RCII 7 Emotional Skills

Topics: C Pages: 2 (529 words) Published: March 8, 2015
Teacher:?
?Greshenmary?Pagan????????????????????? ?????????????????????????????????Experience/Activity:?? Feelings?
RCII-7?Emotional?Skills??
infants?to?toddlers?
Big?Question/Foundational?Concept:??
How?do?you?feel?when?your?angry?or?sad??
Goal:??
Social?Emotional?
Strand?D:??
Early?learning?experiences?will?support?children?to?develop,?express,recognize?and? respond?to?emotions.?
Learning?Progression:??
Emotional?Expression?
Objectives:??
SE.60.8?Describe?emotions?and?feelings?to?trusted?adults?and?peers? Materials:??
multi-cultural?colored?faces,?googly?eyes,?pencils,?crayons,?markers,?glue,?glue?stick,? string,?yarn,?felt,?play?doh,?glitter,?scissors?when?I?feel?Angry,?When?I?Feel?Sad?By:Cornelia? Maude?Spelman?

Procedure:?
?Add?feeling?charts?to?each?area?of?the?classroom,?as?well?as?happy,?sad,?excited,? angry?puppets?to?each?area.?Add?people?figurines?to?water?table.?Add?feeling?matching?cards?to? manipulative?area.?If?you’re?happy?and?you?know?it?it?will?be?playing?throughout?the?day.?During? outside?time?children?will?play?feeling?Simon?says-?if?you’re?happy?run?to?the?rainbow?wall,?if? you’re?sad?run?to?a?friend/teacher?and?give?the?a?hug? ? Introduction:?

?during?circle?time?I?would?explain?to?the?children?that?this?week?we?have?a?new? lesson?plan?call?feelings.?I?will?ask?the?older?children?what?are?feelings,?and?can?you?name?some? of?them.?I?would?point?out?to?the?children?that?books?were?added?around?the?room?about?different? types?of?feelings.?To?the?younger?ones?I?will?read?them?the?books?and?express?the?meaning?by? making?faces?and?eye?contact.?Introduce?When?I?Feel?sad,?and?When?I?Feel?Angry?by:?Cornelia? Maude?Spelman,give?children?a?chance?to?talk?about?what?makes?them?sad,?happy,?or?angry?by? asking?open?ended?questions.?

Experience/Activity:??
Children?will?come?to?the?table?in?groups?of?two,?they?will?choose?which? colored?paper?matches?their?skin,?and?staff?will?then?ask?each?child?how?they?would?feel?if?...
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