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Lesson Title/Subject: Reading Identifying how illustrators enhance their stories by adding facial
expressions to their characters.
Grade: Kindergarten
Content Standard(s): RL.K.7 With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
English Language Arts Anchor Standards and/or Math Practice Standards: SL.K.2 Confirm
understanding of a text read aloud or information presented orally or through other media by asking and
answering questions about key details and requesting clarification if something is not understood.
ELD Standard(s): SL.K.6- Speak audibly and express thoughts, feelings, and speak ideas clearly.
Grade Level Outcome: Kindergarten
List Measurable Objectives in this column.
Note: The objectives will match the standards.
Content Objective:
BTEOTL,SWBAT (A) identify (B/B1)characteristics of emotions shown
on a persons face by drawing (C) three pictures and writing one
descriptive word under picture with accuracy (D).
Social Skill Objective: Taking turns speaking during sharing time with
partner.
How will you teach the social skill? Will you use a looks like/sounds
like/feels like chart, a book, modeling, etc.? Modeling with CT and
emphasizing what it means to be an active listener.
Brick Words: Illustrations, emotions, feelings, reading faces.
Which language demand(s) will you need to teach in order to achieve
the content objective? (Write them/it out.) Presenting information
orally when showing the teacher their completed worksheet, using key
terms from the lesson like, emotion. Use of words on the Changing
Faces chart - happy, very happy, surprised, bored, mad, sad,
embarrassed, scared, older.
Lesson Implementation
Focus Lesson
Objectives are stated in student friendly language: We are going to learn about changing faces and how
we can look at faces in illustrations in order to know how the character is feeling, then you will draw
three of your own pictures showing three different emotions. Please write at least one emotion word
under your picture. If you need help with writing you can look at the chart to remind you.
Clear explanation of purpose and relevance: Learning how to read emotion on faces is important for
understanding what is happening in the book, and how the characters are feeling.
Building Background
o Links explicitly made between past learning and new concepts:
Discuss previous lesson where we read David Get in Trouble and Dont Let the Pigeon Drive
the Bus, and the many emotions the characters were feeling. It helped us know what emotions
they were feeling when we read their faces.
o Concepts explicitly linked to students background experiences:
Talk about times I had certain emotions, and let students share about a time they have felt a
certain way and why.
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to
see):
Emotion, illustration, changing faces, reading faces, feeling.
Guided Instruction: Worksheet where students will draw three separate pictures each
showing different emotions and including at least one descriptive emotion word written in
the space provided below.
Explicit Teaching of Social Skill and Activity: Modeling with my CT turning to a partner
and take turns sharing a time you felt ____. Give each other time to talk without interrupting
and showing your partner active listening.
Collaboration: Sharing with a partner something about yourself and emotions you have
experienced during pair share time.
Student Reflection: Explanation of worksheet to a teacher and identifying the emotions
shown.
Social