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Problem-Based Lesson Plan

This lesson plan aims to teach 2nd grade students about emotions and how they are expressed. Students will explore their own identity and how understanding emotions can help with personal growth. They will discuss what emotions are, how they are expressed, and how emotions reveal aspects of one's identity. Through analyzing Picasso's painting and creating their own emoji art, students will learn how colors represent different moods and emotions. The lesson involves discussion of key concepts, a demonstration of emojis, an art project where students design emojis representing different feelings, and a closing discussion about what was learned.

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265 views2 pages

Problem-Based Lesson Plan

This lesson plan aims to teach 2nd grade students about emotions and how they are expressed. Students will explore their own identity and how understanding emotions can help with personal growth. They will discuss what emotions are, how they are expressed, and how emotions reveal aspects of one's identity. Through analyzing Picasso's painting and creating their own emoji art, students will learn how colors represent different moods and emotions. The lesson involves discussion of key concepts, a demonstration of emojis, an art project where students design emojis representing different feelings, and a closing discussion about what was learned.

Uploaded by

api-273585331
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Problem-Based Lesson Plan

Title of Lesson:
Teacher:
School:
Grade Level[s]:
Date to be Taught:

Emotions: How I Express Myself


Brooke Kim
Prairie view Ogden North Elementary
2nd Grade
April 2015

Big Idea that drives Lesson/Unit:


Students will be exploring the concept of identity to further understand themselves and to help them grow
as individuals. Moreover, the students will discover how identity is not only about understanding ones
self, but also is about understanding the people and situations around them.
Key concepts about Big Idea:
Understanding ones own identity can help them grow as an individual
Expressions are a means of communicating emotion
Colors stimulate and represent various emotions
Emotions are an indication of ones values and interests
Fine Arts Goals Met by the Objectives:
25B - Students who meet the standard understand the similarities, distinctions, and connections in and
among the arts.

Identify sensory elements, organizational principles, and expressive qualities used in more than
one art form.

Investigate story, feelings, or expressive ideas shared in the work of two different art forms.

3-4 Essential Questions:


What are emotions?
How are emotions expressed?
In what ways can emotions express who you are?
Vocabulary Acquisition:
Mood: the atmosphere or feeling of the piece
Monochromatic: having or using only one color
Emotions: a state of feeling
Key Artistic Concepts:
Color:
Acting
Interaction
Identity/how one expresses ones self
Artmaking Materials Needed:
Paper
Markers
Color Pencils
Scissors
Contemporary/Historical/Multicultural exemplars:
Pablo Picasso, The old guitarist, 1903

Problem-Based Lesson Plan


Procedures:
DISCUSSION: (10 minutes)
o Schedule [Agenda of days events; first we will, next, then, last]
o Ask the initial essential questions for the unit giving time for responses
o State the key concepts for the unit, explaining concept and asking questions
What are emotions?
How can emotions show who you are?
How are emotions expressed?
Supportive Activity 1:
- Students will work with their tables (groups of 3) and have one person
act out an expression, while having the others guess what it is.
- The emotion will be decided by drawing from a jar
o Introduce and Show Pablo Picasso, The Old Guitarist, 1903
Describe how artist and his ideas contribute to the lesson
What kind of colors do you see in the painting?
- How do the colors make you feel?
- What do you think the mood of the painting is?
- What would the painting look like if it were yellow? Pink?
DEMONSTRATIONS: (4 minutes)
o Show examples of emojis
o Show and pass out teacher example
DESIGN/WORK SESSION: (18 minutes)
o Each student will be handed a piece of paper with 3 circles to create 3 emojis of their
choice
o The students will be working to think of an expression and color that best suits the
emotion that they want
o They then will choose one emotion for each circle and fill them in using markers and
color pencils
o After, they will cut out the emojis
CLEAN UP: (3 minutes)
o All scrap paper is thrown away
o Put away markers, colored pencils, and scissors
o Names on the back of their emojis
CLOSURE: (5 minutes)
o Have the students share and guess what emotion their emojis represent at their tables
o What did you learn about emotions through this activity?
o How are emotions expressed?
o Do you think it is important to have emotions? Why or why not?

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