WHAT PEOPLE FEEL (EMOTIONS) Age: 3 rd grade Presented by: Kennedy Dujakovich

UNIT RATIONALE  There are many different ways we can express ourselves. One way to express ourselves is through our emotions. We can show people how we feel, or what we think of something through emotions. Sometimes they can get the best of us, and that is why we need to study our emotions and how they are being presented.  By teaching students about the different types of emotions, we can use certain techniques to help them identify how they are feeling and why they are feeling that way. We can also help them find a way to control their emotions and visually show them how other people are viewing.`

UNIT OBJECTIVES  Students will be able to understand the meaning of love, anger, sadness and fright.  Students will be able to recognize the characteristics of love, anger, sadness, and fright.  Students will learn how to express their emotions in a positive way.

EMOTION POSTERS  Instructional Objectives: ELA: Students will be able to prepare for a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own in a persuasive manner VA: Students will be able to create a personalized artwork using a variety of artistic processes and materials.  Elements of Art: space and color  Principles of Design: unity, emphasis, balance

 Supplies: “I Love My New Toy!” by Mo Willems, a piece of red 12x18 inch paper, a piece of grey, black or blue 12x18 inch paper, and a piece of pink 12x18 inch paper. Pre-cut images representing anger, sadness and love. Pre- cut and printed images that represent anger, sadness, and love. Tape, glue, and a black marker.  Vocabulary: sadness, anger, love, affection, dedication  Production Steps: Anticipatory set: Wear an example of a poster, with a different emotion on around your neck while students come in.

 Production Steps Continued: State Objectives: After reading the book, state that the class will be collaboratively making class posters with a variety of images, words, or phrases that describe certain emotions. They will use a variety of ways to paste the images or put the words on the posters. Instructions: When students walk in, have the three or four posters on a table where every student can see.

 Production continued: Instructions: Read the book “I Love My New Toy,” by Mo Willems. Have students brainstorm characteristics of every emotion present in the book (have them write down examples on scrap paper). After the book is over, have a collaborative classroom brain storm thought bubble for every emotion. Draw 3 thought bubbles on the white board, labeling one love, one anger, and one sadness. Draw a stick with a student’s name on it, out of the class name bucket. Have the first student share a characteristic of the first emotion in the book (love).

Draw another stick, and have them write a characteristic of the second emotion (anger). Draw a third stick, and have them write a characteristic of the third emotion (sad). Repeat the above steps until there are three characteristics in every thought bubble. Then draw another name and encourage them to paste an image that is precut and pre-printed for them. Do this until one poster is finished. When they next emotion poster comes up, have them get with their partners again to brain storm. After 5 minutes, start pulling names out of the bucket again. When all names are pulled, put the names back in and continue. Repeat these steps until all posters are finished.

Hang these posters up on the wall in the classroom, to act as an anchor chart for the beginning of this unit. Demonstration: The teacher can demonstrate how to paste and image on construction paper, prior to having the class do it. Check for understanding: ask a variety of students what the think needs to be added to the poster you are on. You can do this by having one stick with every student’s name on it. Then continue to draw names. Guided Practice: This whole project is done collaboratively. Closure: State techniques of how we can suppress anger, or continue to love something, or stop feeling sad.

MONSTER IN MY CLOSET!!  Instructional Objectives: VA: Students will be able to exaggerate, distort or simplify features to create an abstract portrait. VA: Students will visually express a feeling or emotion through a (monster) drawing.  Elements of art: line, color, space  Principle of design: emphasis, balance, unity  Supplies: 28 pieces of white construction paper, with 24 pre cut half pieces of dark construction paper (blue, black, brown), colored pencils, crayons, 14 scissors, rulers.

 Vocabulary: frightening, monster, foreground, middle ground, background  Production Steps: Anticipatory set: Have the theme song from Monsters Inc. playing while the students walk in! ( Then have an example of what the students are doing that day, on the front table. Students will create an abstract portrait of a creature that frightens them. Instructions: Pass out white construction paper, and pass out one half of a darker shade of construction paper to every child.

 Production steps continued: Instruction continued: Students must draw a creature that scares them (monster, spider, snake), in the middle of the page. Students should color the creature with whatever colors they see fit. Then have the students trace the halved black sheet of construction paper. The creature must be in the center of the rectangular trace. The student must color the background, within the rectangle, so it looks as if the creature was walking out of the paper. Following that students should color the rest of the page, as if it were their room, or a room in their room.

 Production steps continued: Instruction continued: Then, have the students color, or decorate the door as they wish. After it is fully decorate, students must fold a tab about ¼ of an inch. Lastly, they student must tape the tab to the white piece of paper as if it were a door (resemble a door).  Check for understanding: The teacher can go around after small sections of the instructions are given, to check for understanding and help student sin any way they can.

