may not be able to differentiate
between emotions, students may not associate emotions with faces. (Solution to these problems
are explaining and reviewing the various emotions prior to splitting the class up and also doing a
matching activity of the faces with the emotion.)
Resources, Equipment and Materials: Paper, 10 boxes of Crayons, 23 Worksheets, and pencils.
SECTION B. (Objectives, CPIs & Assessment) (2.1 Wellness) All students will acquire
health promotion concepts and skills to support a healthy, active lifestyle.
Lesson Objective (CPI)
Psychomotor:
(1) Students will be able to use body language to
act out a variety of emotions.
(2) Students will be able to act out different
emotions with 80% proficiency.
CPI (2.1.2.E.1)
Identify basic social and emotional needs of all
people
Cognitive:
(1) Students will be able to explain why they have
different types of emotions.
(2) Students will be able to complete and explain
the worksheet on emotions.
CPI (2.1.2.E.1)
Identify basic social and emotional needs of all
people.
Affective:
(1) Students will provide feedback on partners
expressing their emotions
(2) students will provide feedback to the teacher
on how they are feeling
CPI (2.1.2.E.1)
Identify basic social and emotional needs of all
people.
Student Assessment
(1)Students will be assessed through teacher
observation of body language. The teacher will
be looking for different types of expressions and
movements. For, example a frown for sadness.
(2) Students will be assessed through teacher
observation of expressions and accuracy of
desired emotion. For example, the teacher is
looking for jumping and smiles for the emotion
surprised.
(1)Students will be assessed verbally. The
teacher will ask the students why do people feel
sad or why do people feel happy.
(2)Students will be assessed based on their
worksheet and verbal explanation of emptions.
The teacher will be looking for the proper use of
emotions and completion of worksheet.
(1)Students will be assessed through peer
evaluation of how well they expressed their
emotions to their partner. The teacher will be
looking for positive feedback.
(2) Students will be assessed through verbally.
The teacher will be looking for feedback on how
the students felt throughout the lesson. Also, how
do different emotions affect your mood.
SECTION C. (Learning Activities & Instructional Strategies*)
Time
Line:
10-15
min
Lesson Component
10-12
min
Learning Focus Activities: The teacher will break the class into pairs and each pair will be
given 6 index cards with faces on them that represent different emotions. In each pair the
students will act out what happy, sad, angry, surprised, scared, and tired look like. While one
student is acting out the emotion, the other student will be guessing what emotion is being
acted out. Once the actor has gone through all of the emotions they will then become the
guesser and the guesser will become the actor. It is important for the students to switch roles
because everyone expresses their emotions in a different way. Throughout this time the
teacher will be walking around asking the students what emotion they are acting out and how
this emotion makes them feel.
12-15
min
Culminating Activity: The students will continue to stay in their pairs. In these pairs each
student will be handed a work sheet and a box of crayons to share. On the worksheet there
will be 6 different faces (happy, sad, angry, surprised, scared, and tired) the students will
color in each face and do the following: draw a circle around the happy face, put a X on the
angry face, draw an arrow to the sad face, draw a square around the surprised face, draw a
triangle around the scared face and draw a star around the tired face.
3-5
min
Closure: The students will be asked to take a piece of paper out and write done someone
that they trust to talk to about their emotions and why. It’s important that the students feel
comfortable talking to someone about their feelings and know that there is someone to talk to
when they are in need.
Introductory Activities: The teacher will begin the class by explaining different types of
emotions such as happy, sad, angry, surprised, scared, and tired. Each emotion will be
explained in depth to the students to increase their understanding of emotions. For each
emotion the teacher will show the students a picture with a face asking the students to
identify the emotion based on the picture, explain why the emotion looks this way, and ask
them if they can explain what this emotion feels like. If the students are unable to identify an
emotion the teacher will provide a scenario of when they might experience this emotion.
Once all of the emotions have been covered, the teacher will then ask the students to raise
their hand if they are happy, sad, angry, surprised, scared, or tired at this moment and
explain why. Also, explain to the students that we can sometimes tell how a person is feeling
based on their facial expressions or their body language and other times people use word to
tell how they are feeling. For example, the teacher will had a student an index card with a
face on it and the student will act out that emotion for the class.
SECTION D. (Reflection)
Student Outcomes: I thought that the students did a good job meeting all of the objectives. They
were able to express different types of emotions in an effective and appropriate manner that allowed
for a great decision. The students did a good job using their bodies as an aid to express their feelings.
Also, their facial expressions were accurate and really helped with the understanding of different
emotions. The student did a great job explaining why they have different emotions in different
situations. For example, they are happy when they get an answer right, but they are sad sometimes if
they don’t get pick first. They were able to complete the worksheet with little trouble. Two of the faces
were very similar, but the students had no trouble figuring out which one was which. The students did
a great job being positive to one another when expressing and acting out their emotions. I was very
proud of how well the students did. At the end of the lesson the teacher asked the students how they
felt about their feeling and made sure the students were comfortable talking to someone about how
they feel.
Teacher Effectiveness: Overall the lesson went well the students were eager to participate in the
activity and really did a good job expressing and acting out different emotions. For the next time I
teach this lesson I will change the worksheet around and try and make the faces easier to identify
because some of the students were confused on the angry and scared. Other than that the lesson
was very affective. Some modifications I could make are adding more faces to the lesson, having the
students cut the faces out before coloring them.