Lesson plan Iulia Ionescu

Lesson plan Iulia Ionescu

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  LESSON PLAN DATE: May,2016 GRADE: the 2nd TEACHERS: Iulia Ionescu THEME: Feelings Crosscurricular activity involving communication in mother tongue (Romanian) and in a foreign language (English), natural science, music, arts and crafts COMPETENCES: - Identifying and assigning the English words to basic emotions - Expressing feelings/emotions, ideas, thoughts, points of view by various means (words, visual elements, music, body movements) - Identifying the significance of simple artistic messages within familiar contexts TYPE OF LESSON: Combined lesson TYPES OF INTERACTION: teacher – student, student - student TEACHING AIDS: the blackboard, the computer, the flipchart, worksheets, portraits depicting emotions (computer speaking puzzle game, puzzle game on paper and model portraits), colored and white shapes, Wi-Fi connection, short videos for recognizing basic emotions, children’s songs about emotions TIME: 50 minutes WARMER A student will play a short part of Vivaldi’s “Four seasons” on the violin. After listening to the music, the students will be asked to identify the emotion which describes best their emotional state at that moment by saying „Present” when the teacher is calling the „catalog of emotions”. Simoultaneously, the teacher will display suggestive masks at the whiteboard. (annex 1) CHECKING OF PREVIOUS KNOWLEDGE What emotions express these masks? Disgust, joy, surprise, anger, fear, sadness Let’s remember the basic emotions we learned about and find the word in English! (computer game – Match the facial expression with the right word) - link FORMULATION OF THE SUBJECT Students will be informed that during this lesson they will repeat some English words used to express emotions, will talk about basic emotions and discover them in a text, will mime and recognize basic emotions in facial and body expressions. COMMUNICATION OF KNOWLEDGE Activity 1 – aim: to improve students’ vocabulary by repeating/ learning new English words and semantic structures The students will be asked to match the images with the right sentence describing an emotional state and to answer to the question “How do you feel?” (annex 2) Activity 2 – aim: to promote discussion about emotions
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  Students will beasked if it is important to know how people around us feel at some moments. They will give examples of parts of the body which can help us express what we feel (face – especially eyes, eyebrows and mouth; hands, body posture, gestures) and mime some basic emotions by using these elements (parts of the body, gestures, facial expression, posture). Starting from the explaining the saying “Eyes are the soul’s mirror”, the students will fill in a worksheet displaying emotional states expressed by eyes. (see an example in annex 3) They will find the right word for each facial expression and/or color the triangle using the color they think it matches best with each emotional state depicted by the images. Conclusion: there are different ways of interiorizing specific emotions expressed by other people according to personal life experience and knowledge, that’s why they (the students) didn’t choose the same color for the same emotion. Activity 3 – aim: to promote discussion about emotions The students will be given a literary text (in mother tongue for early English learners or in English for 4th to 6th graders) about basic emotions (annex 4). Based on this text, students will discover the characters, the place and time of action, the text’s message which leads us to understand that inside us there is always a fight between different emotions when we have to face some unexpected or challenging situations. We should identify these emotions in order to find solutions for helping the pleasant ones “to win” and controlling the unpleasant ones. The students will be asked to fill in the chart by dividing the emotions encountered in the text into pleasant and less/unpleasant. Activity 4 – aim: to improve students’ vocabulary by learning new English idioms The students will be asked to complete the idioms with the right word so as to find an idiom about basic emotions (red with anger/rage, green with envy, to be in a black mood, to feel blue, white as a ghost, yellow-bellied). (annex 4) Activity 5 – aim: to provide practice within contextualized frameworks (reading, writing) The students will be asked to read the nonliterary text about emotions. A distinction between literary and nonliterary texts will be made by refreshing students knowledge on this issue. Activity 6 – aim: to encourage students to express their feelings/emotions, ideas and thoughts by means of language The students are given a gap text and asked to fill in the gaps by using their creativity. After reading all the texts, it will be drawn the conclusion: the depicted emotions are the same, but the situations are different. (annex 5) FIXATION OF KNOWLEDGE Activity 7 – aim: to provide practice by means of arts and crafts Students will be asked to make a mask which should depict one of the emotions from the text. (The images used in ANNEX 1 are some of the masks made by the students when the lesson was tried out.) FEED BACK AND EVALUATION The teacher evaluates the students’ performance in class, laying emphasis on the most interesting points of view and the most powerful arguments.
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  ANNEX 1 ANNEX 2 Matchthe fruit with the corresponding emotion. I am happy. I am surprised. I am afraid. I am sad. I am relaxed. I am angry. I am disgusted. How do you feel today? ……………………………………………………………………………………….
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  ANNEX 3 ANNEX 4 Thestorm One day, emotions had been embarked on a boat which was left to drift on the sea. “I am the captain and I’ll take the helm!” said Courage in a categorical manner. “I don’t trust you!” said Uncertainty with half-voice. “Why do you think that you are better than others?” asked Envy. “Keep calm!” said Courage, while Relaxation was lying in the sun. Threatening clouds gathered unexpectedly and interrupted the conversation. Fear was trembling, white as a ghost. Calm and Courage took the helm and kept the boat away from the cutting rocks which were hidden by the huge white waves of the stormy sea. After a few hours of a hard struggle they won. When the sun appeared, the two victorious heroes were standing on the deck. They received great applause from Relaxation, Happiness and Love. In a corner of the boat, Fear, Anger, Envy and Hate were still trembling. 1. Group the characters of the text above into the two columns: Pleasant/ comfortable emotions Unpleasant/ uncomfortable emotions
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  2. Colors andemotions – Fill in the blanks with the right answer:  red with ..anger..  green with ..envy..  to feel ..blue.. (to be sad)  to be in a ..black .. mood (to be upset)  ..white.. as a ghost (scared)  ..yellow..-bellied (fearful) 3. Read the text nonliterary text below. Emotions We all have feelings and emotions, even sometimes we hide them. Feelings and emotions help us understand what’s happening around us, what we want, what is important for us. When an emotion lasts for a longer time it became a feeling. To understand your emotions means to know your soul. ANNEX 5 Working in groups, fill in the blanks. Give the text a suitable title. .......................................................................... Blanche is upset because Cristian ....................................................................................................................................................... ..................................................................................................................................................... . Cristian is surprised to hear that, especially because ....................................................................................................................................................... ..................................................................................................................................................... . Diana heard about their problem and told them happily: ........................................................................................................................................... ..................................................................................................................................................... .