Learning Experience 1-Many Colored Days

Central Focus:
The central focus of this learning segment is for students to become aware of emotions and understand
them in their own lives. Students will learn to label basic emotions through read alouds, self-assessment,
song, and discussion. The learning segment will work on the student’s social emotional development by
incorporating language and literacy, art, mathematics, music, physical movement, and social interaction.
Students will engage in whole-class discussion, read alouds, answer questions, create art/writing to
identify and learn about their own feelings and the feelings of others.

Introduction:
My Many Colored Days. This story introduces several animals with different feelings and associate the
feeling with a color. The purpose for using this story is to introduce several different emotions/feelings.
Students should be able to identify the emotions of the animal characters in the story; some students may
need teacher assistance or extra guidance with this. It is important for students to be able to recognize
emotions and label them both within themselves and others. This is a building block for students to be
able to manage their emotions and behavior.

Benchmark:
30.A.ECa Recognize and label basic emotions.

Objectives:
Students will be able to identify own basic emotion with teacher guidance.
Students will be able to identify the emotions of characters in a storybook with teacher guidance.

Instructional Strategies Learning Tasks

What the teacher will do:
1.   The teacher will introduce the learning
segment by telling students we are going
to learn about emotions and feelings.
2.   The teacher will then ask the class what is
an example of an emotion or feeling?
What the students will do:
1.   Students will think about what the words
emotions and feelings means.
2.   Students will think of what they already
know about emotions and feelings to try
and answer the question.

3.   The teacher will continue to activate prior
knowledge by asking the students if
anyone ever gets mad, sad, happy,
excited, and continue on letting the group
raise their hand before moving on to the
next. The teacher will then explain that
these are feelings and emotions if students
were unable to produce that answer in the
previous step.
4.   The teacher will then talk about how
some days we have different feelings and
different situations make us have different
feelings and that is okay.
5.   The teacher will then introduce the story,
“The Many Colored Days” by Dr. Seuss
3.   Students will think about each word and a
time that they may have felt that way to
be able to raise their hand to each of the
teacher’s prompts.
4.   Students will think about different
feelings they have had before.
5.   Students will become interested in what
the story is about.
6.   Students will make inferences based on
what we have already talked about, the
title, and how the book looks to make a
prediction of what the story may be about.
7.   Students will listen and engage as the
teacher reads the story to the whole class.
 and read it aloud to the whole class during
morning group time.
6.   The teacher will ask the class if anyone
has a prediction of what the story is going
to be about.
7.   After the story is read, the teacher will ask
students to help him/her go back through
the book and identify the emotions that
some of the animals were feeling based
on the colors already on the chart.
8.   The teacher will tell the class that he/she
is going to write the animal and feeling at
the top of the chart in the correct colored
square after the students identify it.
9.   The teacher will assist students in
identifying the correct animal and feeling
based on each color on the chart.
Students will have a chance to take turns
giving their guess.
10.   The teacher will write the name of the
animal and feeling in each colored square
at the top of the chart.
11.   The teacher will then ask the students to
sit on their chairs at the tables for the next
part of the activity.
12.   The teacher will then pass out a small
square of white paper to each student.
The teacher will then pass out coloring
utensils to each table to share.
13.   The teacher will instruct students to draw
their faces on the square, with no specific
emotion.
14.   The teacher will then explain that once
they are done drawing their faces, each
student is going to bring their picture back
to their square on the carpet.
15.   After giving the students about 5 minutes
or so to draw their faces, ask them to
bring their papers and sit back on their
square on the carpet.
Students will think back to what they
remember about the story.
8.   Students will raise their hand and wait to
be called on if they have a guess about
what animal and feeling matches the
colors on the chart.
9.   Students will give their best guess if
called on by the teacher.
10.   Students will observe as the teacher
documents their answers on the chart.
11.   When instructed, students will walk
slowly and carefully to their seat at the
table and wait for further directions.
12.   Students will wait for instructions as the
supplies are passed out to them.
13.   Students will then draw their idea of what
their face looks like on the piece of paper
provided to them.
14.   Students will wait for all their classmates
to be done coloring and be called to sit at
the carpet.
15.   Students will bring their drawing and seat
correctly in their square at the carpet.
16.   Students will try to label their own basic
emotion of that day.
17.   Students will wait to be called on and
then place their face in the column on the
chart that matches their answer of how
they are feeling.
18.   Students will observe the chart and decide
which emotion has the most faces in its
column.
19.   Students will begin to wonder about
tomorrow’s activity while thinking about
what they learned today about emotions
and feelings.
 16.   The teacher will then read the emotions
on the chart and ask the students to think
about how they are feeling today.

