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SINGLE SUBJECT DAILY LESSON DESIGN FORMAT

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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

http://www.kids-pages.com/folders/worksheets/Feelings/Feelings.pdf

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?)

N/A- Have not done lesson with students