Lesson Plan Title:
Grade 1 Life Skills Lesson Plan: Emotional Wellness
Materials Needed:
– Whiteboard and markers
– Storybook about emotions (e.g., “The Colour Monster” by Anna Llenas)
– Emotions flashcards
– Drawing paper and crayons
– Happy/Sad face masks
Learning Objectives:
– Students will identify and name basic emotions (happy, sad, angry, scared).
– Students will understand how to express emotions appropriately.
– Students will demonstrate ways to manage and regulate their emotions.
Vocabulary:
1. Happy – Feeling joy or pleasure.
2. Sad – Feeling sorrow or unhappiness.
3. Angry – Feeling strong annoyance or displeasure.
4. Scared – Feeling fear or worry.
5. Emotions – Feelings we have inside us.
Previous Learning:
Students have discussed personal experiences and feelings in a general way and have been introduced to concepts of friendship and sharing.
Anticipated Challenges and Solutions:
– Difficulty identifying emotions: Use visual aids and role-playing to make emotions more tangible.
– Reluctance to share feelings: Create a safe and supportive classroom environment and use group activities to encourage participation.
Beginning Activities (4 minutes):
1. Greet the students and have them sit in a circle.
2. Introduce the topic of emotions and read a short storybook about emotions (e.g., “The Colour Monster”).
3. Ask students to name the emotions mentioned in the story.
Middle Activities (32 minutes):
1. Direct Instruction (8 minutes):
– Introduce the four basic emotions (happy, sad, angry, scared) using flashcards.
– Discuss each emotion and ask students to share examples of when they might feel these emotions.
- Guided Practice (12 minutes):
- Play an interactive game using Happy/Sad face masks where students show the mask that represents how a story character might feel in different scenarios.
- Role-play different emotional scenarios, asking students to act out appropriate ways to express these feelings.
- Independent Practice (12 minutes):
- Have students draw a picture of a time they felt happy, sad, angry, or scared.
- Allow students to share their drawings with the class and describe the emotions they depicted.
End Activities (4 minutes):
1. Review key terms and ask students to name the four basic emotions again.
2. As an exit ticket, ask students to name one way they can make themselves feel better when they are sad or angry.
Assessment and Checks for Understanding:
– Observation of student participation in discussions and role-playing activities.
– Review of students’ drawings to assess their understanding of different emotions.
– Exit ticket responses to gauge students’ ability to express ways they can manage their emotions.
Differentiation Strategies for Diverse Learners:
– Provide additional visual aids for students who need help understanding emotions.
– Pair students for group activities to support those who are shy or less confident in expressing their feelings.
– Offer various ways for students to express emotions, such as through drawing, acting, or verbal expression.
Teaching Notes:
– Emphasize the normalcy of all emotions and that it is okay to feel a wide range of emotions.
– Be sensitive to any students who might have difficulty discussing emotions and provide extra support where necessary.
– Incorporate physical and emotional safety measures to ensure a supportive learning environment.
– Modify activities to include visual aids and tactile materials, ensuring accessibility for students with disabilities.