17.   The teacher will then call up each student

one by one to place the drawing of their
face on the chart based on how they are
feeling today.

18.   After each student has a chance to place

their face on the chart, the teacher will ask
the students to look at the chart and
identify which emotion has the faces
under it.

19.   To conclude the teacher will then

introduce tomorrow’s lesson by telling
students that they will move their face
again to identify how they feel tomorrow,
sing a song about feelings, and talk about
some ideas that make us feel each
emotion.

Instructional Materials:
•   Pre-made chart
•   The Many Colored Days by Dr. Seuss book
•   One piece of paper for each student
•   Coloring materials (crayons or markers)
•   Tape
•   Pencil

Reflection:
Assessment:

Each student’s name will be written in a separate square. This assessment chart will be used by the
teacher to take observational notes throughout the lesson. These notes will provide facts only about the
student’s performance or anything that stands out about what they said or did during the lesson’s
activities.
Learning Experience 2-If you’re happy and you know it.

Central Focus:
The central focus of this learning segment is for students to become aware of emotions and understand
them in their own lives. Students will learn to label basic emotions through read alouds, self-assessment,
song, and discussion. The learning segment will work on the student’s social emotional development by
incorporating language and literacy, art, mathematics, music, physical movement, and social interaction.
Students will engage in whole-class discussion, read alouds, answer questions, create art/writing to
identify and learn about their own feelings and the feelings of others.

Introduction:
This lesson’s focus is reviewing emotions and feelings and building further understanding of them.
Review is important for student’s retention of the concept and full understanding.

Benchmark:
30.A.ECa  Recognize  and  label  basic  emotions.

Objectives:
Students will be able to identify own basic emotion with teacher guidance.
Students will be able to recall what they learned about emotions and feelings.
Students will be able to identify situations that make them feel specific emotions.

Instructional Strategies Learning Tasks

What the teacher will do: What the students will do:
1.   The teacher will review emotions by 1.   Students should think back to yesterday’s
discussing what we did during yesterday’s lesson and what they remember about
lesson. emotions and feelings.

