Mary Dahlin

Preschool Lesson Plan


Theme- Feelings
Curriculum Areas- Math, music, life and social skills, language, small motor
Time- about 40 minutes

CIRCLE TIME

We will start off by singing a song! Its called So Many Feelings. It goes like this:

Where is (happy)?
Where is (happy)?
Here I am.
Here I am.
I am very (happy).
I am very (happy).
Yes, I am.
Yes, I am.

We will repeat the song with different feelings (happy, sad, frustrated, excited, embarrassed, angry). I have little puppet popsicle-sticks for each child also. They are different feelings on each. When we sing the feeling, the child who has the matching popsicle-stick feeling will raise theirs in the air.

Objective- The students will sing, and raise their puppet feelings in the air when their puppet feeling is sung in the song. They will do so by raising their voices up and down to the tune, and listening for when their feeling is sung.

After the song we will gather in a circle, and read the book “The Way I Feel” by Jana Cain. After each page I will call up one student to draw the face expression we just read about on the dry erase board. That way the students will still be engaged, and learn to take turns at the same time.

Objective- The students will engage in the book by drawing the face expression we read about on the dry erase board, and by doing the face expression we read about.

Once the book is finished I will dismiss the students for playtime.

Materials: Dry erase board, dye erase marker, “The Way I Feel” book, Puppet Popsicle sticks.
State Standards:
1.A.E.Ca- Understand that pictures and symbols have meaning and that print carries a message.
1.C.ECb- Respond to simple questions about reading material.
3.C.ECc- Use drawing and writing skills to convey meaning and information.
25.A.ECc- Investigate the elements of music.
26.A.ECc- Participate in music activities.


PLAY TIME

During play time I will have three tables with different activities that the students can do.

ACTIVITY ONE: Feelings Bingo
At one of the tables, myself or another teacher will play bingo with the kids. For instance, instead of G 56, it will be Happy Face 4. There is a happy face, a sad face, an angry face, and a silly face. So . . . no letters! I also took into consideration that the children do not know their numbers very well so the highest number is ten. Some might not know what the numbers look like so I have a visual of the numbers too.

Objective- The students will place the bingo chip on the number called, by listening to the caller, and looking at the visual of the number.

Materials: Bingo cards, Bingo markers, Bingo numbers, Visuals of the numbers.

State Standards:
6.A.ECa- Use concepts that include number recognition, counting and one-to-one correspondence.
6.C.ECb- Connect numbers to quantities they represent using physical models and representations.

ACTIVITY TWO: My Little Book of Pumpkin Faces
At a different table my self or another teacher will help create the pumpkin face book. The books are already in order and stapled. The children will be read each page, and then will have to illustrate the face expression, that was read, on the pumpkin provided. There are six face expressions that they have to draw. If they are having trouble with one, there is an example book that they can see. They can be as creative as they would like.

Objective: The students will match the word with the face expression, by drawing the face expression that they hear in their pumpkin book.

Materials: Markers, Teacher example, Pumpkin books.

State Standards:
1.A.E.Ca- Understand that pictures and symbols have meaning and that print carries a message.
3.C.ECc- Use drawing and writing skills to convey meaning and information.


ACTIVITY THREE: Dramatic Play (dolls and puppets)
At the third table I will lay out puppets and dolls. There will also be a puppet stage. The children can then act out anything they want. It will not be structured.

Objective: The students will show feelings, by acting them out using puppets and dolls.

Materials: Puppet stage, Puppets, Dolls.

State Standards:
19.A.ECb- Engage in active play using fine motor skills.
24.A.ECb- Use appropriate communication skills when expressing needs, wants and feelings.
32.B.ECb- Begin to share materials and experiences and take turns.