ECE TPA Lesson Plan
1. Teacher
Candidate
Cooperating
Teacher
2. Subject
3. Lesson
Title/Focus
4. Grade Level
Ashley Bond
Date taught
3/12/15
Jessica
School/District
Social Skills
Stress Ball
Balloons
Preschool
Field Supervisor
5. Length of
Lesson
Windsor Elem.
ECEAP
N/A
15 mins.
6. Academic &
5. About Me and My Family and Culure (SelfContent Standards Management)
(GLEs/EARLs/Nation
Release emotional tensions in the arms
al)
of a caring adult.
Associate emotions with words and facial
expressions.
Students will make stress ball balloons and
7. Learning
draw faces associated with emotions on each
Objective(s)
one.
8. Academic
Language
Objective(s)
Students will understand what happy, sad,
mad, surprised, and worried mean.
9. Assessment
Plan
The assessment I will use for this activity is informal questioning. As
the students are working, I will ask them what kind of face they drew
on their balloon. Then I will ask them to demonstrate that emotion
with their own face. I will also ask them what kinds of things make
them happy, sad, mad, surprised, and worried. This assessment will
give me an idea of what each child understands about emotions.
10. Lesson Rationale
Upon what assessment data or previous lessons are you building?
Answer: The students have already been introduced to emotions. They
have learned about what happy, sad, mad, surprised, and worried
mean and how those faces look.
WHAT requisite skills do students need in order to access the lesson & participate
fully?
Answer: Students need to know what the faces of different emotions
look like. They also need to know how to put play dough inside of a
balloon.
How does the content build on what the students already know and are able to do?
Answer: The students already know what the faces of different
emotions are. This lesson will give them extra practice with showing
them and expressing them.
HOW does this lesson fit in the curriculum?
Answer: The curriculum says that students can match emotion words
and facial expressions. In this lesson they have to draw facial
expressions and then say what emotion it represents. The curriculum
also says that they can release emotional tensions. When they are
done with the activity, they can squeeze the stress balls to release
tensions.
By teaching this lesson, how will this add to student learning?
Answer: This will add to student learning by giving the students
practice with expressing emotions. It will also show them a way that
they can release emotional tensions.
How does the lesson build on previous lessons or previous learning?
Answer: The students have already learned what facial expressions are
associated with different emotions. This lesson builds on that concept
and gives them extra practice with it.
How will the learning in this lesson be further developed in subsequent lessons?
Answer: In future lessons, students will learn even more emotions and
what facial expressions are associated with them. They will also learn
other ways to release emotional tensions.
11. Instructional Strategies/Learning Tasks to Support
Learning
Learning Tasks and Strategies
Sequenced Instruction
Teachers Role
Students Role
Rationale
1. Review what happy,
sad, mad, surprised,
and worried look like
using flash cards. (3
mins.)
2. Pass out all of the
1. Sit quietly and
listen to the teacher.
Answer questions
when asked. (3 mins.)
2. Stuff play dough
into the balloons.
This gives students a
reminder of what the
facial expressions of
different emotions
look like so that they
can complete the
activity.
This allows students
needed materials.
Explain that students
will stuff play dough
into balloons and draw
faces of the different
emotions on them
with a marker (7
mins.)
3. Tie the balloons for
students. Ask students
questions about the
faces they created.
(See questions in
assessment section.)
Have students
demonstrate those
emotions. (5 mins.)
Draw faces on each
balloon that represent
the 5 different
emotions. (7 mins.)
3. Answer the
questions that the
teacher has.
Demonstrate each
emotion using their
own face. (5 mins.)
to be creative and
express emotions in
their own way with a
drawing. It also gives
them sensory
stimulation by
touching play dough
and balloons.
This lets the teacher
see the students
knowledge of
emotions. The
teacher can see
whether or not
students understand
how emotions are
expressed and
whether or not they
can match emotion
words to facial
expressions.
Student Voice to gather
Students will all have the opportunity to answer questions individually
to the teacher. They will each be able to express their own knowledge
and answers to questions.
12. Differentiated Instruction
Plan
For students who are more
advanced, I will ask them if they
can think of any other emotions
that they can draw facial
expressions for.
For students who are at a lower
level, I will give them balloons
with faces already drawn on them
and they will tell me what emotion
it represents and them
demonstrate it.
Rationale
These students will already
understand the 5 basic emotions
we are working with. These
students will be able to challenge
themselves to come up with
emotions that they are not already
learning about.
These students might not fully
understand the concept of
emotions enough to draw them.
This will help them to work on
mastering the facial expressions
that match the different emotions.
13. Resources and Materials
Plan
The resources and materials the
students need 5 balloons, a
marker, and play dough.
Rationale
The students will put the play
dough inside of the balloons and
then draw on them with the
marker.
14. Management and Safety Issues
Plan
Rationale
The management and safety
Students can misuse materials by
concerns are ensuring that
putting things in their mouths,
students stay on task and use the throwing things, etc. Sometimes
materials appropriately. I will walk they need to be reminded of what
around as the students work and
they are supposed to be doing so
restate what the appropriate
that they will keep working on the
behavior is and how the materials activity.
should be used.
15. Parent & Community Connections
Plan
Rationale
The students will be able to take
This allows the family to see what
their stress balls home and can
kinds of things the students are
give one to their family. They will
working on when they are at
demonstrate how they can
school. This gives the students
squeeze the stress balls when
opportunities to continue to
they are sad, mad, or worried.
practice what they have learned at
home, and lets the families also
get involved in the students
learning.
