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Emotions/Feelings Vocabulary 10 th -12 th Grade/ ELD III TBD CA CONTENT STANDARD(S) ADDRESSED RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CA ELD STANDARD(S) ADDRESSED A. Collaborative Expanding- 3. Exchanging information/ideas- Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn taking rules, asking and answering relevant, on topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas. BIG IDEA ADDRESSED
Communication is a very important aspect in the development of social skills. Students need name and identify emotions in order for them to build relationships.
ESSENTIAL QUESTIONS Did you know all of the emotions/feeling that we mentioned during the activity? Was it challenging having to work in a group? Why? Why is it important to know how to read peoples emotions/feelings? OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate Students will be able to name, identify, and interpret vocabulary words related to emotions/feelings by participating actively in class activities and taking a quiz at the end of the lesson ASSESSMENT(S)choose type(s) as appropriate Diagnostic (entry level) Intro-Students will guess emotions demonstrated by instructor Formative (progress-monitoring) Charades Initiative Summative (evaluative) Vocabulary Quiz on Emotions/Feelings PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions) At the beginning of the lesson, students will not be willing to participate due to shyness. Students will have a hard time working in a group setting due to the fact that they lack social skills. INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES Anticipatory Set (Into) Instructor will model feelings by doing facial expressions. Instructor will ask students to guess the emotions demonstrated. (3 min) Visual/Spa tial/ Kinestheti c Teacher will set the tone for the lessons. Students will have fun and engage in the rest of the lesson. Instruction (Through) Instructor will talk about the importance of participation in class. Instructor will ask for volunteers to name and draw different emotions/feelings on the board. While students name and draw emotions/feelings on the board instructor will ask the rest of the class to take notes naming and drawing emotions on a piece of paper. Instructor pass out How do I feel right now? worksheet and will ask students to circle unknown words. Instructor Visual Encourage students to participate in class activities. Ads for volunteers to differentiate for students that do not feel ready to participate. By writing down and drawing pictures students are able to visualize words. STUDENT ACTIVITIES: What the students do
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES Anticipatory Set (Into) Students will pay close attention to the facial expression model by instructor and will try to guess emotion/feeling. (3 min) Visual/Spa tial/ Kinestheti c Make students feel more comfortable and willing to participate. Instruction (Through) Students will volunteer to name and draw different emotions/feelings on the board. Students will be asked to take notes and draw/name emotions/feelings on a piece of paper. Students will read and look at the pictures in the worksheets provided by teacher. Students will circle unknown emotions/feelings. (15 min)
Visual Improve students social skills by participating actively.
will define, draw, and model feeling/emotions. (15 min) Guided Practice (Through) Instructor will introduce an initiative called charades, and acting game in which one player acts out a word while the other players try to guess the word. Instructor will ask students to divide into two teams. Instructor will ask students to pick a name for the team. Instructor will write down all the emotions/feelings named in previous worksheet in different pieces of paper and will fold them. Instructor will ask students to come to the front of the class, pick a word written in a folded piece of paper and acted out. Instructor will give points to the team that guess the word correctly. Instructor will facilitate the activity. (20 min) Kinestheti c Visual/Spa tial Intraperso nal Linguistic Have students participate to improve their social skills Repetition of works help students learn and store words in long-term memory. Team building activity helps students feel more comfortable with teacher and peers. Expose student to a safe environment
Independent Practice (Through) After participating in charades initiative, instructor will ask students to go back to their seats and will have them work on worksheets Feelings. Instructor will ask students to match the correct words with the pictures. (5 min). Intraperso nal
Check for understanding/ assessment
Closure (summarize; make meaning of the lesson)
Instructor will finalize lesson by telling students the importance of communicating emotions. Instructor will ask students a questions How do you think this world would be if we did not know how to identify/communicate emotions? Instructor will have students share their thoughts with the class. (7 min)
Linguistic Improve students communication skills. Have students reflect on the lesson Review our learning objective Transfer (Beyond) (opportunities to apply the learning) Instructor will inform students that the following day they will be doing a Linguistic Give students an introduction of the following lesson to challenge them Guided Practice (Through) Students will listen to instructions. Students will be encouraged to participate in an activity called charades. Students will form teams and will pick a name for the team. Students will take turns in going to the front of the room and act out emotion/feelings while the other students will try to guess the emotion/feeling. (20 min)
Kinestheti c Visual/Spa tial Intraperso nal Linguistic Improve students social skills. Team building activity will improve students relationship with one another.
Independent Practice (Through) Students will begin working on a worksheet (Feelings) provided by instructor. Students will be asked to match emotions/feelings with corresponding pictures. (5 min)
Intraperso nal
Measure students understanding of the lesson.
Closure (summarize; make meaning of the lesson)
Students will engage in a class discussion about the importance of knowing how to identify emotions/feelings. Discussion will facilitated by teacher. (7 min)
Intraperso nal
Reflect on the importance of communicating and identifying feeling and the importance of the topic when building relationships Transfer (Beyond) (opportunities to apply the learning) Students will start to think about the opposite meaning of the vocabulary words practiced during the activity (2mins) Linguistic Challenge students and motivate them
different activity in which they will be ask to act out an emotion/feeling and the rest of the class will try to guess the opposite of that emotion/feeling. (2min)
INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group 3 rd Period-12/16 students have been classified as EL. Proficiency level 4- (Marlene, Dulce, Marco, Eduardo, Lorena, Juan, Luis) - This group of students seem to be more independent in class. 3-(Oscar, Diana, Sebastian, Alexis, Edgar, Ivan) *Students in this class get distracted very easily. Teacher need to repeat instructions a couple of times. All of the students can communicate in English but need a lot of help with grammar and reading. Students are not motivated and have trouble organizing work. Many of these students have been involved in drugs and have anger management problems. Students do not have positive role models at home.
INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There is one student with a 504 in class. She has a panic disorder. Lorena suffers from panic attacks. She likes to work independently. Lorena needs to work and develop social skills. Poor attendance is affecting her grades. She is taking medications for depression. Lorena is very respectful and has no behavior problems. There are other students that I think they qualify for special education but they have not been classified yet. Students walk into classroom with earphones on, they enjoy listening to music and watching movies. It seems that a couple of students have trouble reading words on the board but they refuse to get an eye exam. DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Content English Language Learners will be learning new vocabulary words related to emotions/feelings by engaging in instruction and class activities. Process Students will be participating in fun class activities that targets learning styles. Students will draw, write, listen, think, and use body language to communicate a message. Students will be engaged having fun and at the same time will be learning vocabulary words. Product To enforce classroom management students will be seating in assigned seats. Instructions for the activities and test will be read out with clear annunciation. Lesson objective will be written on the board and read at the beginning of the lesson to make sure students have a clear understanding of expectations. We would be using a lot of visuals to help our visual learners. I will introduce norms at the beginning of the lesson to make sure students feel comfortable enough to participate in class activities. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Content- Lorena will be developing social skill by participating in class activities. She will communicate and interact with classmates. Process Norms will be introduced at the beginning of the lesson so students experience a safe and positive classroom environment. Lorena will be seating next to the door in case she feels the need to walk out of classroom. She will always carry a special pass that gives her the freedom to take breaks when needed. She will be responsible to administer her own medication. Teachers will keep an open communication with student to make sure we meet her needs. Product- To differentiate during the activities, we will be asking for volunteers always encouraging all students to participate. I would also highlight words on the board to help visual learners. Resources Attached http://www.prisonmarriageministry.com/NMEPM/data/images/faces.jp g
REFLECTION (Questions to consider after the lesson: What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)