 Demonstration: The teacher should demonstrate how to create a portrait of a monster on a write on wipe off board. The teacher can go through the steps with the students which will help them better understand what they are to do.  Guided Practice/independent practice: This project is both guided and independently practice. Guided portion would be when the teacher is showing the students what to do next. Independent practice would be when they teacher allows students to create their own scary creature.  Closure: Have the teacher ask the class to give her reasons why the creatures are frightening (encourage students to use the principles and elements of design. Finish by stating techniques to get over fear; like thinking of happy things or taking deep breaths.

LIBRARY LOVE LIST  Instructional Objectives: VA: Students will be able to select and use the qualities of paper structures and functions of art to improve communication of ideas. ELA: Students will be able to write an argument (or reasons) supporting a claim in an analysis of substantive topics, using valid reasoning and relevant and sufficient evidence.  Elements of art: Color, Space, Form  Principles of Design: Emphasis and Unity Supplies: Colored construction (1 piece) and white (2 pieces) card stock paper for every student (28), colored pencils, crayons, markers, and staples (enough for 28 people to use)

 General Vocabulary: Love, adventure, fantasy, fiction  Production Steps: Anticipatory set: have and example of the project laying out when students are walking in. Also have all the books on the example Love List that’s out for students to look at.

 Production Steps: Instructions: Each student will need three pieces of construction paper (One colored and two white or copy paper). Have the students stager the pieces of paper roughly 1 inch apart. There should be 3 tabs with the colored construction paper facing them. Have the students then fold the colored construction paper roughly 2 inches below the tip of the colored tab. This will make 6 tabs which will be their Library Love List book. After the book is folded, staple the crease of the book twice for maximum hold.

 Production Steps continued : Instructions: Have the students in red ink, write their top 5 favorite books on the lower tabs. On the top of the tab have the students write 3-4 words explaining why they loved the book. Have students draw characters, themes, plot, setting, or any scene related to the book that relates to the 3-4 words they describe on the top tab.

 Demonstration: Teacher should demonstrate how to make the booklet, and walk around the room to help students or check for understanding. Also, the teacher can model one book in front of the class to show the students how much detail is expected of them.  Checking for understanding will happen when the teacher walks around looking at the booklets. If one question is asked multiple times, the teacher can then stop the class and revisit the topic or subject in question.  Guided Practice will happen when the teacher is showing students the steps on how to fold the booklet.

 The closure activity for this lesson plan would be to discuss why it is important to know why we love certain books and why we do not. Also, the teacher can state that other people may like other books, but we must practice accepting others love of books, just like we would practice accepting other people’s emotions.

MODIFIED FOR SPECIAL EDUCATION  For the Emotion Posters; pre cut out images of characters from Disney movie that has emotions attached to them.  For the lesson Monster in My Closet; have a pre cut bigger door that is already taped onto the paper. Or if paper is not working for them, have them draw a scary creature on a piece of paper, have them paste the creature onto the inside of the box and have them decorate the outside of the box like a door.

MODIFIED FOR SPECIAL EDUCATION CONTINUED  For Library Love List lesson, have students give you their list of books prior to class. Also, you can have students pick three books instead of five, so they can focus on coloring and drawing what the books represent.

SUMMATIVE ASSESSMENT  To asses my unit of emotion, I will have students list three descriptive characteristics of each emotion (love, anger, sadness and fright). They will be encouraged required to use vocabulary words!  To end the assessment, ten minutes before the end of class, I will hand out exit slips that ask the questions below. They must be finished prior to leaving. Why is it important to classify/know your emotions? Name one tool that can help suppress your anger. Describe the meaning of each emotion in your own words (love, anger, sadness and fright).

CITED SOURCES  1) Lesson Plan One: Emotion Posters! emotion- posters/?utm_source=feedburner&utm_medium= & utm_campaign=Feed:+ScienceSparks+(Science+Sparks) emotion- posters/?utm_source=feedburner&utm_medium= & utm_campaign=Feed:+ScienceSparks+(Science+Sparks)  2) Lesson Plan Two: Monster in my closet ml ml (Monster Inc. Theme song)  2)Lesson Plan Three: Library Love List lesson-plan/ lesson-plan/

DEMO AND PRACTICE OF ONE STEP  Library Love List booklet folding!  Everyone needs one colored strip and two white strips of construction paper.  Layer the colored strip and two white strips about 1 inch apart of each other.  Then put 3 or 4 fingers together to find where you should crease your booklet. When you find that place, fold the entire book together. You should have 6 tabs, including your colored cover page.  Staple the crease in two places for maximum security!