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Sample  Pages  from    TCM  14477  Early  Childhood  Themes:  Feelings  

     

   The  following  sample  pages  are  included  in  this  download:  

• Teacher’s  Guide:  Front  Cover,  Table  of  Contents,  Menu  of  Lesson  Choices,  lesson  plan,  pattern  page,  and  song  lyrics  

• Vocabulary  Concept  Card  • I  Wear  My  Feelings  book  

   Find  our  sample  audio  link  for  this  product  at  http://www.teachercreatedmaterials.com  .  .  .      For  correlations  to  Common  Core  and  State  Standards,  please  visit  http://www.teachercreatedmaterials.com/correlations.    

Early Childhood Them

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Time

Teacher’s Guide

Teacher’s Guide

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .4Research and Rationale . . . . . . . . . . . . . . .6Best Practices: Learning to Read . . . . . . .8Best Practices: The Five

Components of Reading . . . . . . . . . . . 10Best Practices: Differentiation . . . . . . . . 13Best Practices: English Language

Support . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Best Practices: Assessment . . . . . . . . . . 16Emergent and Early Writers . . . . . . . . . . 21Parent Support . . . . . . . . . . . . . . . . . . . . . 24Correlation to Standards . . . . . . . . . . . . 29Standards/Objectives Chart . . . . . . . . . 30How to Use This Product . . . . . . . . . . . . 32

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Menu of Lesson Choices . . . . . . . . . . . . . 36Vocabulary: Academic Language . . . . 38Introducing the Unit . . . . . . . . . . . . . . . . 40

Literacy Lessons . . . . . . . . . . . . . . . . . . . . . . 41Feelings Stories . . . . . . . . . . . . . . . . . . . . . 41Expressing Excitement . . . . . . . . . . . . . . 42Singing a Happy Song . . . . . . . . . . . . . . . 43A Feelings Book . . . . . . . . . . . . . . . . . . . . . 44How I Feel . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Phonemic Awareness and Phonics Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Same Number of Syllables . . . . . . . . . . . 46Rhymes with Sad . . . . . . . . . . . . . . . . . . . 47Wearing Rhymes . . . . . . . . . . . . . . . . . . . . 48Find the Feeling . . . . . . . . . . . . . . . . . . . . . 49Does It Belong? . . . . . . . . . . . . . . . . . . . . . 50

Math Lessons . . . . . . . . . . . . . . . . . . . . . . . . . 51When I’m Loved . . . . . . . . . . . . . . . . . . . . . 51No Longer Scared . . . . . . . . . . . . . . . . . . . 52Time for Feelings . . . . . . . . . . . . . . . . . . . . 53Happy and Sad Patterns . . . . . . . . . . . . . 54Graph How You’d Feel . . . . . . . . . . . . . . . 55

Social Studies Lessons . . . . . . . . . . . . . . . 56Searching for a Surprise . . . . . . . . . . . . . 56My Time Line . . . . . . . . . . . . . . . . . . . . . . . 57Happy Earth, Sad Earth . . . . . . . . . . . . . . 58I Feel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Rules Help Us Feel Good . . . . . . . . . . . . 60

Science Lessons . . . . . . . . . . . . . . . . . . . . . . 61Feelings About Weather . . . . . . . . . . . . . 61My Body Shows Feelings . . . . . . . . . . . . 62Feeling Safe . . . . . . . . . . . . . . . . . . . . . . . . . 63Keeping Plants Happy . . . . . . . . . . . . . . 64What Living Things Do . . . . . . . . . . . . . . 65

Music and Movement Lessons . . . . . . . . 66Expressions of Anger . . . . . . . . . . . . . . . . 66How Did I Feel? . . . . . . . . . . . . . . . . . . . . . 67How Emotions Feel . . . . . . . . . . . . . . . . . 68Rapping About Emotions . . . . . . . . . . . 69Happy Song and Dance . . . . . . . . . . . . . 70

Art Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Proud of My Work . . . . . . . . . . . . . . . . . . . 71Colors and Feelings . . . . . . . . . . . . . . . . . 72Feeling Masks . . . . . . . . . . . . . . . . . . . . . . . 73A Happy Friend . . . . . . . . . . . . . . . . . . . . . 74A Special Surprise . . . . . . . . . . . . . . . . . . . 75

Unit Resources . . . . . . . . . . . . . . . . . . . . . . . 76Feelings Songs . . . . . . . . . . . . . . . . . . . . . . 76Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Vocabulary Word Cards . . . . . . . . . . . . . 105Recommended Children’s

Literature . . . . . . . . . . . . . . . . . . . . . . . . 107Using the CDs . . . . . . . . . . . . . . . . . . . . . . 109

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . .123References Cited . . . . . . . . . . . . . . . . . . . 123Contents of the Digital

Resource CD . . . . . . . . . . . . . . . . . . . . . 124Contents of the Audio CD . . . . . . . . . . 128