2.   The teacher will begin by asking the class
what we learned yesterday.
3.   The teacher will then review by looking
over the chart and talking about the
emotions labeled on the chart.
4.   The teacher will then tell the group that
we are going to sing a song about
feelings. The song is called, “if you’re
_____ and you know it”. The teacher
should also ask the students to stand up in
their square at this time.
5.   The teacher will introduce the first verse
by singing, “If you’re happy and you
know it clap your hands” and instruct the
students to repeat after him/her.
2.   Students should think back to yesterday’s
lesson and try to recall one thing they
learned about emotions and feelings.
3.   Students should be attentive and observe
as the teacher talks through the chart that
the class created during yesterday’s
activity.
4.   Students should listen as the teacher
introduces the song, and stand up in their
square when instructed by the teacher.
5.   Students should repeat both the words and
the gesture after the teacher as best they
can.
6.   Students should listen to the next verse
and repeat after the teacher as best they
can.
6.   The teacher will then introduce the second
verse by singing, “If you’re angry and you
know it stomp your feet” and instruct the
students to repeat after him/her.
7.   The teacher should encourage the students
to give suggestions on what emotion can
be used in the next verse. For example,
the teacher should start by singing, “If
you’re” and ask the students for a
suggestion. If a student says sad, then the
teacher should start singing, “If you’re
sad and you know it” and then ask the
students for suggestions on a gesture that
is relevant to feeling sad. If a student
suggests crossing your arms, then the
teacher should then continue by singing,
“If you’re sad and you know it cross your
arms” and instruct the students to repeat
after him/her.
8.   This step should be repeated until each
emotion on the chart is covered. Once the
class has come up with each verse, then
the song should be sung from the
beginning. The teacher should guide the
class with the beginning of each verse by
singing along with them.
9.   The teacher should ask the students to sit
down in their square at this time.
10.   The teacher should then ask either the
boys or the girls, depending on which
group is following carpet procedure
better, to remove their name from the
chart and bring it with them as they sit
back in their square.
11.   The teacher should ask the class why it is
important to learn about our feelings?
12.   The teacher should then refer back to the
chart and ask the students to reflect on
how they are feeling today because we are
going to be moving our faces again.
13.   After giving the students a minute or two
to think about how they are feeling, the
teacher should call up students one at a
time to place their name back on the
7.   Students should think about what they
have learned about emotions and feelings
to give suggestions for the song. Students
should follow along as the teacher puts
together the verse and should repeat after
the teacher as best they can.
8.   Students should continue to repeat after
the teacher for the entirety of the song.
Students should then join the teacher in
singing the whole song as best they can.
9.   Students should sit down in their square
when instructed, crisscross applesauce,
hands in their laps, and bubbles in their
mouths.
10.   Students should walk up to the chart and
wait their turn to remove their face from
the chart. Students should then walk back
to their square and sit quietly while the
rest of their classmates have their turn.
11.   Students should think about what they
have learned so far about emotions and
feelings to come up with an example of
why that would be important in their
lives.
12.   Students should look at the chart while
the teacher is reviewing it. Students
should then self-reflect on how they are
feeling and prepare to share that with the
class by moving their face on the chart.
13.   Students should, when instructed, walk up
to the chart and place their name in the
column under the emotion that they have
decided they are feeling today. Students
should also share why they feel that way
today if they are comfortable doing so.
14.   Students should wait while their
classmates have their turn and observe
which column has the most faces placed
in it on the chart.
15.   Students should count as a class how
many faces are in each column with
teacher assistance. Students should raise
their hand after counting with the total
 chart. Students should also have an
opportunity to share why they are feeling
that way at this time with the whole class.
14.   After each student has had the chance to
place their name on the chart and share
their reasoning with the class, the teacher
should ask the class to again look at
which emotion has the most faces listed
under it.
15.   The teacher should then lead the class in
counting the number of faces in each
column and write the total number at the
bottom on the chart. The teacher should
call on students during this time to give
the total number after counting, and
another student to help write the number
at the bottom.
number in mind. If called on, students
should give the total number and/or write
the number at the bottom of the column
on the chart with teacher assistance.
16.   Students should engage in discussion
about what makes us feel each emotion by
thinking about when they feel certain
emotions and why.
17.   Students should raise their hand and wait
to be called on if they have an example to
share of what makes them feel the
specified emotion/feeling.
18.   Students should look back on what they
learned during today’s lesson and begin to
think about how they have learned to act
when they feel a certain emotion in
preparation for tomorrow’s activities.

16.   To conclude, the teacher should then

begin a discussion about what makes us
feel each emotion.

17.   The teacher can begin this discussion by

asking the class, what is something that
makes you feel sad? Happy? Excited?
Scared? and so on.

18.   The teacher should then introduce

tomorrow’s lesson by explaining to the
class that we will once again move our
faces for the last time, and we will also
play a game about how we should act
when we start to feel certain emotions.

Instructional Materials:
•   Chart created in learning experience 1
•   Tape

Reflection:
Assessment:
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
(name/comments) Student was able to Students was able to Students was able to
identify own basic recall what they learned identify situations that
emotions about emotions and make them feel specific
feelings from the emotions.
previous day’s lesson.
Learning Experience 3

Central Focus:
The central focus of this learning segment is for students to become aware of emotions and understand
them in their own lives. Students will learn to label basic emotions through read alouds, self-assessment,
song, and discussion. The learning segment will work on the student’s social emotional development by
incorporating language and literacy, art, mathematics, music, physical movement, and social interaction.
Students will engage in whole-class discussion, read alouds, answer questions, create art/writing to
identify and learn about their own feelings and the feelings of others.

Introduction:
This lesson focuses on the fact that students now know basic emotions, are familiar with when they might
feel them, now what is the appropriate way to act or respond to a situation when they start to feel specific
emotions. This lesson is so important in early childhood because young children are beginning to learn
how to deal with their emotions appropriately. This is something they may not learn at home so it is
important that it is properly modeled at school. In learning how to deal with emotions, students should be
able to better follow classroom procedures and interact with others.

Benchmark:
30.A.ECc  Express  feelings  that  are  appropriate  to  the  situation.

Objectives:
Students will be able to identify how they are feeling how to handle their emotions in a given situation.
Students will be able to begin recognizing the appropriate response to a situation based on emotion.

