Ubd lesson plan about Emotion Management Unit Title: Emotion Management Grade Level: 5 Designers: Candy Reed



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UBD lesson plan about Emotion Management

Unit Title: Emotion Management

Grade Level: 5

Designers: Candy Reed


Stage 1: Desired Results


Content Area Big Idea: Emotion Management


Fine Arts Big Idea:


Benchmarks:

PS B


Benchmarks:

1.5

Key Understandings

Essential Questions


Students will understand that…

  • There are many words to express feelings.

  • People label feelings often.

  • Labeling feelings help you understand them.

What are the various words we can use to express feelings?

How often does one person label their feelings?

Can you understand your feelings by labeling them?


Supporting Vocabulary: list of emotions developed by the class

Factual Knowledge (Students will know…)


Skills (Students will be able to…)

  • Many vocabulary words that express feelings


  • That they need to label feelings

  • They will label feelings

  • That words that identify feelings need to be appropriate.

List feeling words.

Complete a story with appropriate feeling words.

Describe situations where they might use the feeling words.

Explain why these words are appropriate.






Stage 2: Assessment Evidence


Performance Tasks

Criteria

Other Evidence

(Goal) Students will identify feelings and discuss how to understand them.

(Role) Students will write the words in the story that express the appropriate feelings.

(Audience) Students

(Situation) Students will talk about real situations when they would use these words.

(Product) List of words and completed story.


List of feeling words

Completed story

Answer to questions during discussion


Each student has their own list of feeling words.

Stage 3: Learning Plan

Activities





W: Where, Why, What Students will increase the vocabulary of feeling words.


H: Hook & Hold Roleplay a situation. Students list feeling word that occur in the roleplay on the board. Share story in hand-out form.


E: Explore, Experience, Equip Discuss appropriate choices for story.


R: Reflect, Rethink, Revise, & Refine Ask the questions: How often do you put a label to your own feelings? Do you think labeling your feelings can help you understand them?


E: Evaluate work & progress Use created list to discuss situations they have had. Describe why they felt that way.


Consider the extent to which the learning plan is:

T: Tailor the work Handouts needed


O: Organize and Sequence Generate large group story. Allow each student to create their own.







Resources: story from Everybody Gets Angry, Activity 4.



Unit Title: Emotion Management

Grade Level: 5 (two lessons)

Designers: Candy Reed


Stage 1: Desired Results


Content Area Big Idea: Emotion Management

Fine Arts Big Idea:

Performance



Benchmarks:

PS B


Benchmarks:

1.4

Key Understandings

Essential Questions


Students will understand that…

  • There are triggers to anger

  • Environment needs to be comfortable.

  • Active listening is important.

What are triggers for anger?

How do you create a comfortable environment for sharing?

What is active listening?


Supporting Vocabulary: Interviewer, interviewee, active listening, trigger, environment

Factual Knowledge (Students will know…)


Skills (Students will be able to…)

  • Triggers for anger

  • Behaviors that indicate active listening

  • Interviewing techniques

  • How to present their ideas to the class.

Interview another student.

Identify triggers to anger.

Actively listen to another student.

Present their ideas to the class.




Stage 2: Assessment Evidence

Performance Tasks


Criteria

Other Evidence

(Goal) Students will identify triggers with self and others.

(Role) Interviewee and interviewer. Students will pretend they are Oprah or Larry King and interview another student about what makes them angry.

(Audience) Classmates

(Situation) Roleplaying to form and ask questions .



(Product) List of triggers

Complete script answers the question about what makes you angry.
Perform the program.
List of questions.


Every student participates.
List of 10 triggers


Stage 3: Learning Plan


Activities




W: Where, Why, What Students work in pairs to ask questions and prepare script for TV program. Show the answers in a talk show format. As a group, discuss questions about what makes people angry. Use the introductory material about name, grade, etc. Work in pairs to come up with questions about what triggers our anger-imitate Oprah or Larry King or Ellen DeGeneres.


H: Hook & Hold Students View video clip of talk show

E: Explore, Experience, Equip - Ask the students to speak in front of a panel. Questions to ask: If you were the interviewer, what was it like to interview someone? Have you learned anything you can use in talking with or listening to others? Have you learned anything you can use in dealing with your own anger? If you were the interviewee, what was it like to have to answer questions? Was it more difficult to be the interviewer or the interviewee?



R: Reflect, Rethink, Revise, & Refine Record answers and make a list. Is there anything missing?


E: Evaluate work & progress Each pair identifies triggers of anger and what can be done using the problem solving steps from Second Step when a person becomes angry. The students should review the calming down process from Second Step. Ask: what surprised you? What helped you?


Consider the extent to which the learning plan is:

T: Tailor the work Needs two sessions


O: Organize and Sequence Prepare questions, ask questions in pairs, perform answers, process with questions.








Resources: Creative Challenge page from Everybody Gets Angry.


Unit Title: Emotion Management

Grade Level: 5

Designers: Candy Reed


Stage 1: Desired Results


Content Area Big Idea: Emotion Management


Fine Arts Big Idea:

Music


Benchmarks:

PS B and PS A



Benchmarks:

1.5

Key Understandings

Essential Questions

Students will understand that…


  • Environment affects mood

  • We can draw our feelings.

  • Music affects drawing.

What happens to us as we listen to music?

Can we create feelings of music on paper?

How does music affect drawing?


Supporting Vocabulary: upbeat, calm, dissonant

Factual Knowledge (Students will know…)


Skills (Students will be able to…)

  • Four genres of music presented

  • Music affects mood

  • Environment affects mood

Draw their feelings after listening to four types of music.

Process how easy it was to create the feelings on paper.

Discuss how the music affected the drawings.



Stage 2: Assessment Evidence


Performance Tasks

Criteria

Other Evidence

(Goal) Students will identify music affects mood.

(Role) Students as artists

(Audience) Classmates

(Situation) Students will listen to music and draw according to the beat of the music.



(Product) Drawing on newsprint.

Completed drawing by each student for each piece of music-four drawings each.


Each student comments on his/her drawing. List of moods that occurred while listening to music.


Stage 3: Learning Plan


Activities




W: Where, Why, What Environment can affect our mood. Discuss some possibilities


H: Hook & Hold Listen to the four pieces of music-just briefly.


E: Explore, Experience, Equip Give students individual papers or use large roll of paper for all to draw on. Listen to four songs and have students draw their feelings for each piece of music. Review how this applies to Second Step concept of ways to calm down.


R: Reflect, Rethink, Revise, & Refine Discuss with the following questions: Was it easy to create the feeling of the music on paper? How did the music affect students’ drawings?


E: Evaluate work & progress Each student draws and explains the drawing in terms of the mood of the music.


Consider the extent to which the learning plan is:

T: Tailor the work Everyone participates


O: Organize and Sequence Moves from individual to group process






Resources: CD player, Music, colored pencils, crayons or markers, drawing paper



Adapted from Everybody Gets Angry by Ellen Pill, PHD. The Bureau for At-Risk Youth: Plainview, NY 11803-9020

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