Blended Learning Lesson Plan

Lesson Title:
What am I feeling?
Objectives:
Students will be able to compare different emotions within a text
Students will be able to identify what emotions the author is giving off in different scenarios. Ex)
Words, phrases, conventions, and illustrations
State Standards:
• Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and
how their relationships shape meaning and tone in print and multimedia texts.
o 9.2 Explain how words, phrases, conventions, and illustrations communicate feelings,
appeal to the senses, influence the reader, and contribute to meaning.

Context: This lesson is a second grade English lesson about interpreting and analyzing emotions
of a context. I am teaching this lesson because it is important to understand the emotions of
different types of scenarios and how to find out what type of emotion the author is giving off.
This will make reading and comprehending different for the students because it will make them
feel emotions and connect to the reading/illustration more. Before this lesson, the students were
able to identify many different types of emotions. For example, happy, sad, angry, excited, ect,.
This skill is important because it will make reading and identifying different emotions and help
make the students understand it more and will make them have their own emotions toward it.
Without emotion, it is boring and you cannot connect to it as well. After this lesson, the students
will learn how to analyze which emotion a context/scenario is giving off and why. To prepare
students for this, the students will learn key details and words to understand what type of
emotion is being given off. This will help in the next lesson because they will know how to
identify different types of emotions in a text. In conclusion, this lesson is essential to helping
students process what they are reading.
Data: Students will be divided into three groups consisting of low, medium, and high group.
These groups will be based off the small assignment I hand out at the end of class that I will
collect before they leave. This will test to see what they know and need to learn more. This will
also help me decide what group they will need to be put in. The purpose of this handout is to see
where each student stands after I teach the lesson. For this lesson, the handout will consist of
questions that will make the students critically think and comprehend what type of emotion a
certain scenario or picture is giving off. At the end, there will be a spot for students to give me
feedback about what they think. These groupings will help the students more because they can
help each other and work together.
Materials:
• Introduction: Powerpoint, pencil, notebook, video, practice worksheet, timer
• Teacher directed: video, pencil, paper
• Collaberative: Partners, iPads, Google Classroom, and books
• Independent Digital: iPads, audiobook, smartboard, pencil, paper, worksheet
o Youtube Video: https://www.youtube.com/watch?v=37w9JjUWN30
• Closure: Kahoot, iPads, volunteers
o Kahoot: https://create.kahoot.it/share/6a73c66f-9a03-4b10-bfa5-3c41768e45f7
Procedures:
Introduction (30 minutes): This lesson will be the opening lesson of the day. The students
will come in hang up their backpacks, put stuff in their cubbies, and sit in their assigned seats.
After everyone is seated, I will begin the lesson at about 7:45a.m. For the hook of this lesson, I
will have a powerpoint lesson that displays different types of emotions that the students will have
to examine and answer, together as a class. I will then have students volunteer to stand up and
make a face of the emotion on the screen. This willl help the students wake up and also
remember more. After all them emotions I display on the smartboard, I will have all the students
come and sit on the rug and have them watch a video. While playing the video, I will have to
pause it frequently to ask the students questions. They will have their notebook and pencil with
them because when I pause the video it will be to ask them a question and have them write it
down in their notebook. They will also have to write down words that made them decide of the
emotion. After the video, the students will go back to their seats and I will have one of my
helpers pass out a worksheet. This worksheet should take about 10 minutes. After the worksheet,
it will be time for groups. There will be three different groups. I will go to each group and
explain to them what they need to do. The students will have 10 minutes at each station. If there
are no questions, I will tell them to begin while displaying a big clock on the screen to show how
much longer they have in each group.
Teacher Directed (15 minutes): At the end of the groups, I want to be assured that the students
understand how to identify different types of emotions that a text/scenario is giving off. The
students will then watch another video from the smartboard. This will be to tell what type of
emotion is being given off from the tone of someone speaking. After watching the video, I will
ask if anyone has questions. I will give an example to the class by reenacting my own tone of
voice and have them guess what type of emotion I am displaying. I will then redirect the students
to go back to their notebooks from the introduction of the lesson. I will reshow the video from
the beginning of class as well and have them keep their original answers as well as put down new
ones if they think it is something else since they have a better understanding of this now. I will
walk around and individually go up to each student to see how they are doing understanding the
lesson. Working one on one with each student is important because it will show me how they are
really doing. This will help the students feel more comfortable since the other students will be
working on something at the same time. I will keep track of my time so I am able to get around
to each student individually.
 Collaborative (25 minutes): At the collaborative station, the students will work with a
partner. They will be scattered throughout the room so they cannot hear other partners
conversations or get side tracked. The students will each get an iPad and use google classroom.
The students know where the iPads are located and proceed to login to the classroom. The
google classroom will help to show that they are able to identify emotion from a text/picture
from what I post on the wall. Then, the students and their partner will go to the class library and
pick out a book for them to read together and complete the assignment. They will have to agree
on the book and if there are problems, I will pick it for them. Each will take a turn reading it
aloud to each other. After they both do that, they will have to share what type of emotion or
emotions the book is giving off and share it on the google classroom. Both partners will have
their own iPad, but work together to analyze the books emotion. There will be pictures as well to
help them identify emotions more easily. The students should have one page filled out on the
response post I post describing what emotion they picked and why they think it is giving off that
emotion. This will include lines from the book and words that helped them pick that particular
emotion.
Independent Digital (20-25 minutes):
At this station, students will work by themselves on their iPads. They will sit in their
assigned seats. They will listen to an audio book playing on the smartboard. During the audio
book playing, the students will have to find 5 different emotions they audio book is giving off
and what makes them think it is that emotion and why. If needed, I will replay the audio book
again to help the students be reassured of the emotion they picked. The audio reader will also be
reading in different tones to help them pick their emotion. Then, the students will complete
another worksheet to show that they can accurately understand and identify emotions. I will hand
this out to each student. This worksheet will have different scenarios and pictures for them to
decide on their own of what emotion is being displayed. It then gives them 5 different boxes,
each for each question as to what emotion is being described and to explain why they think this
and put it in the box. If anyone needs help, I will be walking around, or they can sit at their desks
and raise their hand for me to come over. This will help me see what students are not
understanding it best and also see what emotions they are struggling with.
Closure (12-15 minutes): At the end of the lesson all of the students will play Kahoot
about the lesson of the day. They will continue to use their Ipads for this. This will also help me
see what students are understanding this and which one are not. I will randomly ask students to
come up to the board and describe an emotion and act it out or make a face to it.
Rationale:
YouTube Video:
This YouTube video helps students be able to say emotions and repeat them aloud with
the video. It also shows animated characters and them displaying the emotion as they are
repeating the speaker in the video. The animated characters are from Pixar/Disney
movies that the kids are familiar with. This is a good video to help the students
understand, see, and hear different types of emotions.
 https://www.youtube.com/watch?v=37w9JjUWN30

Kahoot Game:
Kahoot is a fun, easy way for students to engage in a lesson. It is a fun game with
competition. It quizzes students and makes them have to think very quickly. It can be
used for all different ages and grades. I can make up my own questions as well as create
it any way I would like. It gives me results at the end to see who came first, second, third,
and so on, as well as their score they got on the game.
https://create.kahoot.it/share/6a73c66f-9a03-4b10-bfa5-3c41768e45f7