On Monday When It Rained, by Cherryl Kachenmeister

Each day the narrator talks about an event that brought about an emotion.  This book offers simple explanations for a variety of emotions.


  • One or two mirrors 
  • One paint stir stick per child (these can be found at any place that sells paint).             
  • Copy of the Emotion game


Before Reading the Story

Play Thumbs Up/Thumbs Down with the children.  Give a scenario and ask the children if they think this is a thumbs up (kind thing to do) or thumbs down (not kind thing to do).  Examples; Ann wants to ride the bike so she goes in front of Michael and tries to pull him off the bike.  Ann is playing in the block center and Michael asks her if he can help build a tower.  When Michael asks Ann, she says yes.  When Ann says she wants a turn on the swing, Michael tells her “you can be next when I am finished”,he then calls her when he gets off the swing.  Ann bumps into Michael when they are playing and says she is sorry.  Note; young children do not always know right from wrong so you may have to talk about some of your questions and teach them positive social responses.

Social & Emotional Development/Social Relationships; progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy or caring to others.

Reading the Story

Stop on each page where the boy talks about his experience and ask the children if they can guess how he feels.  When you turn to the page where he names a feeling, ask the children to copy the same facial expression. After reading the last page, ask the children what they think the boy was wondering about?  If they give answers such as “What will I play with today?” or “Who will be my friend?”, ask them how it makes them feel.

Language Development/Speaking & Communicating; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes.

After Reading the Story

Open up the book to a page where the boy names an emotion.  Ask the children if they have ever felt this way.  Allow them time to tell their story about the emotion. (When my Mommy turns off my night light I get scared.  When Johnny told me I couldn’t play with him I felt sad).

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.


Put mirrors out along with the book and encourage the children to practice making the facial expression in the mirror,  As they play, help them to name the emotion.  “Oh, that face looks really angry”.  “When you do that you look like you are feeling silly and having fun”.

Approaches to Learning/grows in abilities to persist in and complete a variety of tasks, activities, projects, and experiences.  AND Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Music and Movement

Sing or chant any days of the week song you might know.  Point to your class calendar as you sing.

Literacy/Print Awareness & Appreciation; develops growing understanding of different functions of forms of print such as signs, letters, newspapers, lists, messages, and menus.

Sing If You’re Happy and You Know It changing up the verses to sing and act out different emotions.  Ask for the children’s input upon how to act out the emotion (angry-kick foot, stomp fist, jump up and down).

Language Development/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.


If room allows, do not put the children’s block structures away but leave them up for tomorrow.  Allow the children to continue to build upon yesterday’s block structures for several days.  As they continue to build use the words; yesterday, today, and tomorrow.

Science/Scientific Knowledge; develops growing awareness of ideas and language related to attributes of time and temperature.


Give each child a paint stir stick and explain that today you are going to paint one side and tomorrow when it is dry you will paint the other.  Show the children how to paint stripes onto their paint stir stick but allow to paint anyway that the child chooses.  After the second side has dried, drill a hole in one end and hang as a cluster from the ceiling using string or yarn.

Creative Arts/Art; develops growing abilities to plan, work independently, and demonstrate care and persistence in a variety of art projects.

Sand and Water

Water is often very calming to children.  Put warm water into the table today and allow the children to choose what equipment they will add.

Science/Scientific Knowledge; develops growing awareness of ideas and language related to attributes of time and temperature.

Library and Writing

Encourage the children to draw a picture about something that they did at school today or at home.  After they are finished, ask them to tell you about it as you write their words onto a piece of paper.  After their story ask them how it made them feel and write; I felt ______ as the last line of your dictation.  Attach their story to their picture.

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.

 Dramatic Play

Watch the dramatic center closely today and help the children to identify the emotions that each is feeling.  Is someone being left out of the play?  Is someone bossing everyone around?  Help the children to see how their actions affect the emotions of others.  And then help the children find positive ways to be included and to share the role playing with others.

Social & Emotional Development/Cooperation; shows increasing abilities to use compromise and discussion in working, playing, and resolving conflicts with peers.

Math and Manipulatives

Make a copy of the Emotion game.  Give each child a small manipulative to use as a marker.  Take turns rolling a dice and moving your man forward.  If you land on a face card, you must make the face, name the emotion, or tell something that makes you feel that way.

Social & Emotional Development/Cooperation; develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive.  AND Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more than one solution to a question, task, or problem.

Outdoor Play

With chalk, draw 7 squares onto the cement that are large enough for the children to jump into.  Show them how to sing your days of the week song as they jump from square to square.  Challenge them to jump forward, backward, like a frog, and hop on the squares as they say/sing the days of the week.

Physical Health & Development/Gross Motor Skills; shows increasing levels of proficiency, control, and balance in walking, climbing, running, jumping, hopping, skipping, marching, and galloping.


Pull out your classroom calendar and talk to the children about upcoming events.  Count how many days until the event.  Show the children today on the calendar and then point to tomorrow and tell them what day it will be.  Show the children yesterday on the calendar and tell them what day that was.  Ask them if they can recall anything they did or ate yesterday.

Science/Scientific Knowledge; develops growing awareness of ideas and language related to attributes of time and temperature.

Dear Parent- Today we talked about the days of the week.  This is a difficult subject for young children because many do not fully understand the concept of time.  You can help your child by sharing your family calendar.  Help your child count the days to upcoming events, talk about what you did yesterday(remember yesterday when grandma called?), and what might be happening tomorrow (tomorrow I am making spaghetti for supper).  


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About Kerry CI am an Early Childhood Educator who has seen daily the value of shared book readings with my preschoolers. I use the book theme in my centers and can daily touch upon a variety of Early Childhood Domains which makes assessing the children easy and individualized.