Table of Contents

© Teacher Created Materials #14485—Feelings 3

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Day 1 Day 2

Literacy Feelings Stories—Introduce the book Feelings; Create and write stories about what may cause the feelings experienced by children in the book. (p. 41)

Expressing Excitement—Introduce the excited vocabulary concept card; Create a list of exciting statements. Read the list with expression. (p. 42)

Phonemic Awareness and Phonics

Same Number of Syllables—Introduce the happy vocabulary concept card; Count syllables in words. Determine which words have the same number of syllables as happy. (p. 46)

Rhymes with Sad—Introduce the sad vocabulary concept card; Brainstorm and spell words that rhyme with sad. (p. 47)

Math When I'm Loved—Introduce the loved vocabulary concept card; Discuss a symbol that represents love and order it by size. (p. 51)

No Longer Scared—Introduce the scared vocabulary concept card; Learn to make scary objects go away by using subtraction. (p. 52)

Social Studies

Searching for a Surprise—Introduce the surprised vocabulary concept card; Use a map of the school to search for a surprise. (p. 56)

My Time Line—Learn about sequential order as you order happy events in your life. (p. 57)

Science Feelings About Weather—Learn vocabulary for different types of weather. Discuss how weather makes you feel. (p. 61)

My Body Shows Feelings—Name body parts and their responses to feelings. Learn how our bodies respond to feelings. (p. 62)

Music and Movement

Expressions of Anger—Introduce the angry vocabulary concept card; Brainstorm and act out angry movements. (p. 66)

How Did I Feel?—Act out a story about an event that caused a feeling. Allow classmates to guess the feeling. (p. 67)

Art Proud of My Work—Introduce the proud vocabulary concept card; Learn what it means to take pride in your work. Create artwork in which you feel pride. (p. 71)

Colors and Feelings—Look at picture books to see how color is used to express feeling. Use color knowledge to create feeling pictures. (p. 72)

Menu of Lesson Choices

36 #14485—Feelings © Teacher Created Materials

Overview

Menu of Lesson Choices (cont.)

Day 3 Day 4 Day 5Singing a Happy Song—Introduce If You’re Happy and Your Know It book; Sing and create new actions for the song. (p. 43)

A Feelings Book—Talk about how feelings are seen on faces. Draw pictures expressing how people feel to create a feelings book. (p. 44)

How I Feel—Discuss how events make you feel. Draw a picture of how you feel and write about events that cause that feeling. (p. 45)

Wearing Rhymes—Introduce the book I Wear My Feelings; Find rhyming words in story. (p. 48)

Find the Feeling—Blend and say words. Think about how the blended words make you feel. (p. 49)

Does It Belong?—Listen to and say words. Identify the word with a different beginning sound. (p. 50)

Time for Feelings—Discuss how certain activities are done at specific times in the day. (p. 53)

Happy and Sad Patterns—Use pictures of happy and sad faces to create and label patterns. (p. 54)

Graph How You’d Feel—Ask and respond to questions about various situations. Record the responses on a feeling graph. Discuss graph results. (p. 55)

Happy Earth, Sad Earth—Brainstorm ways to take care of Earth and activities that hurt Earth. Draw pictures of ways to keep Earth happy. (p. 58)

I Feel—Discuss how feelings can be different day to day or even morning to night. (p. 59)

Rules Help Us Feel Good—Learn about rules and their purpose. Discover how you feel when rules are and are not followed. (p. 60)

Feeling Safe—Learn what to do in scary situations such as fire drills and emergencies. Practice activities for staying safe in a scary situation. (p. 63)

Keeping Plants Happy—Discuss what children need to grow and stay healthy. Compare this to what plants need to stay healthy. Help take care of class plant. (p. 64)

What Living Things Do—Collect nonliving objects and compare them to living things. (p. 65)

How Emotions Feel—Learn a song about emotions. Change emotions in the song and sing as though you are feeling the new emotion. (p. 68)

Rapping About Emotions—Create emotion stick puppets. Use sticks to rap to the emotion song. Show the correct puppet at the appropriate place in the song. (p. 69)

Happy Song and Dance—Learn a song about being happy. Dance and make up actions to go along with the song. (p. 70)

Feeling Masks—Select two feelings and create a mask using both sides of a paper plate to show the feelings. (p. 73)

A Happy Friend—Create a puppet. Use the puppet to act out the song If You’re Happy and You Know It. (p. 74)

A Special Surprise—Create a placemat to be given to a family member as a special surprise gift. (p. 75)

© Teacher Created Materials #14485—Feelings 37

Materials

Mu

sic and

Movem

ent

1 Prior to the lesson, prepare copies of Emotion Faces. There should be enough faces copied and cut apart for each child to have two faces.

2 Gather children together on the rug or in their chairs.

3 Show children Emotion Faces. • Askthemtoidentifyeach

expression. • Havechildrenmakethe

expressions with their faces and bodies.

4 Distribute two faces to children. • Havethemcolorthefaces. • Whenchildrenhavefinished

coloring,givethemtwocraftsticks. • Havechildrengluetheirfacesto

thetopsofthesticks. • Writetheirnamesonthecraft

sticks. • Setsticksasidetodry.

5 Teach children the “Emotion Rap” song.

• Encouragechildrentoexpresstheemotions in the rap.

• Explaintochildrenthatfeelingrad meanstheyarefeelingreallygreat.

6 Whenthestickpuppetshavedried,allow children to reclaim the puppets theymadeandgathertogetheronthe rug.

7 Teachchildrentoholdthesticksnearthepuppets'headsandtapthestickson the ground.

• Encouragechildrentotaptheirsticksinrhythmastheysingtherap together.

• Whenyoureachthesectionnaming the emotions, have children raise their puppets when theymatchtheemotionsbeingsung.

• Havechildrenexchangepuppetswith a friend and sing the song again.

RefertotheAudioCDtrack#4

Rapping About Emotions • EmotionFaces(p. 99) • “EmotionRap”song

(p. 79) • scissors • crayonsormarkers

• largecraftsticks(2 for eachchild)

• glue

ExtensionCollect puppets and make them available at a center, as well as other stories and songs. Encourage children to use puppets to act out the stories and songs.

Procedure

© Teacher Created Materials #14485—Feelings 69

Usethesepictureswithlessononpage69.

Emotion Faces

© Teacher Created Materials #14485—Feelings 99

Feelings Songs (cont.)

Emotion Rap(Original tune)

Lyrics by Evelyn Garcia

Clapyourhandsandstompyourfeet.

It’s time to rap to the beat.

E-mo-tion.What’sthebigdeal?

E-mo-tion. It’s how I feel!

E-mo-tion. The feeling is real.

E-mo-tion.Itmakesmesqueal!

Icanfeelhappy.Icanfeelsad.

I can feel scared. I can feel mad.

I can feel tired. I can feel rad.

These are the feelings that I’ve had.

E-mo-tion.It’sallrighttofeelthatway.

E-mo-tion.Thefeelingcangoorstay.

E-mo-tion.Hey,whatdoyousay?

E-mo-tion.Howdoyoufeeltoday?

© Teacher Created Materials #14485—Feelings 79

#14484

sad

This girl feels sad that she is sick.

#14484—Feelings ©Teacher Created Materials

Shu

tt

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sadConnecting Pieces:Activating Prior Knowledge

Building Blocks:Phonemic Awareness

New Ideas:Building Knowledge and Comprehension

Most fairy tales end with the phrase, “...and they lived happily ever after.” Discuss familiar fairy tales to determine what makes the ending a happy one. Help children recreate the stories so they have a sad ending. For example, the glass slipper broke before Cinderella could try it on so she and the prince never got married. Or, the big bad wolf ate the three little pigs and then had a very bad stomachache. Compare the sad versions with the original versions and discuss why the happy endings make the stories better.

• Pointtothewordsad on the front of the card. Segment the word by onset and rime (s– and –ad). Ask children to state the beginning sound in sad (/s/). Then have them say the rest of the word (/a/ /d/). Tell children you will remove the /s/ from sad and give them a new sound. They need to place the new sound in front of –ad to create a new word.

• Practicebysaying/m/.Havechildrenadd/m/ to –ad to create the word mad. You may wish to use the following sounds for this activity:

/h/ (had) /p/ (pad)/b/ (bad) /f/ (fad)/d/ (dad) /r/ (rad)/l/ (lad) /t/ (tad)

• Showthefrontofthecardtochildren.Havethem identify the girl’s feeling and brainstorm reasons why she may feel sad. Ask children to think of times they have felt sad.

• Drawalinedownthemiddleofasheetof chart paper. Make a list of the causes of sadness on one side. Ask children to brainstorm things they can do when they feel sad to help them feel better. Write their ideas on the other side of the chart paper. Help children understand that everyone feels sad at times, but when they are sad there are things they can do to feel better.

Dona Herweck Rice

Dona Herweck Rice

2 3

Every day and every place,

I wear my feelings on my face.

4 5

I wear a frown when I feel sad.

I wear a scowl when I feel mad.

6 7

I wear a yawn when I feel bored.

I wear a pucker when I feel ignored.

8 9

I wear worry lines when I feel afraid and fearful.

I wear dimple lines when I feel pleased and grateful.

10 11

I wear a blush when I feel embarrassed or shy.

I wear wide eyes when I feel surprised!

12 13

I wear narrow eyes when I feel suspicious.

I wear my tongue on my lip when I feel ambitious.

14 15

I wear my biggest grin when I feel excited.

I wear an open mouth when my brain is ignited.

16

I wear a big smile when I feel happy,

and I laugh when my joy gets extra snappy!

Most people wear their feelings on their faces. They also wear them on their bodies. Where do you wear your feelings? Look inside to find out what different feelings are shown in this book.

TCM 14480