Instructional Strategies Learning Tasks

What the teacher will do:
1.   The teacher will activate prior knowledge
through reviewing yesterday’s lesson by
talking about the song, and looking at the
chart once again.
What the students will do:
1.   Students will think back to yesterday’s
lesson and what they learned through
singing the song about emotions and
feelings.

2.   The teacher will ask the students in 2.   When called upon, students should walk
groups to come and get their face drawing up to the chart, take their face drawing
off the chart and sit back in their square off, and sit back in their square on the
on the carpet. carpet.

3.   The teacher will then read through the
chart one last time, and call the students
up one at a time to place their drawing in
a column under the emotion they are
feeling today. At this time, students will
have the opportunity to share with the
class why they chose that feeling if they
feel comfortable doing so.
4.   After each student has had the chance to
place their face drawing on the chart and
share their reasoning with the class, the
3.   Students will walk up to the chart and
tape their face drawing in the column
under the emotion they are feeling that
day on the chart. Students will share with
the class why they chose that emotion at
this time if they chose to do so.
4.   Students should wait while their
classmates have their turn and observe
which column has the most faces placed
in it on the chart.
 teacher should ask the class to again look
at which emotion has the most faces listed
under it.
5.   The teacher should then lead the class in
counting the number of faces in each
column and write the total number at the
bottom on the chart. The teacher should
call on students during this time to give
the total number after counting, and
another student to help write the number
at the bottom.
6.   The teacher will then tell the students,
now that we know what emotions are we
are going to talk about how we can use
what we know to learn how to handle
them appropriately.
7.   The teacher will ask the students to give
him/her a scenario in which they felt
angry/happy/sad/excited/tired/scared.
8.   After each scenario is given the teacher
should ask the student providing the
example what they do when they feel that
way? What could they do instead?
9.   The teacher should use the student’s
response to generate class discussion.
10.   To further classroom discussion, the
teacher should have students come up
with additional scenarios together. The
teacher should then ask two students to
each come up with a response that may
occur to the feelings in the scenario.
11.   This discussion will turn into a game by
having each student share a response and
the rest of the class gives a thumbs up if
they think it is an appropriate response or
way to handle their emotions, or thumbs
down if they think the response could be
better.
12.   The teacher should be sure to inform the
students that there is no right or wrong
response provided. It is important to
evaluate appropriate and inappropriate
5.   Students should count as a class how
many faces are in each column with
teacher assistance. Students should raise
their hand after counting with the total
number in mind. If called on, students
should give the total number and/or write
the number at the bottom of the column
on the chart with teacher assistance.
6.   Students will begin to think about
previous knowledge on how to handle
their feelings.
7.   Students should begin to reflect on their
own lives and think of situations to share
with the class in which they felt a specific
emotion.
8.   Students should be able to explain how
they react to certain emotions.
9.   Students should engage in classroom
discussion with their peers, prompted by
the teacher.
10.   Students should use what they have
learned about feelings and emotions up to
this point, as well as their own life
experience examples, to provide
responses to scenarios put together by the
class as a whole.
11.   Students should listen to instructions for
the game and actively engage in playing
it.
12.   Students should listen as the teacher
explains the purpose of the activity.
13.   Students should participate in class
discussion while reviewing the lessons of
the past couple days. Students should be
able to come up with one example of
something they learned during this
segment.
 ways to respond to situations based on
feelings.

13.   After going through several scenarios and

reviewing appropriate ways to respond,
the teacher should conclude the lesson
with a short review. The teacher should
do this by reviewing the chart one last
time, and asking the students to provide
one example of something they have
learned about feelings and emotions over
the past couple days. These responses can
be given verbally by the students and
should be noted by the teacher as a form
of assessment.

Instructional Materials:
•   Chart created in learning experience 1
•   Tape

Reflection:
Assessment:  
Did  the  student  actively  engage  in  classroom   Yes/No  
discussion?  

Was  the  student  able  to  recognize  an   Yes/No  

appropriate  response  to  a  situation/emotion?  

Was  the  student  able  to  recognize  how  a  given   Yes/No  

situation  made  them  feel?  

Was  the  student  able  to  articulate  one  example   Yes/No  

of  something  they  learned  throughout  the  
segment?  

If  yes  to  the  question  above,  provide  the    

example: